BY:BY:

MISS ANEELA ISRARMISS ANEELA ISRAR

Organizing Them And Making Them InterestingOrganizing Them And Making Them Interesting

CONTENTS…

Characteristics of the Effective and Ineffective Lecture

• Organizing the lecture .

Opening a Lecture

Body of the Lecture Closing a Lecture

• Making lecture interesting Summary

Concluding Remarks

Characteristics of the Effective and Ineffective Lecture

Teacher-Student Teacher-Student interactioninteraction

Two way communicationTwo way communication

Teacher student questionsTeacher student questions

Shared responsibility for Shared responsibility for active learningactive learning

100 % teacher talk with 100 % teacher talk with limited or no interactionlimited or no interaction

One-way communication.One-way communication.

Few if questions Few if questions

Student depends on Student depends on teacher for all informationteacher for all information

Characteristics of theCharacteristics of the Effective LectureEffective Lecture

Characteristics of the Characteristics of the Ineffective LectureIneffective Lecture

Small group, problem-Small group, problem-solving activitiessolving activities

Variety of supporting Variety of supporting mediamedia

Limited note taking Limited note taking requiredrequired

No student activityNo student activity

No supporting mediaNo supporting media

Extensive note taking Extensive note taking required.required.

Characteristics of theCharacteristics of the Effective LectureEffective Lecture

Characteristics of the Characteristics of the Ineffective LectureIneffective Lecture

The focus of your preparation should never be

"What Am I Going To Lecture About?“

but rather "What Do I Want My Students To Learn?"

Opening a Lecture

Body of the lectureBody of the lecture

Closing a lectureClosing a lecture

Announce the objectives for the class.Announce the objectives for the class.

You have established a plan/focus for the day You have established a plan/focus for the day and can readily get back on course if you go and can readily get back on course if you go “astray,” “astray,”

By knowing what they are supposed to have By knowing what they are supposed to have learned by the end of the class, students can learned by the end of the class, students can speak up if they are not “learning that,”.speak up if they are not “learning that,”.

Grab student’s attention with your opening.Grab student’s attention with your opening.

Be sure that students have a sense of the “Big Be sure that students have a sense of the “Big Picture”Picture”

Establish rapport with your students.Establish rapport with your students.

The body of the lecture should be chunked The body of the lecture should be chunked into three or four main ideas or issuesinto three or four main ideas or issues..

Learners can much more easily understand Learners can much more easily understand and retain four main ideas than a long and retain four main ideas than a long narrative of the informationnarrative of the information

Think of these chunks as hooks on which Think of these chunks as hooks on which students can hang ideas.students can hang ideas.

Chunk The Information.Chunk The Information.

Draw some conclusionDraw some conclusion

Finish forcefullyFinish forcefully

A thought-provoking questionProblemA quotation that sets an essential theme; A summation of the major issue A preview of coming attractions

FINISH FORCEFULLYFINISH FORCEFULLY

Ask question at strategic points.Ask question at strategic points.

Have student solve a problem.Have student solve a problem.

Pairs or small four persons group discussionPairs or small four persons group discussion

Bring real items in the classroom.Bring real items in the classroom.

Use props.Use props.

Introduce visual aidsIntroduce visual aids ..

Incorporate anecdotes and stories into your lecture.Incorporate anecdotes and stories into your lecture. Make the organisation of your lecture explicit.Make the organisation of your lecture explicit. Be conversational.Be conversational.Use movements to emphasize an important point Use movements to emphasize an important point

or to lead into a new topic.or to lead into a new topic. PausePause

MAINTAIN EYE CONTACT WITH THE CLASSMAINTAIN EYE CONTACT WITH THE CLASS

Well planned introduction.Well planned introduction.

Verbal communication skills.Verbal communication skills.

Non verbal communication skillsNon verbal communication skills..

Effective questioning and interaction.Effective questioning and interaction.

Summarization. Summarization.