Lecturing: A Practical Guide

Lecturing: A Practical Guide

Lecturing: A Practical Guide

Lecturing: A Practical Guide


Lecturing can be a terror, a chore or an exhilarating experience. For most lecturers, at one time or another, it is all of these things. For many in Higher Education it remains the staple form of teaching and, as student groups get ever larger, so good lecturing is ever more important.This is an accessible, friendly and confidence boosting book for inexperienced and experienced lecturers alike. Written in a lively and straightforward style, without using academic or scholarly language, it guides readers through the art of good lecturing. This is a book to use both to boost confidence, and to work with as the reader's lecturing becomes more assured. The authors show how to improve lecturing, and how, despite the apparent limitations of the traditional lecture, lecturing is a flexible and essential tool for improving student learning and understanding. Illustrated throughout with case studies and scenarios, plus helpful hints and tips, some of the key issues covered include: the place and types of lecture; voice and body language; causing learning in lectures; making lectures more effective; lecturing tools and processes; engaging group


If you give lectures you may find yourself pictured within. What's worse, others may recognize you when you don't!

Every university has a few Professor Oakwoods. This professor is well intentioned and conscientiously worked hard at lectures when first putting them together, but has become complacent and unwilling to learn any of the new tricks now available. Underneath there's some yearning after yesteryear and a primary interest in research and students who will go on to be research collaborators.

Dr Arbuthnott on the other hand enjoys giving a performance with all the latest technology. The only trouble is that admiration of the performance has become more important for this lecturer than students' learning from it.

In contrast Bill hates lecturing and is so nervous that he went from bad to worse and stayed there in spite of all his attempts to prepare his subject matter thoroughly. He really needs some help from colleagues or the staff development unit, but is too embarrassed to ask and fears even more embarrassment if he did. He responds well to students in small groups or the lab and would do better using that strength in lecture classes rather than trying to give a performance.

Louise is always in a rush, not fully prepared, dashes in, and gives the appearance of being disorganized.

Anya Wilenska brings with her the values and expectations of her native country where lecturers deliver lectures of a high academic standard, without interruptions, to large classes and leave students with the responsibility of studying to understand them. To adjust to their needs is, for her, to compromise those standards.

Though not as portraits, there is an equally characteristic set of students' comments. But I must say no more, or I will spoil your enjoyment of the book.

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