Lecture Tips Teaching by Lecture

INSTRUCTIONAL TECHNIQUES
Teaching by Lecture
You must excuse the occasional unstifled yawn among students.
You see, by the time they complete four years of college they will have
endured almost 2000 hours of classroom instruction. Without question,
most of that time will have been spent listening to lectures.
Educators’ preference for lecturing is not surprising given three
facts: Most of us were taught that way, a lecture appears easy to pre-
pare and present, and lectures are widely accepted by students and
peers. But since so much time is spent lecturing to our students, let’s
look at some of the pros and cons of this popular teaching method. The
guidelines here are loosely based on recommendations by Eble1 and
suggest how we might approach the planning and delivery of a lecture.
• Use the lecture format appropriately. Lectures are excellent
for transmitting large amounts of information to groups large and small
and for imparting information not otherwise readily available, such as
recently discovered facts or original theories. A competent speaker also
can use the lecture to stimulate listeners and give insight as to how
processes work. But the lecture is a poor place to present abstract,
intricately detailed or complex information to students.
Also, lectures generally are not effective in teaching application
of information, in developing problem-solving skills or in changing
attitudes. These areas are best addressed during a discussion or
demonstration so that students can question the instructor and see for
themselves how the facts fit together. Supporting information might
be distributed as part of an illustrated handout for students to refer to
during class.
Speaking of handouts, some instructors believe it is the student’s
responsibility to take notes during class and therefore do not provide
a handout. But research2 shows that note taking during class actually
may interfere with retention of knowledge. In fact, it appears that giv-
ing students a guide that outlines the material about to be covered and
stresses key concepts and phrases tends to improve test scores.
TEACHING TECHNIQUES
The main problem with a lecture is it assumes that all students

learn at the same rate. Because this is not the case, many students are
alternately bored or bewildered. This can be partially overcome if the
instructor regularly checks student comprehension during the class.
• Teach only as much as can fit comfortably into the time
allotted. Some instructors are determined to “teach it all.” They
usually can be identified by their slides and overhead transparencies
consisting of photocopied pages of books, their voluminous multipage
handouts and their cries of “I just need a few more minutes…” at the
end of every class. These instructors are shouldering the entire respon-
sibility for what students learn. But we can never “teach it all”; in fact,
I suspect it would be undesirable to do so even if we could, for it would
leave no room for students’ personal discovery and growth.
Instead, instructors need to identify two or, at the most, three
important points in each lecture, carefully supporting each with illus-
trations and examples. Presenting manageable amounts of informa-
tion gives students time to assimilate the data and fit it into what they
already know and understand about the subject.
• Every lecture should have a beginning and an ending. This
is important. Although it would be nice if students arrived in class
ready to take notes, this rarely is the case. Remember that they have
a life apart from the classroom. There may have been an incident in
the clinic that has everyone excited, or students may be talking about
a movie they saw the previous night. The clever instructor bridges the
gap between the outside world and the classroom by focusing students’
attention on the material to be discussed.
Also, every lecturer should remind students of what they already
have learned, what they are about to learn today and, at the conclu-
sion of the lecture, what they will learn next time. This helps students
understand how the current material related to what went before and
what will follow. The beginning and end of class also is a good time to
tie up loose ends, answer questions and correct misconceptions.
• Don’t be a bore. Vary your voice, gestures and physical move-
ments to stimulate the audience and reinforce what you are saying.
Why is this important? Research indicates that students’ attention

begins to wander within 15 to 20 minutes of the beginning of a lecture.2
If they aren’t listening, they aren’t learning.
But, you say, paying attention to voice, gestures and physical
movement strikes you as being theatrical. Well, perhaps it is. In two
fascinating studies by Ware et al,3,4 researchers looked at the relation-
ship between style of presentation and student learning as measured by
performance on an objective test. The “Doctor Fox Effect,” named after
the persona created by the researchers, demonstrates that an instruc-
tor’s style of presentation affects how well students remember facts.
Here’s how it worked. A trained Hollywood actor was coached to
deliver a lecture to several groups of students. Two factors were varied:
lecture content (high, medium, low) and lecturer seduction (high or
low). The authors used the term “seduction” to refer to personal char-
acteristics such as charisma, enthusiasm, expressiveness, friendliness,
humor and personality. The results? Students who heard the high
seduction presentation remembered more of the lecture content. Not
surprisingly, the students who attended the high seduction lecture gave
a more favorable rating of the instructor than did the low seduction
group. So the next time you hear a colleague say, “I just present the
material; it’s up to the students to learn it,” remind them to be enthusi-
astic and charming in the process.
• Know your subject well, but teach it like you just learned
it. Have you ever had the experience of listening to an extremely com-
petent professional talk about his field of expertise? The kind where
you’re certain he knows what he’s talking about, but you’re equally
certain you don’t know what he’s talking about? Or have students ever
told you that they know a certain instructor is smart, but that some-
times she talks over the students’ heads? The problem may be that the
instructor is “too competent” to teach well. How can this be?
According to unpublished data from N. Whitman, learners pass
through four levels of competency: unconscious incompetence (the
learner is unaware that he cannot do a task), conscious incompetence
(the learner is aware of the task, but cannot do it), conscious compe-
TEACHING TECHNIQUES
tence (the learner is able to think through a task step-by-step and do

it), and unconscious competence (the learner can do the task without
thinking about intermediate steps).
Most professionals-turned-instructors have reached this last stage.
But to be effective in presenting a lecture, instructors have to go back to
being “consciously competent” by recalling what knowledge they had
when they first learned the material and what explanations and infor-
mation are required to successfully grasp a topic. This is why students
sometimes do so well at teaching other students: as students, they are,
or are becoming, consciously competent. They know the right vocabu-
lary to use for explanations; they remember what problems they had
in comprehending the material; and they can consciously describe the
steps involved in arriving at a solution.
• Provide frequent opportunities for questions. Remember, stu-
dents’ attention begins to wander about 15 minutes into a lecture. This
is an ideal time, then, to change the pace of the class by pausing and
reflecting on what has just been covered and asking questions. But this
is a time not just for students to question the instructor, but also for the
instructor to question the students.
When talking directly to a person, it’s easy to see if he follows
what you’re saying by his facial expression and verbal comments. But
as the size of the audience grows, it becomes increasingly difficult
to confirm that students are actively following and comprehending
the material. To overcome this problem, ask students to discuss key
concepts in their own words. This is the time to clear up misconcep-
tions and factual errors; if students don’t understand the preliminary
information, it’s unlikely that they will understand whatever follows.
Questioning during a lecture also can be used to promote individual
thinking among students and to encourage them to evaluate what they
have heard.
Of course, there are many methods of presenting information
other than a lecture. But when a lecture is the best choice, following
these guidelines will help your students get the most out of their time
in class.
References
1. Eble KE. The Craft of Teaching. San Francisco, Calif: Josey-Bass
Publisher; 1976:42-53.
2. Davis RH, Alexander LT. The Lecture Method. Michigan State
University Press; 1979.
3. Naftulin DH, Ware JE, Donnelly FA. The Doctor Fox lecture: a
paradigm of educational seduction. J Med Educ. 1973;48:630-635.
4. Ware JE, Williams RG. The Doctor Fox effect: a study of lecturer ef-
fectiveness and ratings of instruction. J Med Educ. 1975;50:149-156.
By Stephen F. Hulse, M.Ed., R.T.(R)

Originally published in Vol. 60, No. 4

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INSTRUCTIONAL TECHNIQUES

The main problem with a lecture is it assumes that all students

Why is this important? Research indicates that students’ attention

tence (the learner is able to think through a task step-by-step and do

By Stephen F. Hulse, M.Ed., R.T.(R)

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