Improving the Lecture

"According to studies...a lecture begins with a five-minute settling-in period during which students are fairly attentive.  This attentiveness extends another five to ten minutes, after which time students become increasingly bored, restless, and confused.  Focus and note-taking continue to drop--some students effectively fall asleep--until the last several minutes of the period when they revive in anticipation of the end of class.  Even medical students display similar patterns of concentration levels: an increase over about 15 minutes, followed by a sharp decrease." (From: Linda B. Nilson. Teaching at its best: A research-based resource for college instructors, p.76)

The following resources are online or available at Pickler Memorial Library.

Bonwell, Charles C.  "Enhancing the lecture: Revitalizing a Traditional format."  New Directions for Teaching and Learning (Fall 1996) 31-44.  Link to Article.
"What we know about enhancing the effectiveness of lectures is summarized, and strategies are presented for systematically incorporating brief active learning events into lectures to meet course objectives."  (EBSCOhost)

Geske, Joel. "Overcoming the drawbacks of the large lecture class." College Teaching 40 (Fall 1992) 51-4.  Link to article.

"Reports that a number of factors inhibit teaching in a large classroom.  Space in the classroom; Difficulty of teaching students in tightly packed rows; Presence of an impersonal atmosphere toward classmates and the instructor. The author provides tactics he has developed." (EBSCOhost)

Johnson, Glenn Ross.  "Enhancing the lecture." In: First Steps to Excellence in College Teaching.  Magna Publications, 1990.  Pp. 21-26.  Call number: LB 2331 J63 1990
"Successful lecturers leave room for and encourage reaction by students."

King, Alison.  "From sage on the stage to guide on the side."  College Teaching, 41 (Winter 1993) 30+ (6pp., 2 charts)  Link to article.
"Studies the use of group based learning as an effective tool in the teaching and learning process.  Criticism on the usual method of 'transmittal model' as learning process; Promotion of active learning; Examples of active learning activities that can be incorporated into typical lecture; Effectiveness of the method." (EBSCOhost)

McClain, Anita.  Improving lectures: Challenge both sides of the brain.  1986.  14 pp.  ERIC Document 274954.  On microfiche.
"...stimulate both sides of students' brain to allow for efficient increase of information absorption. As an alternative to linear outlines, mind maps can provide for more effective comprehension as related ideas are conceptualized from the center out to supporting details, as well as from top to bottom or left to right.  The mind map, an organizational skill that helps students to better understand a concept or an objective, can be used to introduce a total course, give a skeletal or course overview, or structure an entire lecture.  Mind maps have four major advantages: (1) they aid professors or lecturers, (2) their open-ended quality allows students to brainstorm, (3) they help clarify student notes and liberate students to think , and (4) they increase comprehension.  Mind maps also set up a clear hierarchical and graphic structure that allows for easy recall of related ideas." (ERIC)

McKeachie, W. J.  "Improving lectures by understanding students' information processing." In New Directions for Teaching and Learning 1 no. 2 (1980); 25-35.  Call number: LB 5 N484 v.1
"What are students trying to do during a lecture? One way of improving lectures is to think about this question--about how students process the information we provide in our lectures.  Evidence from student behavior during lectures offers ideas for more effective lecture organization and presentation."

Newcombe, Nora.  "Successful lecturing." IN:  Applying the science of learning to university teaching and beyond.  Jossey-Bass, 2002.  Call number: LB 2331 A632 2002

Nilson, Linda B.  "Making the lecture a learning experience." IN:  Teaching at its best: A research-based resource for college instructors.  Anker Publishing Co., 1998.  Call number: LB 2331 N54 1998

Peters, Sharon, and Davis, William.  "Help non-native English speakers understand your lectures."  College Teaching, 46 (Fall 1998) 139.  Link to article.
"Gives advice on how United States instructors can help non-native English speaking students understand lectures.  Suggested teaching techniques." (EBSCOhost)

Sitler, Helen Collins. "The spaced lecture."  College Teaching, 45 (Summer 1997) 108-10.  Link to article.
"Highlights the advantages of spaced lecture for teaching college students.  Effectiveness of method for helping students comprehend and apply abstract concepts; Relationship between listening and learning; Importance of student's ability to discern the major conceptual points of a lecture." (EBSCOhost)

Sullivan, Rick, and Noel McIntosh.  Delivering effective lectures.  JHPIEGO Strategy Paper, December 1996.
http://www.reproline.jhu.edu/english/6read/6training/lecture/delivering_lecture.htm

Timpson, William M. et al.  Teaching and performing: ideas for energizing your classes.  Magna Publications, 1997.  Call number: LB 2331 T34 1997
Warming up, planning, energy, creativity, etc.

Windschitl, Mark.  "Using small-group discussions in science lectures".  College Teaching, 47 (Winter 1999) 23+ (5pp.)  Link to article.
"Investigates the use of small-group discussions in college lecture classes.  Context and questions; Elements of the in-lecture discussion model; Details on how the classes were conducted; Student's evaluations of discussion." EBSCOhost.

Compiled by Karen McClaskey
Pickler Memorial Library