ERIC Number: ED166996
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
The Lecture. Memo to the Faculty. No. 60, April 1978.
Ericksen, Stanford C.
Aspects of the lecture that make it come across well, requirements for learning in the classroom, and selected findings from an instructor-designed questionnaire that includes student evaluations of instruction are discussed. Lecturing teachers need to talk with credibility and enthusiasm and to prepare the substance of the presentation, the sequence of points, and their integration with other lectures. A good teacher in the lecture setting will be guided by at least three basic requirements for learning in the classroom: motivation, understanding, and remembering. Lectures that pose problems and actively involve students in their solutions are more likely to maintain and increase motivation than lectures that present neatly encapsulated principles and facts. Organizing the lecture, providing evidence for points, and critically testing an idea promote understanding by the student. The way the lecture is organized affects student retention of material, and the student must mentally organize the material that he receives. Questionnaire results provide some data on the lecture and its comparison with other teaching methods. A chapter in a book on teaching that provides advice about lecturing is cited. (SW)
Descriptors: College Faculty, College Instruction, Higher Education, Instructional Improvement, Learning Experience, Lecture Method, Student Evaluation of Teacher Performance, Student Motivation, Teacher Characteristics, Teacher Effectiveness
Managing Editor, Center for Research on Learning and Teaching, The University of Michigan, 109 E. Madison Street, Ann Arbor, MI 48109
Publication Type: Guides - Non-Classroom; Reports - General; Collected Works - Serials
Education Level: N/A
Authoring Institution: Michigan Univ., Ann Arbor. Center for Research on Learning and Teaching.
Note: Parts may be marginally legible due to small print