3c: Delivering an Effective Lecture
In this module, faculty learn how to determine if the lecture approach is aligned to their learning objectives, develop well-organized and effectively-paced lectures, keep students engaged, and seek student feedback.
To satisfy the module requirements, faculty must apply at least one technique, such as opening with an interesting quote or question to pique students’ interest, providing skeletal notes, or chunking information into manageable segments.
This module is one of six modules under ACUE’s unit on Using Active Learning Techniques.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (2nd ed.). Seattle, WA: Pear Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco, CA: John Wiley & Sons.
Scagnoli, N. (2012, November 1). 7 things you should know about microlectures. ELI 7 Things You Should Know. Retrieved from https://library.educause.edu/resources/2012/11/7-things-you-should-know-about-microlectures
Tollefson, S. (n.d). Gone in sixty seconds: The one-minute paper as a tool for evaluation—of both instructor and students [Blog post]. (Link is no longer retrievable)
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015/November-December%202015/course-redesign_full.html
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com/watch?v=8UJRNRdgyvE
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
