BY: MISS ANEELA ISRAR Organizing Them And Making Them Interesting Organizing Them And Making Them Interesting

CONTENTS…  Characteristics of the Effective and Ineffective Lecture Organizing the lecture. Opening a Lecture Body of the Lecture Closing a Lecture Making lecture interesting  Summary  Concluding Remarks

Characteristics of the Effective and Ineffective Lecture

Teacher-Student interaction Two way communication Teacher student questions Shared responsibility for active learning 100 % teacher talk with limited or no interaction One-way communication. Few if questions Student depends on teacher for all information Characteristics of the Effective Lecture Effective Lecture Characteristics of the Ineffective Lecture

Small group, problem- solving activities Variety of supporting media Limited note taking required No student activity No supporting media Extensive note taking required. Characteristics of the Effective Lecture Effective Lecture Characteristics of the Ineffective Lecture

The focus of your preparation should never be "What Am I Going To Lecture About?“ but rather "What Do I Want My Students To Learn?"

  Opening a Lecture  Body of the lecture  Closing a lecture

Announce the objectives for the class. You have established a plan/focus for the day and can readily get back on course if you go “astray,” By knowing what they are supposed to have learned by the end of the class, students can speak up if they are not “learning that,”.

Grab student’s attention with your opening. Grab student’s attention with your opening. Be sure that students have a sense of the “Big Picture” Be sure that students have a sense of the “Big Picture” Establish rapport with your students. Establish rapport with your students.

The body of the lecture should be chunked into three or four main ideas or issues. The body of the lecture should be chunked into three or four main ideas or issues. Learners can much more easily understand and retain four main ideas than a long narrative of the information Learners can much more easily understand and retain four main ideas than a long narrative of the information Think of these chunks as hooks on which students can hang ideas. Think of these chunks as hooks on which students can hang ideas. Chunk The Information.

Draw some conclusion Finish forcefully

 A thought-provoking question  Problem  A quotation that sets an essential theme;  A summation of the major issue  A preview of coming attractions FINISH FORCEFULLY

Ask question at strategic points. Ask question at strategic points. Have student solve a problem. Have student solve a problem. Pairs or small four persons group discussion Pairs or small four persons group discussion Bring real items in the classroom. Use props. Use props.

Introduce visual aids.

Incorporate anecdotes and stories into your lecture. Incorporate anecdotes and stories into your lecture. Make the organisation of your lecture explicit. Make the organisation of your lecture explicit. Be conversational. Be conversational. Use movements to emphasize an important point or to lead into a new topic. Pause Pause

MAINTAIN EYE CONTACT WITH THE CLASS

Well planned introduction. Verbal communication skills. Non verbal communication skills. Effective questioning and interaction. Summarization.