1. Getting the most from lectures presented by:
Introduce yourself to group and set the scene by moving quickly through slides 2.and 3.

2. Aims of this session: Identify the ways you can prepare for lectures
Recognise different means of recording information in lectures
Identify ways of summarising information
How to follow up lectures

3. OR put another way: The aim is to help you to consider the following questions
Why do I go to lectures?
What do I want from a lecture?
Activity 1 : Introduction [10 mins]
In pairs discuss the first question.
(ask for views and make a note of them on flip chart/ board or other means so that you can draw on them as you go through the session. Responses will include: they are compulsory, they are very important as the lecturer delivers a lot of new and significant material etc.)
Ask the same pairs to consider question 3.
( Again note the responses and start to tease out, if responses are appropriate, that there are pre-lecture, during lecture and post – lecture things they can do. For example some may comment on the need to prepare by reading notes, completing previous work etc)
(session time elapsed approximately 12 mins)
How do I make lectures more useful to me?

4. Some lectures can be more difficult than others.
Think why this maybe the case for you.
List some of the things that are problematic about lectures for you.
Activity 2: [5 minutes]
Ask the individuals to note the problems they find and then share this in pairs. Ask them to put these into an agreed list ready to share with the group.
Use this activity to recognise the barriers and start to suggest, or tease out from them some practical methods for overcoming the problems. Some of the common problems are noted on the following slide.
(Session time elapsed approximately 17 mins)

5. A new and complex topic with new terms to understand
There are many reasons for failing to get all you can from a lecture, for example:
A new and complex topic with new terms to understand
A different style of lecture
Inappropriate expectations
Volume of information
Difficulty following the argument
Difficulty with selecting relevant information
Go through these examples and relate to the views the group raised from the previous slide. [ 3mins]
Explain that as active learners they should endeavour to overcome these problems through taking personal responsibility in trying to overcome the issues as they arise.
See handout on active learning. This should only be handed out at the end of the session as additional support material.
(Session time elapsed approximately 20 mins)

6. There are three phases to consider:
before the lecture,
during the lecture
following the lecture
So what can you do to help prepare for a lecture?
Activity 3: [10 minutes]
Ask the participants to suggest three ways of preparing for a lecture.
Again, note comments on flip chart or board.
Hopefully they will come up with a list of positive suggestions. If not be prepared to prompt them for example: ensure that they have checked the website/ module or unit information for any pre-lecture reading or other related activity and completed the required tasks; they are familiar with any terms that may come up during the lecture; they become an active listener; consider the means by which they intend to record the information they want from the lecture. (Refer the group to the academic skills website, specifically the ‘Getting the most from lectures’ for further points to consider.)
Emphasis that time spent on pre-lecture preparation is a really effective activity and is a means of keeping them ahead of the game.
(Session time elapsed approx 30mins)

7. During a lecture
What methods do you use to note the information you get during a lecture?
This is the opportunity to see if and how any of the group have been taking any notes of or tape recording this current session.
Ask them if they have copied any of the flip chart /board notes and if so try to gather the different styles they may have used. It is possible that a few may have made mind maps, spider diagrams or other diagrammatic styles during your session but it is also likely that some may have tried to take detailed notes.
The key to this section is to allow them to consider practising different methods of recording information and to find what suits them best. You may need to demonstrate the use of mind mapping etc. or refer them to the academic skills website for further approaches to taking effective notes. They also need to recognise that methods of note taking may change according to the topic or lecturer. For example, a lecturer may provide slides of the lecture as handouts. Notes only need be made in the margins of these handouts, or some additional mind maps may help understand the ideas being presented that go beyond the handout notes.
The other method that some prefer is to record the lecture, with permission of the lecturer. This is a time consuming approach but may assist those who find difficulty in understanding the accent, pace or delivery of the lecturer.
(Session time elapsed approximately 35 mins)

8. Following the lecture
How can you make best use of the information you have gained from the lecture?
Activity 4: [3 minutes]
Ask them to note the ways they manage this information.
Draw the ideas together on the flip cart/board.
They should include: collate their notes in one place together with the previous information on the same unit/module, read through the notes as soon as possible afterwards, use a highlighter to indicate significant points, summarise key or new concepts, try to make the links from previous lectures/topics/units, establish any misunderstandings or aspects still causing confusion and try to solve these before the next lecture.
In this last example, suggest methods that can be used to help them overcome these problems, which also link to being an active and independent learner, such as seeking help from the lecturer or other students, conducting additional research.
(Session time elapsed approximately 45 mins)

9. See handout
Finally -
Remember that you can improve your learning at lectures through careful preparation, good methods of gathering the information you are given and following–up the lectures as soon as possible.
( See University of Southampton academic skills website: for further information)
Ask for any questions relating to this session and hand out the ‘What does it mean to be an ACTIVE learner?’
Take a few minutes to take them through this before concluding the session.
(Session time elapsed approximately 50 mins)