What's the use of lectures?
"A comprehensive guide to the uses and possible abuses of the lecture method. Supported by copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Written in an accessible and helpful style, What's the Use of Lectures? should be required reading for all college teachers who use this method."
--Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota
"A rewarding read for anyone who lectures--experienced or not. I wish we had a book this engaging and this informative on every element of the teaching art."
--Michele Marincovich, assistant vice provost and director, Center for Teaching and Learning, Stanford University
"A source of great insight for people who teach.... Bligh has spent more time and energy than anyone else in coming to terms with a task that bothers many teachers and trainers.... His research is impeccable and his conclusions are immensely practical. The new edition will be much welcomed."
--Alex Main, founding coordinator of Academic Staff Development for the British Universities, Murdoch University, Australia
In this first American edition of a best-selling classic, Donald Bligh draws from decades of research and hands-on experience to help college and university teachers develop and use lectures effectively. What's the Use of Lectures? is an indispensable guide for anyone who aspires to be a skilled lecturer and teacher. It examines the nature of teaching and learning in a classroom lecture--describing how students learn, how much knowledge they retain, and how to enhance their attention and motivation. Bligh builds on this information to share strategies for creating organized, thoughtful, and effective lectures. Topics include taking notes, using handouts, practicing different formats and styles, obtaining feedback, overcoming difficulties, evaluating the lecture, and testing alternative methods when lecturing is not adequate. Also included are tables and diagrams to illustrate different approaches to lecturing.
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Evidence of What Lectures Achieve
WHAT FACTORS AFFECT
WHAT LECTURE TECHNIQUES
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achieved activity answer arousal attention attitudes audience better blackboard buzz groups Chapter concept maps concepts context convergent thinking course dents difficult discussion display effective evaluation evidence example experiment explanations factors facts feedback Figure free recall give handouts horseshoe groups ideas important interaction key points kind knowledge learning lecture method lecture organization lecturer's less long-term memory microsleeps Microsoft PowerPoint mind motivation nonverbal normally note taking objectives observed opinions overhead projector particularly pauses percent possible preparation presented principles Proactive interference problem psychological questions ratings reading reason reference rehearsal relevant requires retroactive interference sensory memory short-term memory signals skills slides speed stimulation style subject matter subvocal suggest Table take notes task teacher teaching methods techniques tests thought tion topic transfer of learning truth-functional ture understanding usually visual words