Are You Not Entertained? How to Build a Dynamic Lecture

Since the 1990s, I’ve mothballed the lecture with other scorned practices: popcorn reading, multiple-choice quizzes, test-prep drills, lower-level "recitation" questions, crossword puzzles and the like. But the fact is that few practices are completely bad or good given the infinite variety of students, curriculum choices and instructional strengths. Besides, making teachers wrong for professional choices blunts their power. I'll come back to that idea.

After dipping into the controversy over lectures, the paragraphs below will explore why this instructional method deserves some love, followed by tips on how to enhance its impact.

Debating the Lecture Method

Most educators agree that since the Middle Ages, the lecture has been over-used. Where agreement ends is on the question of its advantages and disadvantages as an instructional approach. These are just a handful of reasons to abandon lectures:

On the other hand, several strong arguments support the use of lectures:

How to Build a Better Lecture

Because all teachers at some point find it necessary to lecture, we have a responsibility to maximize our capabilities as oral presenters. Here are some tips for doing just that.

Know and Communicate Your Goals: Make your objectives clear to your students up front. A 45-minute video, How to Speak: Lecture Tips from Patrick Winston, demonstrates this technique. I was hooked when Winston claimed that his speech "could make the difference between a career-launching experience and career-busting experience."

Engage Your Audience Immediately: Students might not share your passion for Shelly, or Pythagoras, or the Magna Carta. Shocker! One solution is to inject some novelty into your lecture. How?

Interact With Your Students: Great teachers and orators listen. They're so attentive, they can detect when their audience's breathing changes. To them, lecturing is an intimate act -- a quality that is missing from online video lectures. They leave time for questions at transition points. But don't start these interactions by asking, "Any questions?" It may be more helpful to ask, "What parts of this are still a little unclear or confusing for you?" or "What do I need to explain again?"

Bring Great Materials: For advice on creating engaging lecture handouts, read Anna Johnson's Good Handout Design: How to Make Sure Your Students are Actually Learning from your Lecture Notes and Oliver Adria's How to Write a Presentation Handout: 5 Effective Ideas. Also avoid bad PowerPoint.

Less Is More: Lecture less frequently and keep your presentations short. For most students, a talk that extends beyond 15 minutes is a misery safari.

Don't worry about using the "wrong" instructional method. Deepening your professional skills and reactions to how students experience your methods is always the right approach. The power of professional wisdom was expressed best by Robert Pirsig in Zen and the Art of Motorcycle Maintenance: "People who have never worked with steel have trouble seeing this.... Steel can be any shape you want if you are skilled enough, and any shape but the one you want if you are not."