According to Lecture Notes the Art of the Dancer Is

As class sizes increase and academy budgets tighten, lecturing remains a dominant teaching method (Goffe & Kauper, 2014; Smith & Valentine, 2012). Knowing how to lecture well is therefore a crucial skill to master. Effective lecturing is characterized by enthusiasm and expressiveness, clarity, and interaction (Murray in Perry & Smart, 1997). Consider using the tips beneath to innovate students to — and stimulate their enthusiasm nearly — your grade material.

Prepare in accelerate

• Visit your classroom in advance. Familiarize yourself with the layout of the desks and the front of the classroom. Decide where you volition stand and how you will move from one place to another. Discover out whether the classroom has acoustic equipment or whether you will have to request information technology from audio visual services. Make sure that yous know how to apply the audio-visual equipment.
• Have a back- up plan. If you lot are using technology, take a back-up program ready in case yous run into technical difficulties. Technology problems can negatively affect your credibility, even if they are beyond your control.
• Plan your lecture and visual aids beforehand. Outline how you will introduce, explicate, and summarize the main ideas. Select examples and prepare how you lot volition show students the relationships between the main ideas.
• Set up speaking notes.Set notes that work for you (e.thousand., a detailed outline, a list of major points, cardinal definitions, proofs, solved problems, examples, etc.). To ameliorate engage students, avoid reading from a script, a figurer screen, or overhead projector.
• Include delivery reminders in your notes. Include cues to remind yourself to grin, look at the whole class, suspension afterwards posing a question, etc.
• Practice your lecture. Do to ensure that yous have an appropriate amount of cloth and activities for the time available. Resist the common error of including too much material in a lecture.  Students' questions and learning activities can take upward to 50% more time than you may outset think.
• Bring a canteen of water. The water will soothe a sore or dry throat. Taking a sip is also a good mode to buy thinking time before responding to a educatee question.

Structure the lecture clearly

• Be transparent. Show your students "the big moving-picture show." Don't assume that your students know the pedagogical purpose of your lecture. Instead, explain how the lecture relates to previously-learned material and the form themes and goals in general. Begin the class with a short review of the cardinal points from the previous course and cease with a preview of the topics for next class (along with a reminder about whatsoever readings or assignments to be completed).
• Make explicit transitions between topics with mini-summaries. Link current fabric to previously-learned content and future lectures. Exist explicit about how i topic connects to the adjacent, or ask your students to explicate the connections. Past linking new fabric to previously learned content, yous help students sympathise and organize new information in their minds.
• Embrace only a few main points in each lecture. Plan to comprehend only three or four points in a 50-minute lecture and four or five points in a seventy-five-minute class. Select key points that introduce, complement, and/or clarify the course readings, assignments, and goals. Focus on presenting central points or general themes that tie together as many topics as possible.
• Avoid only repeating the class readings. Elaborate on readings using new examples and sample exercises or bug. For more than data about selecting and organizing content, see CTE's Course Content Option and Organization teaching tip.
• Be flexible when post-obit your notes. Watch students' level of interest and confusion and be set up to adapt your lecture appropriately. Your notes are at that place if needed, simply the lecture should ascend out of your interaction with the students, non the notes themselves.

Strive to appoint your whole class

• Be aware of shifting engagement levels. In a academy lecture, students engage in heed wandering approximately 33% of the time; still, this corporeality varies according to several factors, including engagement (Wammes, Boucher, Seli, Cheyne, & Smilek, 2016).
• Ask first, then tell. Prompt students to engage by asking questions rather than simply telling them data. For example, rather than telling students the findings from a written report, enquire them to predict what the study establish based on what they know so far. Larn more than in our Question Strategies teaching tip.
• Allow breaks during long classes. Encourage students to move around, talk with i some other, or just to relax quietly. Creating breaks likewise allows students to catch up on and digest what has been discussed.
• Use questions to prompt students to retrieve about how the material relates to their life feel.Chronicle the content to students' interests, knowledge, experiences, and their time to come occupation in the field of study. Making the cloth relevant helps students retain the information.
• Invite student questions and employ them in form. Invite students to submit questions in person and/or online via the learning management system. Incorporate the answers to students' questions into your lecture, or introduce an activity that allows students to notice the answers for themselves.
• Ask students for feedback. Provide opportunities for students to share feedback, in written class, and anonymously. An constructive low-tech method is to circulate and and so collect annotation cards, which students can employ to tape questions or comments. More high-tech methods of encouraging feedback include using online polling tools.
• Consider posting your partial notes or slides online earlier or immediately after class. Y'all might also consider making the audio or video of your lectures available online. Videos tin exist captioned using gratuitous online tools like YouTube'south automated caption creator, or ask for help with captioning from AccessAbility Services. Captions increase accessibility and can assistance students whose first linguistic communication is non English.
• Encourage students to have notes. To help students make good notes, provide a clear construction for the lecture and employ a pace that allows them to proceed up. Rather than writing extensive notes that students must re-create discussion for word, write key terms on the board or slides to facilitate students' own processing of the information, or provide skeletal grade notes for the students to annotate. Intermission regularly so that students can ask for clarification.
• Utilise inclusive practices. Exist mindful of potential biases and stereotypes conveyed in the images, phrases, pronouns, examples, images, etc. that you utilize in class. Follow the half-dozen principles of inclusivity.
• Prepare accessible pedagogy materials. Encounter our People Helping People: The Essence of Accommodation education tip.

Use effective presentation strategies

• Maintain regular eye contact with the entire grade. By doing so, you create connections with them, are able to estimate their note-taking, and discourage distracting class noise.
• Avert turning away from students when yous speak. It helps many students to be able to see your face and mouth while you speak
• Utilize a microphone in large classes. Amplifying your vocalisation will help all students — not just students with hearing impairments — and will also put less stress on your vocal cords.
• Speak clearly, simply use a conversational tone. Think of the lecture equally an opportunity to speak with the students, non at them.
• Convey your enthusiasm for the material and the students. Vary your song speed and pitch, equally well equally your facial expressions. Grin often. Consider using humour when advisable.
• Ask the students periodically if they can hear and see everything. Make changes to your volume and visual aids as necessary.
• If possible, movement effectually the room, and use natural gestures. This movement is especially important for engaging large classes. Changes assist to refocus students' attention, but call up to move with purpose so you lot avoid distracting your students.
• Interact with your students to create positive rapport with them. Arrive at class early so that you tin can welcome students. Address them by name as much as possible, and plan to stay after class to chat with students and respond their questions.

Use effective visual aids

• Apply visual aids to stimulate and focus students' attending. Multimedia aids using sound, colour, and/or animations tin help to attract and maintain students' attention, particularly in large classes where the impersonal situation makes students experience less involved. Visual aids should be a support for, not the focus of, your lecture. They too should non replace your personal interaction with the students.
• Avert writing everything that yous say on your slides.Consider providing partial or skeleton slides that exit space for students to write down examples and other notes.
• Follow the guidelines on practiced slide blueprint. If you are using overheads or PowerPoint, aim for twelve to 20 slides for a l-minute lecture. Be witting of speeding through the slides and/or overloading students with content—mutual issues with these types of media. See Designing Visual Aids.
• Reveal visual information gradually rather than all at once. This keeps students focusing on your oral development of each point, instead of rushing to copy down the material.
• Consider creating visual aids during the lecture. Solving problems, showing processes, or building models in real fourth dimension is often clearer for students than seeing completed work. Y'all tin also create visuals to reflect the outcomes of interactive exercises, thereby validating the students' input. The human activity of writing also helps you to pace the lecture accordingly.
• Write down central words and names. Many students try to write downwardly everything they encounter. If information does not need to be copied downwards, mention that to the students, or consider whether information technology is important plenty to include in the first place. Consider providing handouts that requite an outline of the lecture textile for students to annotate.
• If you show a video in class, ensure that captions are turned on. Doing and so helps all students.
• When using a projector, dim the lights appropriately. If the lights are non sufficiently dim, the projected epitome volition not be visible. But if you are going to be verbally commenting on the projected images, ensure that students with hearing issues will still be able to run into your face up and lips.

References

• Goffe, Westward. L., & Kauper, D., (2014). A survey of principles instructors: Why lecture prevails. Periodical of Economic Didactics, 45(iv), 360-375.
• Perry, R.P., & Smart, J.C. (Eds). (1997). Effective teaching in higher education. New York: Agathon Press.
• Smith, D. J. and Valentine, T. (2012). The use and perceived effectiveness of instructional practices in two-twelvemonth technical colleges. Journal on Excellence in College Teaching, 23(1), 133-161.
• Wammes, J. D., Boucher, P. O., Seli, P., Cheyne, J. A., & Smilek, D. (2016). Mind wandering during lectures I: Changes in rates across an entire semester. Scholarship of Teaching and Learning in Psychology, ii(one), 13-32.

Resource

CTE didactics tips

• Designing Visual Aids and Using Visual Aids
• Ix Alternatives to Lecturing
• Active Learning Activities
• Building Customs in Large Classes
• People Helping People: The Essence of Accommodation
• Accessibility Checklist for MS Word
• Accessibility Checklist for MS PowerPoint

Other resource

• Bligh, D. (2000). What'southward the use of lectures? San Francisco: Jossey-Bass.
• Brown, Due south. & Race, P. (2002). Lecturing: A practical guide. London: Kogan Folio.
• Tonnu, Tracy. (October 2016). These crawly charts are hither to help with pattern accessibility. Visual News.

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