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I find it useful to compare and contrast a set of readings on a topic. This helps me to see whether there is consensus among experts about conceptual and practical matters relating to teaching. Two messages have become increasingly clear to me as I have read, and reread, the articles over the years. One: different writers have markedly different opinions (often presented as facts) about how something is best done in teaching. Two: there are many modes of effective instruction. Our task as consumers of the teaching literature is to be able to separate the wheat from the chaff—i.e. the good stuff from the not so good. Moreover, we should become increasingly able to apply and adapt ideas to our own instruction.

There are many and diverse views on the value of lectures. Even when it is agreed that lectures may sometimes be appropriate, there are many questions about how they might most effectively be carried out.

The following outline with questions address some of the most important issues about lecturing. Lecturing has its place in post secondary education. I can even imagine that under certain circumstances it would be the primary mode of instruction. At the same time, teachers rely on lecturing far too much, even when such reliance works against he educational process. Our objective should not be to remove the lecture from our repertoires, but to consider its appropriate uses.

- What was the major reason that this mode originated?

(Hint: Think of the etymology of the word "lecture")

- Evaluate the position "The lecture is no longer needed for the purpose for which it was created" (Lowman, 1995)

- Is there a need for the lecture in the 20th Century?
 

- McKeachie vs. Hoover on valid purposes of lecture

- The role of advanced organizers

- Gullette vs. Lowman on length of lecture notes

- The behavior of students during lectures (real vs. ideal)

- The role of not taking during lectures

- Effectiveness of lectures vs. other modes of various dependent measures

- Formal oral essay

- Expository

- Provocative

- Hybrid (lecture/discussion, question/lectures, recitation/lecture, lab/lecture)
 

- Can do special things—like what?

- Structure to readings

- Motivation, inspiration

- Promote independent thought on the part of students. How is this possible?

- Clarify—what?

- Review—what?

- What else?
 

- How do you respond to student (mis)behavior during a lecture (e.g. sleeping, talking)?

- What can you do to break up a lecture so that students are not torpid by the end of class.

- What should be the maximum duration of a lecture?

- How do you sense whether your students are with you?

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