Lecturing

This note summarizes the pros and cons of lecturing and outlines several principles of giving, and listening to, good lectures. It includes a reference list for additional reading. Excerpt UVA-PHA-0048 LECTURING For most college teachers lecturing is like throwing the shot. In fact, it is more like throwing a frisbee. —Ed Davis Lecturing is probably the most common form of instruction in education in the world. For many of us, the notions of college teaching and lecturing are so closely aligned that we automatically think of the latter when we think of the former. That lecturing is so common does not, however, make it necessarily the best or the most powerful method of instruction. Like all other forms of instruction, lecturing has strengths and weaknesses, some of which will be explored and examined here. This note will also outline some suggestions for preparing effective lectures. General Principles Lecturing well requires work and practice. Lectures are not something you can do well merely because you have an advanced degree. You cannot simply walk into an auditorium without careful thought, planning, and practice and give an excellent lecture. Lecturing is an art as much as a science. Like other methods of instruction, it deserves special attention and practice if you want to become more skilled. Effective lecturing is neither the mere reading of notes nor the casual regurgitation of facts that you may have learned throughout your life. One senior professor at a well-known university gave a lecture on lecturing and noted that in 42 years he had never been in a meeting at the school that focused on the quality of teaching. This is a shameful thing for any educational institution. We cannot be good teachers if we don't work at it. . . .