Dynamic Lecturing
Research-Based Strategies to Enhance Lecture Effectiveness

Foreword by José Antonio Bowen
Paper: 978 1 62036 617 2 / $24.95
 
Published: July 2017  

Cloth: 978 1 62036 616 5 / $95.00
 
Published: July 2017  

Lib E-Book: 978 1 62036 618 9 / $95.00  
About Library E-Book

Published: July 2017  

E-Book: 978 1 62036 619 6 / $19.99
 
Published: July 2017  

Publisher: Stylus Publishing
200 pp., 6" x 9"
2 figures, 1 table

Series: The Excellent Teacher Series
Is the lecture an outmoded teaching method that inhibits active learning or is it a potentially powerful tool that is an essential part of every teacher’s repertoire?

This book presents up-to-date research on the different types of lecture, on what constitutes effective lecturing, and on the impact of lecturing when done appropriately and well. It fills the void in professional development resources on how to lecture, validating the practice when it’s aligned with the educational mission of creating engaged learning environments.

Christine Harrington and Todd Zakrajsek demonstrate that, rather than lecture and active learning being mutually exclusive or either-or propositions, the effectiveness of the former can be greatly enhanced when combined with active learning techniques through what they define as dynamic lecturing; and provide context about the need to balance these approaches to meet the needs of students as they progress from novice to advanced learners.

They present a range of strategies that enhance student learning during lectures. They open each chapter with the evidence behind each lecturing strategy they describe, and conclude with practical suggestions for quick application in the classroom. They offer readers the lecture planning and evaluation tools for reworking their lectures in ways that provide high-level engagement and achievement for their students.

The opening section of the book explores the benefits of lecturing and describes the different modalities of lecture, with an assessment of the advantages and disadvantages of each. The second section focuses on educational strategies to enhance the lecture, including, among others, activating prior knowledge, emphasizing important points, effectively using multi-media, making concepts meaningful via examples, and the importance of retrieval practice. Each covers the underlying theory and research, and advice on how to align the engagement techniques with instructional goals. The book concludes with guidance on effective planning for lecturing and helping chairs, administrators, or peers engage in effective evaluation of the lecture.

This is a dynamic resource for all faculty interested in revitalizing their teaching. The strategies are succinct, easy to incorporate into lectures and, done well, will have immediate impact and increase student mastery of course content.

Table of Contents:
Foreword by José Antonio Bowen
Acknowledgments
Series Preface
Introduction

Part One: Exploring the Lecture
1) The Lecture as a Teaching Strategy
2) Types of Lectures

Part Two: Enhancing Lectures
3) Activating Prior Knowledge
4) Capturing Attention and Emphasizing Important Points
5) Effectively Using Multimedia and Technology
6) Making it Meaningful Through Examples
7) Reflection Opportunities
8) Retrieval Practice
9) Questions for Critical Thinking

Part Three: Planning and Evaluating Lectures
10) Planning Effective Lectures
11) Evaluating Lectures

Authors
Index


Related titles:
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Reviews & Endorsements:
"This book is a valuable resource for college professors and teachers for stimulating the engagement and learning of their students. Harrington and Zakrajsek have put together an array of lecture techniques and strategies (supported by evidence-based research), and as such, they demonstrate how we can use lectures as an effective teaching tool for moving our students to be more interested in their own learning. All in all, this book is an excellent resource for our learner-centered classrooms where lecturing and active learning are combined."
- Kathleen Gabriel, Associate Professor, School of Education , California State University, Chico
"This book is masterful in its ability to use modern research and thinking as a lens to inform an age-old method. As an advocate for inclusive teaching, it is wonderful to have a tool that honors this invaluable approach to instruction for both teachers and those they teach! I hope this book can help people who often use lecture as a last resort (like me), better embrace lecture for the powerful tool that it is."
- Carl S. Moore, Ph.D., Assistant Chief Academic Officer , University of the District of Columbia