Lecture teaching methods checklist
Start with a problem or dilemma.
Engage students in a real world question or context that helps generate a “need to know”. This question should be about the main topic of the lecture to follow, so that the lecture explains a situation, rather than reveals new theory.
Teach a limited number of Big Ideas in one lecture
Only change major topics once if at all. Each lecture should establish one important idea, not just be another installment of a list of “fried overheads”.
Write up Big Ideas on a special board.
Use the OHP or another board for details and examples. Moving to add a BI to the special board identifies important main concepts, and allows new material to be linked back with previous BIs. This should build up into a map of the “big picture” of the course.
3-5 Concepts before having a “chunking break”
Every 15 to 20 minutes an activity of some sort is required so that students can talk to each other and “chunk” the ideas just presented.
Easy questions to allow students a sense of progress and success.
Chunking breaks can be an easy problem relating to theory presented that most students should be able to do. This builds a sense of progress and self-efficacy in learning, leading to good motivation. There must be time for students to talk.
Demonstrations as Predict Observe Explain activities.
Demonstrations should always start with students predicting what will happen, and then voting if there are a variety of predictions. (If all predict successfully the demo is probably not needed). Students to explain their prediction, and after the demo explain what happened and why.
Summarise / Immediate review.
At regular intervals stop and summarise what has been taught, using the Big Ideas board as a reference. At the end of the lecture again review the main ideas and link into the “big picture” of the course as a whole.
Linking back through a thematic activity.
Use an activity or question (such as the introductory one) to provide a link through the lecture. Keep coming back to the activity or question as theory develops, either to explain or extend.
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