Azer (2009) suggests that a great lecture should empower the audience and keep them focused; move the audience and make them more willing to learn more about the topics discussed; and provide new insights and stimulate thinking and analysis (p. 110).
This requires us to know something about our audience, including asking questions such as (Azer, 2009, p. 111):
- What do students already know about the subject?
- What other subjects have students learned and how does this relate to the current lecture?
- What examples will encourage deeper learning?
- How will the lecture differ from readings or other course materials?
- What stories or analogies will make the content more clear?
Finally, Azer (2009) lists a few common mistakes that can spoil a lecture but are relatively easy to correct (p. 113):
- Relying too heavily on Powerpoint slides or using too many of them
- Presenting only factual information
- Not assessing students’ previous knowledge
- Leaving out real world examples or applications
- Not leaving enough time for questions
- Engaging Students
- Getting to Know My Students
- Classroom Assessment Techniques
- Matching Learning Goals to Assignment Types
