Offers a list of ten suggestions for improving students' listening skills in social studies. Among the suggestions: pace your presentation so the listener can process the information; repeat and redefine critical parts of the message; and use graphic aids such as overhead transparencies. (JDH)

Identifies different types of statements that make up the structure of a lecture, including concepts, definitions, formulas, theories, models, and predictive statements. The selection of statements and their relationship to pedagogical processes is described, and the importance of knowledge of the abilities of the intended audience is discussed.…

Interesting teaching techniques that geography teachers at the college and university level can use in their lectures and in their seminars and tutorials are presented. (RM)

Techniques to keep students interested include videotaped demonstrations and a self-paced, unit-mastery approach. When lecturing, teachers should use a microphone, maintain eye contact with students in all sections of the room, use an overhead projector and write clearly, talk about interesting topics, be dramatic, and share their experiences and…

Describes a "Generic Model for Planning Expository Lessons" for improving the lecture--discussion method used by most history teachers. The model is based on a lesson format developed by John J. Patrick and Richard Remy and uses a five-step procedure employing a variety of approaches to expository teaching. (BSR)

Presents examples of alternative lecture formats, including those that utilize active learner participation, take playful approach, focus on instructional goals and objectives, employ unusual methods for following an outline format; and involve media equipment and entertainment. (MBR)

Discusses how Joseph Pulitzer and the multifaceted sensationalism of his newspapers offer essential lessons for teaching a large lecture class in mass communication. (SR)

Much of what has been written about improving lecturing is summarized, and strengths and weaknesses of this approach are identified. Lecturing is defined as teaching by the spoken word with emphasis on the teacher talking and the student listening. Instructional goals that are met by lecturing include: communicating the intrinsic interest of the…

One teacher's method of obtaining useful feedback from students in large lecture classes involves creation of a small committee of students, mirroring the class' diversity, that receives input from students on all course aspects, meets with the teacher to discuss and make recommendations, provides feedback on progression of the course, and reacts…

Suggestions on how to enhance college teaching are provided. Lecturing is stressed as a critical component of teaching, and each lecture's introduction, main body, and conclusion must be correlated prior to any given lecture. Information on how to compose and give a lecture includes: what to put in an introduction; what can be done to help the…

A new look at the standard lecture/discussion format for the large introductory college course is offered, along with suggestions to upgrade its quality. Foci for improvement include organization of lecture material, teacher-student interaction, lecture delivery, feedback, discussion group supervision, and course evaluation. (JMD)

Argues that the fragmentary nature of mass media has made students suspicious of the traditional lecture format. Recommends that history teachers incorporate questions concerning source material and knowledge (e.g. How do I know this?) into their presentations. Suggests a number of activities and texts that can be used to involve students in…

A practical reference guide for educators who teach large classes is presented, based on a workshop on improving teaching and learning in large classes. The workshop involved weekly meetings for a year at Colorado State University. The following problems of teaching and learning in large classes were identified: social and physical control, class…

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…

A guide for faculty who want to improve their lecturing skills is presented. After identifying advantages and disadvantages of the lecture method, suggestions are offered for effective lecture preparation, with attention to organizing the body of the lecture, and beginning and closing the lecture. Vocal aspects of lecture delivery are addressed,…