Examines Madeline Hunter's "model" of teaching and compares it to other models. The model involves a sequential arrangement of seven steps: (1) anticipatory set; (2) objective and purpose; (3) input; (4) modeling; (5) checking for understanding; (6) guided practice; and (7) independent practice. Provides reason for and examples of each…

Outlines a lecture designed for an introductory sociology course. Explores the ways that cult leaders manipulate their followers. Deals with possible dysfunctions of extremely religious groups of people. Utilizes a card trick to illustrate the ways in which charismatic leaders successfully control their audience. (KO)

Investigation of 258 Great Britain college faculty's teaching method preferences indicated that most of the subjects preferred the lecture method, with five different types of lecture identified: oral lecturing; visual information giving; exemplary lecturing; eclectic lecturing; and amorphous talking. Lecturing styles were closely associated with…

Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Describes the use of containers (formal structures, organizers, or frameworks into which a presenter can drop content) to save time when planning a presentation. To use containers, presenters must know the type of presentation outcome and allocated time, have information about the audience, and have information about various presentation…

Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…

Because labor unions are voluntary, democratic, collective organizations, labor education is better delivered through active participative learning methods, built on participant knowledge, with the teacher as facilitator of the process. (SK)

Discusses the style and structure of videos. Discusses four models particularly suitable for communicating technical subjects: lecture, demonstration, documentary, and dramatization. Discusses how to select the most appropriate style for a proposed video and offers an example of each of the four basic styles. (SR)

A control group of 31 received traditional microeconomics instruction; 20 experimentals viewed the Economics U$A telecourse with lecture, discussion, and textbook. Pre/posttest data demonstrated no significant differences in comprehension of content or in cognitive level, although the video group did do better in the area of implicit application.…

Learning style and attitude measures were completed by 211 students, 45 lecturers, and 46 employers in psychology, pharmacy, and business. Most preferred group projects over lectures. Lecturers were abstract learners, employers active learners, and students less abstract and less active. (SK)

Describes the Guided Lecture Procedure (GLP), a procedure that requires students to suspend all notetaking and listen carefully during an approximately 20-minute lecture, followed by an active notetaking and small group interaction phase. Adds one extra requirement in the active notetaking phase: requiring each learner to write a question for the…

To improve lecturing, teachers should target students' thinking and learning, asking such questions as What do they need to unlearn? What is commonly misunderstood? What is difficult to grasp? Teachers should be skilled in timing and reading nonverbal cues that indicate whether they are connecting with students. (SK)

Shares some surprising results from a business communication program's recent experiment in using a large lecture format to teach an upper-division business communication course: approximately 90-95% of the students liked the large lecture format, and the quality of their communication deliverables was as good as that produced by students who took…

Outlines an effective approach for eliciting student involvement in the lecture which is called "the error-prone talk" based on the students' identification of errors consciously generated by the teacher during the talk. (Author/YDS)

Nursing students (n=104) either attended a lecture/linear video or used computer-assisted interactive video about blood pressure. The traditional lecture method resulted in significantly more factual knowledge. Both methods led to effective psychomotor performance. (SK)