The lecturer's first job is to get the students' attention. Techniques to hold the students' interest include: adapting the lecture to the audience; covering a few topics in depth rather than many superficially; and putting variety in the format. Nonverbal communication is as important as the content of the lecture. (JN)

Audio-taped lectures by male or female professors were produced in four versions: no humor; sexual humor; other-disparaging humor; and self-disparaging humor. Male and female students rated lecturers' intelligence and appeal. Intelligence ratings were unaffected by humor variations, but significant lecturer-student sex interactions were found on…

Provides physics teachers with comments on the value and role of demonstrations during lecture sessions. (SK)

The standard lecture/discussion format and the Personalized System of Instruction format (PSI) are compared by analyzing student evaluations of two sections of a course in production and operations management. Results of a t test, used to identify significant differences, indicate that PSI received higher ratings on most measures. (Author/AEF)

Compared lecture and small discussion group methods in regard to increasing knowledge and affecting attitude change about alcohol use and alcoholism among mental health workers. Results indicate it is relatively easy to change levels of information, but attitude change through alcohol education is a complex and intricately involved phenomenon.…

A study to test the hypothesis that self-instructional programs in nutrition and dentistry are as effective a teaching method as traditional lectures is discussed. The results of the analysis demonstrated that there was no significant difference in the test scores in the lecture and self-instruction groups. (Author/MLW)

Authors discuss ways to present a challenging classroom or shop format. Suggestions include quiz games, peer tutors, and goal-setting guides. Also includes tips from professional actors and a proven approach for using everyday adult mathematics skills to prepare students for using decimals and fractions. (CT)

This pre-post field study compared effects of a coping model (CM) and a lecture/discussion style on use of redirection, general praise, and paraphrasing by 48 undergraduates in an elementary health methods course. Lecture subjects had no significant changes. CM subjects change significantly in use of praise and paraphrasing. (Author/SJL)

When a lecture course seems to be unsatisfactory, a systematic analysis of its content, objectives, and learner characteristics may prove helpful in selecting a more appropriate teaching-learning method. A model for such a process is examined. (CT)

Describes a method of using a display calculator for communicating calculations in classroom mathematics instruction. A detailed example is included. (CMV)

The rationale for equalizing the pay scale for laboratory and lecture teaching in two and four year colleges is presented. (Author/SA)

The effectiveness of pausing for learning from lectures was investigated. Pause location and kind of activity conducted during the pause were varied. Free-recall and cued-recall tests were administered immediately after the lecture and two weeks later. Interspersed pauses coupled with group discussion was the most efficient procedure. (Author/RD)

Describes and evaluates a university psychology course which provides an academic and personal look at drinking and problem drinking. The structure of the course encompasses three phases: lecture, seminar, and student presentation. (Author/KC)

Investigated effects of orders of presentation of oral and written information upon academic performance. Analysis revealed that students who received the oral presentation as the second exposure to the information reported significantly higher grade point averages than those for whom the oral presentation represented the first exposure.…

The instructional effectiveness of two different presentation methods (lecture and self-paced or modularized) was examined using two groups of pharmacy students. Little or no difference was found in this study of junior and senior students at Oregon State University. (LBH)