Jo Eastlake je5@soas.ac.uk —From “legere” in Latin meaning to read ……. — —What similarities does a lecture have to a text? —High informational load — —Planned discourse — —Content high with academic prose (eg nominalisations) — —Abstract and context independent — — — — you/I/we register. — —Use of the present tense — —Some unplanned discourse — —Some interaction – sharing of time and space —So the style of a lecture can be put on an oral/literate continuum — —Oral _______________________ literate — —Enikõ, C (2012) —Stepping to one side ……….. —What stages are there to an academic course? — —How long is each stage? — —What learning objects, topics and tasks would be in each stage? — — — -Cover a certain disciplinary terrain -Amplify and contextualize the readings -Give your research and your point of view (from informed inquiry and opinion) -Opportunity for you to model certain reasoning processes and discourses -Hear a full-participant/ relative expert talk about the subject at length -- students see and hear a performance —Against ideas that lectures are boring, un-engaging , have low learning use there is a sense that students very often value and enjoy lectures. — —Recent research also suggests the same —(see Venkatesh and Fusaro, (2012) Concordia University Study). —Listen to the description by Diane Laurillard as to how she experienced a critical moment in her teaching career — —Do you identify with this? — —What’s the problem? — —How can it be addressed? —Delivery —Supporting organizational tools —Problematizing the lecture form —Tasks to engage students —Content — — —1) Clear advance of structure —2) sign-posting —3) Slow delivery and repetition —4) Use of rhetorical devices —5) Use of humour —Summaries and note-taking tasks — —Advance organizers —Does it have to be 45 or 60 minutes.? Why not 25 minutes? — —Where on the continuum should your lecture be ? Should it be more interactive in certain contexts? — —Oral _______________________ literate — —Buzz activities —Silent free writing —Predictive or inquiry tasks —Personalisation/concretization tasks —From more abstract content to more concrete examples —From detail to the background and wider field —A reminder of the terrain and where these points are on the “map” of the discipline —Anecdotes of the “everyday” —Humorous anecdotes —Examples and reference points to the students’ lives — —Don’t expect students to be engaged all the time — —Don’t expect students to have learnt something because its been covered by a lecture – work with the other spoken forms — 1.Set “ground rules” and expectations. At least in your own mind …… — — —“When I give a lecture I accept that people look at their watches, but what I do not tolerate is when they look at it and raise it to their ear to find out it has stopped.” — —Marcel Archard (1889 -1974) — —Leo Charbonneau (2012) University Affairs (Online) Available at: http://www.universityaffairs.ca/students-prefer-good-lectures-over-the-latest-technology-in-class.a spx (Accessed 18th March 2013) — —Laurillard, D. (2001) Re-thinking University Teaching 2nd Edition. Routledge —