Module 8: The Art and Science of Effective Lecturing

Variations of the Lecture Method

The Harvard Method and the Michigan Method

Educators at both institutions have written extensively on lecturing. Common in the materials is the recognition that the attention span of most audiences is about 15-20 minutes. Harvard has promoted a style that adheres to strict time frames for lecture with lively discussion of the material between lecture components. The lecturer may talk for 10 or 15 minutes, then students discuss the material with those around them for 5 minutes. The discussion may be stimulated by inquiry style questions such as “Suppose instead of ________, this occurred.”

W. J. McKeachie at the University of Michigan says students generally lose their ability to concentrate about 15 to 20 minutes into a lecture. He recommends the use of visuals and problems or giving the students a break.

Who Wants to be a Millionaire?

Using the game show as a model, begin the lecture with a question. The question should be based on the objective or outcome of the lecture; thus the question should be difficult and challenge the students. As in the Millionaire game show, the class can ask for lifelines—50/50, request a class vote on the four possible answers or, if available, they can have one minute to use the computer.

Compressed Lecture

A compressed lecture or preview can be placed on the computer network. A preview of the lecture with inquiry questions, readings and key points prepares students for the lecture. This compressed lecture can be creatively developed and should take no longer than 10 minutes to complete. A compressed lecture allows the lecturer to start the actual lecture at a higher level than if the students were receiving the material “cold.”