1. (Long live the lecture)
The Lecture is Dead
(Long live the lecture)
Mary Dixson, PhD
Associate Vice Provost, Teaching and Learning Services
University of Texas at San Antonio

2. Rumors of the lecture’s death have been greatly exaggerated

3. 51% of faculty still use extensive lecture
(6% increase over 4 years)
This has gone up 6%
HERI Faculty Survey

4. In sciences it’s 70%

5. Has 16,500 Talks and
80 Million Views

6. The Dark Side Students capture only 20–40% of a
lecture’s main ideas in their notes
Students remember less than 10 % after 3 weeks
Students in traditional lecture courses are 1.5 times more likely to fail than students in courses with active learning
1) Kiewra, Kenneth A. (2002). “How classroom teachers can help students learn and teach them how to learn.”
Theory into Practice, 41 (2), 71–80
2) What’s the use of lectures? San Francisco: Jossey-Bass p. 40
3) Freeman, et al. (2014). “Active learning increases student performance in science, engineering, and mathematics” PNAS 11(23),

7. But Who Trained Them?

8. In one study, it resulted in a 25% increase in C or Better
Faculty development geared toward lecture skills has the potential to change the outcome.
In one study, it resulted in a 25% increase in C or Better
Mowbray, Robert (2015) Improving Lecture Quality through Training in Public Speaking. Innovations in education and teaching international
(52)

9. Three Things We Train
Planning Delivery Interactivity

10. Planning – Think Outcomes First
Students will know…
Students will be able to do…
Students will identify…
Students will describe…
Students will demonstrate…

11. Planning – Choose Strategically
Most important material
The most difficult points
Material not found in the text

12. What is the relationship between the lecture
Planning – Relationship to Texts
What is the relationship between the lecture
And other learning materials?
How will students know?

13. Planning – Easy to Follow
Choose a structure
Hierarchy (Points and Sub points)
Chained Structure ( Step by step)
Narrative (story telling)

14. Show a picture or a video Relate the topic to students
Delivery – Start Strong
Ask a question
State a curious fact
Tell a story
Show a picture or a video
Relate the topic to students

15. Delivery – Finish Stronger
Summarize the main points
Tie back to intro photo, story or video
Make a lasting point about relevance
Provide one solid takeaway
End with a question for next time

16. Delivery – Use Energy
Be animated and motivated
Vary your pitch and tone
Move around when possible
Use lots of gestures

17. Every 15 minutes during a lecture, take a 1-2 minute break.
Delivery – The Pause Procedure
Every 15 minutes during a lecture,
take a 1-2 minute break.

18. Delivery - Interactivity
Have students work in pairs to clarify notes
Add short videos
Think/ Pair/Share
Take polls
Make predictions
Ask a question

19. The Data Says…
Test Scores Improved! 89.4 with the pause 72.6 without pause
EXAM BOOK

20. Provide Skeleton Notes
Start with your full lecture notes
Create a pared down version
Post on Blackboard or handout in class
Carleton University

21. The Data Says…
Test Scores Improved! By up to 8 points with the guided notes
The relative effects of traditional lectures and guided notes lectures on university student test scores
Williams, W. LarryAuthor Information; Weil, Timothy M.Author Information; Porter, James C. K.. The Behavior Analyst Today13.1 (2012):
Williams, et al; 2012

22. So remember to always look on the

23. LECTURE

24. Associate Vice Provost for Teaching and Learning
Mary Dixson, PhD
Associate Vice Provost for Teaching and Learning