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Lectures may be made to medium, large and very large groups. The word 'Lecture' (defined by Cambridge online dictionary as: 'a formal talk on a serious or specialist subject given to a group of people, especially students') suggests that the lecturer has little need to be concerned for student learning, s/he has only to deliver a talk. These clips however, demonstrate a range of effective approaches and methods, as well as personal attributes, that promote and enhance student learning in lecture settings.
- Teaching is well prepared
- Outcomes, content and assessment are constructively aligned
- Teaching is clearly linked with the curriculum
- Demonstrates evidence of reflective practice
- Case Study Lecture 1
Details
- Duration 1:39;
- Session type Lecture;
- Module title Romantic Conflicts;
- No of Students 50 - 60.
Components of Good Teaching Practice evidenced in this video
- Teaching is well prepared (illustrated by reference to handout).
- Outcomes, content and assessment are constructively aligned (illustrated in restart of session and by highlighting main topic).
Using the following components, this video also addresses:
- Methods
- Address different learning styles (illustrated by use of questioning).
- Address different learning styles
- Are contextualised in students' understanding and experience
- Engage with practice
- Promote independent learning
- Promote critical thought
- Promote deep learning
- Case Study Lecture 2
Details
- Duration 4:03
- Session type: Lecture
- Module title: Romantic Conflicts
- No of Students: 50 - 60
Components of Good Teaching Practice evidenced in this video
- Address different learning styles (illustrated by use of questioning)
- Engage with practice (illustrated by developing analytical skills)
- Promote independent learning (illustrated by encouraging active learning and by developing analytical skills)
Using the following components, this video also addresses:
- Approach
- Outcomes, content and assessment are constructively aligned (illustrated by checking and promoting learning)
- Demonstrates evidence of reflective practice (illustrated by checking and promoting learning)
Our Analysis
Prior to the start of this sequence, the lecturer read a poem. He then analyses it in relation to historical incidents of the time and appeals to students' empathy to help them use their own emotions and natural human responses to understand the poem. He does this by going through the poem verse by verse and using contextual social and political events to paint a picture of the poem in context.
The lecturer identifies where influences of other authors, such as Paine, are visible in the poem, and how the poem has influenced others such as Marx--thus providing scaffolds for students to link their knowledge. He refers to the author's (Shelley's) style in terms of using ‘shapes', thus building the students' base of knowledge to draw upon to enable them to recognise different authors.
The lecturer uses questioning to cause students to think about what they know and understand. He allows students time to think about their responses during small pauses - wait time - rather than providing the answer to his own questions. The value of student contributions is acknowledged thus building their confidence.
Use of Practical Criticism is a method specific to English Literature.
- Engaging
- Enthusiastic
- Flexible / adaptable
- Tolerant
- Eager to learn
- Committed and respectful
- Case Study Lecture 3
Details
- Duration 3:02
- Session type: Lecture
- Module title: Romantic Conflicts
- No of Students: 50 - 60
Components of Good Teaching Practice evidenced in this video
-
- Committed and respectful (illustrated by promoting student confidence)
Using the following components, this video also addresses:
- Methods
- Are contextualised in students’ understanding and experience (illustrated by initiating criticality)
- Engage with practice (illustrated by initiating criticality)
- Promote independent learning (illustrated by initiating criticality and by scaffolding learning)
Our Analysis
In this sequence, the lecturer challenges the students to think about the historical incident (Peterloo Massacre) from the perspective of the aggressors, by reading an anonymous poem written in support of the quelling of the protest. This reminds students that, for critical analysis, they need to be able to understand an event from different perspectives.
The lecturer reads the poem in two parts, pausing after the first part to provide explanations that provide a fuller picture of the context of the poem. For instance, a connection between another recent contemporary historical event – Waterloo – is made to help students scaffold their knowledge and remember the facts.
The broad approach to the topic demonstrates the deep knowledge of the lecturer, giving students an entry point to the topic from a number of different angles and perspectives, and promoting confidence in the learner.
Our Analysis
In this sequence, the lecturer restarts a session after the break using a contemporary painting to illustrate the notable figures and social situation of the time.
The lecturer has provided students with handouts which contain the pictures and historical notes he is referring to in the lecture. This allows students to concentrate on what he is saying, knowing that all necessary notes are included in the handout.