Lecture is a carefully prepared oral presentation given by an expert for the purpose of cognitive transfer. Farrah stresses the qualifications of the speaker and their public speaking skills as the main factors in an effective lecture. Speakers should spend ample time planning and preparing the content to meet the learning objectives.
Speakers should be aware of the physical environment when lecturing as well as the arrangement of their visual aids and the non-verbal reactions of their audience. Farrah suggests complementing lecture with additional instructional methods like discussion.
Application: I try not to rely solely on lecturing any more. It is not a good fit for my teaching/learning philosophy because of the incredibly unbalanced power dynamic the expert model represents. When Farrah emphasizes the qualifications of the speaker, it implies not only that the speaker possesses knowledge that can be shared, but also that the possession of that knowledge or, even worse, the speaker’s credentials, makes the speaker more deserving of holding the power in the learning relationship. When you stand in front of a group to present what you’ve learned and experienced, you cannot help but hold most of the power in the room at that time, but the lecture method suggests you are under no obligation to cede any of that power back to those listening to you. While it that may be effective teaching, I don’t think it is ethical teaching. Still I sometimes find myself in a situation that results in a lecture. The expectations of those contracting for the learning experience, the limited time allowed and the size of the audience can lead to a situation that calls for an oral presentation that is something very close to a lecture. However, I try never to accept the power in the room because my knowledge or “expertise” make me more deserving of it. My experience, knowledge or perspective is not better than anyone else’s. It is just different. The power I hold as a speaker is based on the gift of attention given by the audience. I always try to treat it that way by looking for opportunities to return power to them.
Assessment: Quick Write (Barkley & Major, 2016, pp. 105-110)
If I were to deliver a lecture as defined by Farrah, I would use the Quick Write assessment technique because it is brief and flexible. It honors the gift of attention the audience has given and allows them to derive some benefit from the assessment. I’d like to use carbonless copy paper or ask for responses to be emailed to me, so participants could have a copy of their quick write as a reminder of what they learned.
References
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Farrah, Shirley J. (2004). Lecture. In Michael W. Galbraith (Eds.), Adult Learning Methods: A Guide for Effective Instruction (3rd Ed.) (227-252). Malabar, FL: Krieger Publishing Company.