A presentation on how visuals can be integrated into university lectures. (HB)

As educators, we often take ourselves a bit too seriously, so veteran educator and illustrator Aaron Bacall offers a little perspective with these lighthearted cartoons. Whether used as overheads for meetings or as an individual break in a busy day, this collection of whimsical glimpses at staff development will provide a moment to laugh and add a…

This study compares the subject matter acquisition of a lecture discussion group and a game playing group in a course in personality theory. The game playing performance was at least as good as that lecture discussion group, as well as having a consistently high motivational level. (Author/CG)

Two university professors offer advice, based on their experiences, for using a variety of forms of visual displays to enhance lectures. (LS)

Reviews the research on the lecture method of teaching. Found that little effort has been directed to the effectiveness of the lecture in adult education. Limitations in the extant research highlight the need for renewed efforts to examine the appropriate use of the lecture in adult learning situations. (JOW)

Compared a videotape and lecture method for teaching the self-measurement of blood pressure in 13- to 18-year-old adolescents (N=20). Found both methods of instruction equal in respect to acquisition of skills. The videotape method of instruction was more cost-effective in populations of more than 23.9 adolescents. (Author)

Problems concerning the lecture method are deliniated and suggestions are made to increase learning efficiency. (BB)

Examines Madeline Hunter's "model" of teaching and compares it to other models. The model involves a sequential arrangement of seven steps: (1) anticipatory set; (2) objective and purpose; (3) input; (4) modeling; (5) checking for understanding; (6) guided practice; and (7) independent practice. Provides reason for and examples of each…

Learning style and attitude measures were completed by 211 students, 45 lecturers, and 46 employers in psychology, pharmacy, and business. Most preferred group projects over lectures. Lecturers were abstract learners, employers active learners, and students less abstract and less active. (SK)

To improve lecturing, teachers should target students' thinking and learning, asking such questions as What do they need to unlearn? What is commonly misunderstood? What is difficult to grasp? Teachers should be skilled in timing and reading nonverbal cues that indicate whether they are connecting with students. (SK)