What's the Use of Lectures?
Intellect Books, 1998 - 316 sider
In one of the highest selling books on higher/further education to date, Bligh begins by arguing that lectures are most suitable for teaching information, not promoting thought or inspiring changes in attitudes. He goes on to detail the factors that affect the learning of information. The text is formed around a thorough consideration of the techniques of lecturing, including organization, how to make a point, use handouts, and obtain feedback, but it moves beyond lecturing to discuss alternatives when they are appropriate. -- Provided by publisher.
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able achieved activity answer apply argument asked attention attitudes better buzz groups Chapter common compared complete concepts Conclusion Consequently consider consists context course critical detail difficult discussion effective evaluation evidence example experiments explanations factors facts Figure follow give given groups handouts ideas immediate important individual interest involved kind knowledge learning lecture lecturer's less matter meaning memory mind minutes motivation normally note-taking notes objectives observed obtained opinions organization particularly performance period possible practice preparation presented principles problem questions ratings reading reason recall reference relatively reports requires scores selection short situation skills social stimulation style suggest Table task teacher teaching methods techniques tests thought topic understanding usually visual week write
Side 15 - ... lectures are relatively ineffective for changing attitudes or fostering personal or social adjustment in students. From the point of view of our interest in promoting lifelong learning skills, Bligh's findings on what he calls 'the promotion of thought' are of particular significance. He comments (p 15) that: if students are to learn to think, they must be placed in situations where they have to do so... The best way to learn to solve problems is to be given problems that have to be solved......
Side 4 - ... What led me to the method was a dissatisfaction with the conventional lecture. Drawing on a variety of research studies Bligh convincingly demonstrates the limitations of the conventional lecture: 'Comparisons of the lecture method with other teaching methods . . . suggests that it ... cannot be used on its own to promote thought or to change and develop attitudes without variations in the usual lecture techniques
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