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DIANA DINITTO: I'm going to show you some examples of
lecturing, and we'll take a look at those and see what you
see, what you think about those examples.
So we take some tapes of faculty lecturing--
and there's a number of them on YouTube available--
and we show some short segments, and then the
students reflect on that.
What did you like about this lecture?
What didn't you like?
How would you have modified it?
What were the students' reactions?
How could you have gotten more of a reaction from the
students and interaction?
So we talk about tapes, and they look at themselves.
They look at others.
We do that in the classroom.
Of course, they've all been exposed to lectures a lot, and
I ask them about what they think the good qualities--
the best qualities--
of a lecture are.
The best lecture they've ever heard,
what were the qualities?
And not only of the lecture, but of the lecturer.
SPEAKER 1: One quality about a lecturer is
that they're not monotone.
SPEAKER 2: Yeah, it's harder to pay attention in a long
lecture that-- you know, I mean, just humor and reality,
infusions of reality, real stories that you can sort of
latch on to I think help a lot.
DIANA DINITTO: Good, all good.
All good examples of what makes for a good lecturer, and
we'll talk a little bit more about some of those.
So there's a lot to think about there in terms of how to
deliver a good lecture.
And just like in other components of teaching, we
sort of use a multImodal approach.
Their own lectures, others' lectures, reading materials,
discussion all come together, I think, to make them think
about lecturing, especially as an interactive process, and I
really think about it that the lecture can't just be
one-sided or just the lecturer giving material to students,
but how do we gauge students' reactions and get them
involved in that lecture?
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