Lecturing is considered as an effective instructional method of delivering information to a large group of students. However, engaging students at a high level can be a challenging task which requires the faculty members to establish quality approaches that capture the attention of the students. The faculty member can engage the students through participatory lecture. The instructor can begin by initiating a discussion with the students and allow them to brainstorm on several ideas on the topic they are learning (Starmer et al., 2015). As the lecture proceeds and the students share their insights, the faculty member can provide additional information for clarification or to build on the knowledge the students have acquired. This approach motivates the students since they gain some sense of ownership and can construct new information.
Secondly, the faculty member can introduce a case study which allows the students to apply the knowledge and skills acquired in the classroom in real-life situations. The faculty member should present the students with a realistic situation and guide them through a step-by-step approach to demonstrate principles and information (Morgan et al., 2015). Additionally, the faculty member can cite recent events as examples that students can analyze by using the knowledge and skills learnt in the topic.
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The faculty member should ask questions throughout the lecture to attract the interest of the learners. Asking questions as the lecture proceeds ensure that the students remain alert since the lecture is engaging as it is more of a conversation between the students and the instructor. For instance, the faculty member can allow students to challenge the ideas and concepts that are taught during the lecture. Furthermore, the faculty member can create an atmosphere that motivates student participation – through the use of friendly body language and conversational tone.
References
Morgan, S., Martin, L., Howard, B. & Mihalek P. H. (2015). Active learning: what is it and why should I use it? Dev Bus Simul Experiential Learn ;32 :219–223.
Starmer, D. J., Duquette, S., & Howard, L. (2015). Participation strategies and student performance: An undergraduate health science retrospective study. The Journal of chiropractic education , 29 (2), 134-8.
