What's the use of lectures? / Donald A. Bligh.

Includes bibliographical references (pages 309-333) and indexes.

Print version record.

|g pt. 1. |t What objectives can lectures achieve -- |g 1. |t Evidence of what lectures achieve -- |g pt. 2. |t What factors affect the acquisition of information -- |g 2. |t Factors influencing memory -- |g 3. |t Factors affecting students' attention -- |g 4. |t Motivating students -- |g pt. 3. |t What lecture techniques apply these factors most effectively -- |g 5. |t Lecture organization -- |g 6. |t Making a point -- |g 7. |t Reasons and explanations -- |g 8. |t Aids to comprehending a point -- |g 9. |t Note taking in lectures -- |g 10. |t Purpose, preparation, and use of handouts -- |g 11. Lecture styles -- |g 12. |t Ways of obtaining feedback -- |g 13. |t Evaluation of lectures -- |g 14. |t Overcoming common difficulties -- |g 15. |t Lectures for the promotion of thought -- |g 16. |t Lectures to teach attitudes -- |g pt. 4. |t Alternatives when lecturing is inadequate -- |g 17. |t Lecture method alone is rarely adequate -- |g 18. |t Teaching methods to use with lectures -- |g 19. |t Some combinations of teaching methods -- |g pt. 5. |t Preparation for the use of lectures -- |g 20. |t Thinking the lecture through -- |g 21. |t Writing the notes -- |g 22. |t Lecturing for the first time.

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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