The advantage of lecturing is that professors can impart a lot of information to a lot of students. In institutions where the foundation courses consist of 150 or more students in a lecture hall, the lecture is the most efficient way of transmitting knowledge. Even those lectures can be interesting if the lecturer is dynamic and enthusiastic, but quite often they are boring as the lecturer (often a graduate student) drones on and on.
Chances are that as an adjunct faculty member you will be teaching smaller classes. In this situation the lecture can actually be interesting and you have the chance to develop a following interested in the subject matter.
Here’s one way to plan a dynamic lecture:
1. Open with a video clip that illustrates the theory or points you will cover during this class session.
2. After the video clip, ask students questions. Plan ahead and write out a dozen or so questions to ask that would get students to state their opinion, reaction, or experience.
3. Then begin to talk about the content or theory for this lesson. Be sure you spend time on this, and continue to ask questions during your lecture to make sure students are listening and that they understand.
Do not assume that your students know how to take good notes. Some instructors will handout an outline of the lecture. This then helps and guides students to take notes.
Other instructors will hand out copies of their powerpoints.
Yet other instructors actively use the chalk, or green board as they are talking. This generates energy as it creates movement in the front of the classroom.
Each instructors needs to develop his/her own lecturing style. Most important is that you are knowledgeable about the subject matter, and can “teach beyond the text.” Bring in examples and experiences to keep it lively and interesting.
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