A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Lecturing to large groups
❘
63
My priority is to engage the students immediately at the start of the lecture and
then maintain their engagement throughout the session. I find the first few
minutes of each session are vitally important to arouse interest and create the
right atmosphere. The ‘INTRO’ mnemonic is particularly helpful to introduce
the session:
Interest:
Need:
Timing:
Range:
Outcomes:
I try to arouse some curiosity in the session by referring to a topical
issue from the world of business that is relevant to the day’s lecture
material, or by posing a question that the lecture will ultimately
resolve.
I find it is particularly important to demonstrate why and how the
day’s lecture is important to the students. This includes making
reference to the relevance of the material to the examination, but also,
and of course more importantly, the real-world practical application
of the ideas and concepts to be covered.
I try to make it clear how the three hours will be organised between
the various elements of the session: lecture, activities, review of the
previous week’s exercises, and so on.
The agenda for the session is explained to make clear what will be
covered and indeed what will not be covered.
Of course, it is also important that students are aware of the learning
outcomes they are expected to achieve as a result of the session.
I will often start the ‘lecture’ with some form of short activity for students to work
on and discuss in pairs: in doing this students realise they have permission to
interact with the subject, with me and with themselves. I then continue to use
activities, questions and quizzes to maintain student engagement throughout the
session.
To counteract the possibilities of non-engagement or of some students finishing
the task before others, I use a number of techniques. (1) I tend to set some form
of follow-up activity for those who finish the initial task early. (2) I move around
the group to help ensure students are properly engaged in the desired activity.
(3) I ensure the activities are relatively short, with clear time limits and reminders
of the deadline. (4) I limit the amount of time spent for students to give responses,
managing this process efficiently and in a manner that maintains everyone’s
interest. For example, I may split the audience into three parts and seek a response
from each part. I will also repeat responses or questions from students to make
sure everyone in the room has heard and understands what has been said.
(Matt Davies, Aston University)