What's the Use of Lectures?
Intellect Books, 1998 - 316 էջ
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.
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able students achieved activity Alison King answer Appendix to Table argument arousal attention attitudes audience behavior better blackboard buzz groups Chapter concept maps concepts Conclusion Cooperative learning course delayed test difficult effective evaluation evidence exam example experiments explanations factors facts feedback Figure Free recall give handouts horseshoe groups ideas important interaction judgement key points kind knowledge L-Demo learning lecture method lecture organization lecturer's Lectures are relatively Lectures versus less long-term memory Lv.D memory microsleeps minutes motivation non-verbal note-taking objectives observed opinions overhead projector particularly possible practice preparation presented principles questionnaire questions ratings reading reason recall reference rehearsal relevant requires retroactive interference scores sensory memory short-term memory skills speed stimulation style subject matter suggest task teacher teaching methods techniques topic transfer of learning Truth-Functional understanding usually visual words
Էջ 15 - ... lectures are relatively ineffective for changing attitudes or fostering personal or social adjustment in students. From the point of view of our interest in promoting lifelong learning skills, Bligh's findings on what he calls 'the promotion of thought' are of particular significance. He comments (p 15) that: if students are to learn to think, they must be placed in situations where they have to do so... The best way to learn to solve problems is to be given problems that have to be solved......
Էջ 3 - ... What led me to the method was a dissatisfaction with the conventional lecture. Drawing on a variety of research studies Bligh convincingly demonstrates the limitations of the conventional lecture: 'Comparisons of the lecture method with other teaching methods . . . suggests that it ... cannot be used on its own to promote thought or to change and develop attitudes without variations in the usual lecture techniques
Facilitating Reflective Learning In Higher Education
Brockbank, Anne,McGill, Ian
Դիտել հնարավոր չէ - 2007
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