While advocating for active learning, I do argue against the effectiveness of lectures. However, I do not take the position that lectures have no place in the curriculum—even in student centered classes.

Earlier this week, a student asked me how I would have approached a research assignment. In response, I prepared a lecture during which I described my process and “taught” students how to use Google, Google books, the library databases, Amazon.com, Wikipedia, the on-line card catalog, linking to local libraries, and other strategies. Students indicated that they found the lecture very useful. However, in practical terms, I would be foolish to think that students actually learned any research skills during my lecture. They had only been exposed to resources. Any skills they learn only after they begin using the strategies.

Several years ago, I explained to students that I did not expect them to learn anything as a result of the lecture I was about to give. Instead, I told them that the purpose of the lecture was to introduce them to certain concepts that they would learn as they applied them to their research. I continued that because I did not expect them to learn the material as the result of a single lecture, they should not be embarrassed to ask me to re-explain what I was “teaching” that day as they were implementing it. At the conclusion of my explanation, one student commented, “I wish more teachers thought that way.”

Although I do not believe that students learn well when we lecture at them, there are appropriate ways in which we can incorporate lecture into our courses. The lecture I gave earlier this week was effective because students had been struggling with material that the lecture helped them clarify. The lecture I gave several years ago was effective because it introduced terms and concepts that the students would be working with during the next few weeks.

Over the years, I have developed a long list of mini-lectures that I give in my classes; lectures I can pull out of my bag of teaching tricks as they are needed. The key to making these lectures work is that I do not stick to a strict schedule when giving them. Instead, I wait to give the appropriate mini-lecture when it is most relevant to the class. For example, at some point during each semester, I will give a lecture on ethnocentrism. I don’t know exactly when I will give the lecture, but I know that at some point the issue will come up during a class discussion. That is the point at which the lecture becomes relevant and students have the best opportunity to learn from it.

Especially when I give a longer lecture, I realize that I am not required to do all of the talking. A few weeks ago, I attended Dr. Ethriam Brammer’s presentation on “Emerging Latino Culture” with one of my classes. Before giving his presentation, Dr. Brammer facilitated a short exercise in which he asked students what they knew about his topic as well as what they wanted to know. He then gave his lecture which included a PowerPoint presentation which he had prepared before the students told him what they knew and what they wanted to learn.

It might be argued that Dr. Brammer could have given the same lecture without engaging the students. After all, his Powerpoint was prepared before he arrived to give his lecture. However, by engaging the students, he was able to better keep their attention and make it easier for them to learn the material he was presenting. Also, throughout his lecture, he was able to refer back to the comments that students had contributed at the beginning of the period. Because they were active participants in the lecture, the possibility for learning increased.

In preparing to lecture, I realize that there is no requirement that the lecture simply consists of me talking. In addition to incorporating short activities into my lectures, I will also use short films. For example, one of my mini-lectures covers the need to follow directions carefully. I begin the lecture by showing the Hepworth Manufacturing’s 1900 film Explosion of the Motorcar. After showing the one and a half minute film, I tell students, “If you don’t follow the directions, this is what will happen to you. And you don’t want that to happen.” Students laugh. The lecture is over. And I have made my point far better than I could have done so in a longer, more formal lecture similar to the ones I used to give on the need to follow directions.

Finally, I do acknowledge the benefit that comes from hearing an inspirational lecture. I, too, really enjoy listening to a good lecture. However, the best lectures are the ones with which I am able to interact; the ones that challenge reflection even after the lecture has been completed. Dr. Brammer’s lecture was inspirational. But it was more meaningful to my students and to me because we have been able to apply what he told us to our own study of early America.

Accepting that lecturing is not the best way for students to learn is not the same as arguing that there is no place for the lecture in academia. However, I have found that when I ask the question, “Is there a better way to cover the material than through my giving a lecture?” that the answer is almost always “Yes.”

–Steven L. Berg, PhD