Before writing the lecture, the lecture plan should be drawn up, its objectives and target group defined, the students' possibilities divided and the stages of the lecture according to a timetable. Thus, it becomes easy to write the lecture after the use of some scientific references.

Thank you Amal Saadoon Majeed for your answer.

First, put the secondary titles of the lecture, and then start writing the details of each topic based on scientific sources such as books and research related to the subject, taking into account the study stage, which is given to the lecture in determining the information mentioned in it, and that the size of the lecture commensurate with the time allocated to the lecture, and after that I finish writing them and I review them linguistically and in clear terms.

Thank you Ali Alhayany for your answer.

That depend on the lecturer and the university as well a s specialization

Thank you Duraid K. Al-Taey for your answer.

It depends first on the selection of the main title of the lecture ,then the secondary titles , provide the appropriate references and then the art of writing the lecture

Thank you Dhia Ahmed Taain for your answer.

Besides planning your lectures well, take well enough time to write up what you are going to read to the students. Be aware that for a lecture you should write short, clear sentences – it is very tiring if you have to listen to a lecture that was written like a paper. Make a little joke now and then or surprise your audience with a little anecdote, a cool quotation or something that gives you and your students a short moment of relaxation and renews their attention. Oh, and practice your lecture aloud. Even if you read them, it will make a huge difference. Good luck!

Thank you very much, Stefan Sandmeier , I appreciate your contribution.

Go through the objectives of the chapter from the curriculum outline and focus on research on those areas, if possible refer to books ( either from library or online ) you can use ( epdf.tips ) which is a website you can use to download PDF books for free.

1- Create a PPT based on the objectives

2- Try to cover all the objectives within the PPT

3-Keep the content summarised and focus on your own explanation ( refer to PPT slides as a starting point of the explanation on each area to be covered).

4- Include class work for students at the end of the chapter to sum up what was discussed.

will take less than approx 3 hrs to get ready for a lecture. ( will be easier if you have the PPTs created before hand )

The preparation of the lecture depends on the title of the lecture and then on the axes covered by the lecture through searching for appropriate and modern sources to support the lecture with sober and modern information

Thank you Hussain Naseer and Manal Hadi Kanaan for your answers.

You always welcome my dear d. Ahmad

Dear Dr. Duraid K. Al-Taey Thank you for your answer. I wish you the best of health and happiness and further success in your many activities.

Putting the main and secondary titles of the lecture, gathering resources in relation to each secondary title, writing an introduction to the subject of the lecture as an introduction to the subject, and the most important thing is to stay away from lengthening and prolonging in writing with useless information and the application of the proverb: the best of speech is less. "خير الكلام ماقل ودل"

Dear Dr. Ali Alhayany Thank you for your answer. فعلا احسنت دكتور

The lecture can be made enjoyable in several ways, the most important is sensing student of time . When the lecturer was able to extract the listener from the sense of time, boredom, drowsiness or hunger, the lecture was enjoyable and beneficial to the listener. How do it, this act varies according to the type of teaching material and the personality of the lecturer.

Dear Dr. Maher H.S. Al-Mohammad Thank you for your answer.

Read the course description.

Dear Dr. Fares F. Fares Thank you for your answer.

Dear Dr. Sajda Taha Mahmood Thank you for your answer.

It depends on the listeners and their scientific level and experience. At best one week is enough to prepare a mid-level lecture

The biggest mistake that teachers make is to make their lectures too long. The average college student does not maintain attention to ANYTHING for longer than about 20 minutes. Even with a lecture this length, it is important to break it up. If you use a PPT, have a graphic or image every few slides, not just text. Pause the lecture to ask the class a question and have a short discussion. In this way, you will maintain their interest and not have them "tune you out" as you lecture.

Dear Dr. Gamal Wareth Thank you for your answer.

Dear Dr. Michael W. Marek Thank you for your answer and valuable participation.

Going against the grain here, I think to factors are critical; content and audience. Some course are better suited to lecture if the modality is an "information dump". However, in most other instances, engagement is the key. As for age, if the adult student population you are teaching is mostly under age 35 or straight out of secondary, interactivity is by far the more appropriate androgogic technique. As I continue studying the adult learner and have taught for over 35 years in higher education, I'm seeing clear generational divides that are occurring in the classroom. Now teaching at a tribal college, I've become keenly aware of the need for young people to be "stimulated" (visual, auditory, kinesthetic) due to the overabundance of technology. Opportunities for engagement are critical beyond lecture and video presentations. While older students continue to like/need small group discussion and flip-chart-report-back to value their experiences and expertise, engaging the younger student will continue to be an avenue we will need to address if we really want our content and our 'message' to stick beyond the examination. For example, in a statistics class, after covering descriptive statistics, I ask students to work in teams to create word problems (along with an their answer key) that demonstrate mastery of measures of central tendency and variability in any area of interest to them. These problems then are aggregated and become the homework problems of the study guide (along with several of my standards) in preparation for the unit exam. Board work after the Study Guide is complete with each group sharing their work products is required the following day. This is one small example of engagement but I think it offers opportunities for discussion, problem design and problem solving, synthesis of content and concepts, building soft skills and demonstrating mastery. Just my opinion, though. Have a blessed day, everyone!

Dear Dr. Susan M Wolf Thank you for your answer and I appreciate your participation.