Many of us lectures both in the university or in scientific seminars and lecture seeks to be as close to perfect in every aspects.
Characteristics of an ideal lecture:
Basic Presentation Skills
Engage Your Audience
Handling Questions
Let your audience know if they can interrupt with questions or should save them for the end of the lecture. In either case, avoid going overtime, so there is a reasonable chance for audience to formulate and ask questions. Consider reserving 2 to 3 minutes for questions at transition points in your lecture.
On a theoretical level, using Vygotsky's zone of proximal development, I would say that the ideal lecture presents all the material that students are able to learn and none of the material that they are not yet able to learn.
On a practical level, I would say that the ideal lecture adds emotional content to the huge amount of material found in the textbooks so that students understand what parts of the material are the most foundational and most important to master at this point in their life.
Characteristics of an ideal lecture:
Basic Presentation Skills
Engage Your Audience
Handling Questions
Let your audience know if they can interrupt with questions or should save them for the end of the lecture. In either case, avoid going overtime, so there is a reasonable chance for audience to formulate and ask questions. Consider reserving 2 to 3 minutes for questions at transition points in your lecture.
I can only add that the lecturer needs to have some idea of the background of the audience so that he/she can tailor the lecture to their needs. Many times the latter is overlooked and lecture is either above or below the audience's "head", making it difficult to grasp.
Many thanks,
Debra
ideal lecture when there is no sleeper student in the class
Dear Dr. Hisham,
The following links contain ideas which deserve consideration about your question.
Best regards
SM Najim
http://files.eric.ed.gov/fulltext/EJ815372.pdf
https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/11919/3/Desired%20Teaching%20Qualities%20of%20Lecturers%20in%20Higher%20Education_FINAL_QAE.pdf
https://www1.oecd.org/edu/imhe/44150246.pdf
https://www.amee.org/getattachment/AMEE-Initiatives/ESME-Courses/AMEE-ESME-Face-to-Face-Courses/ESME/ESME-Online-Resources-China-Dec-2015/AMEE-Guide-20-Roles-of-the-teacher.pdf
http://www.edweek.org/media/eperc_qualityteaching_12.11.pdf
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