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ific topics. Teachers are
more than information dispensers. They put information into perspective, give contexts so ideas may be
better appreciated, offer emphasis and clarification. The task of preparing a lecture is not so much one of
loading as many ideas as possible into the firing chamber as one of carefully packaging a few delicate
thoughts for the difficult trip from mind to mind. You should therefore attend very seriously to
“transportation and delivery” issues when you are preparing your lecture, not only to the load. Sass (1989)
found that students repeatedly cite eight instructor characteristics as responsible for high motivation to
master the material: enthusiasm, relevance, organization, appropriate difficulty level, active involvement,
variety, rapport, and use of appropriate examples.
Within the lecture, use examples—lots of examples—to illustrate the many unfamiliar concepts introduced
in the course. To maintain students’ attention, vary the pitch and loudness of your voice, use gestures and
facial expression, and move. Review your lecture notes thoroughly before class so you will not be glued to
the lectern. Periodically review your delivery method and voice tone by listening to a tape recording of your
lecture—an invaluable and humbling experience!
Use the lecture to amplify and enrich the material in the text, to illustrate difficult concepts, to relate
psychology to personal experience, or to motivate and stimulate students. Avoid duplicating the text. Too
much factual infor
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