第5章 (第3/3页)
mation in a lecture is likely to overwhelm students and result in little or no retention.
Lectures should usually begin with an attention-getting device such as a quick demonstration, personal
remark, question, anecdote, or a clear statement of a theme, problem, or paradox. The balance of the lecture
should have a structure that is apparent to the students as well as to you. For example, begin with a
xii
preview, in which the central points of the lecture are briefly indicated and reference is made to important
issues or types of evidence related to each; move into main points, each of which is stated and explored by
giving relevant evidence and explaining current controversies; conclude with a summary in which the
central points are again stated and supporting information briefly reviewed. In effect, as a friend of ours is
fond of saying, “You tell ’em what you’re going to tell ’em, you tell ’em, and then you tell ’em what you told
’em.”
START WITH AN ATTENTION GETTER
As a guide to lively lecture starters, we offer these suggestions:
. Statement of thesis to be argued: “Today I would like to try to convince you that the greatest feat of
human intelligence occurs when a two-year-old child learns its native language.”
. Question: “Research in the area of attitude change shows that a credible communicator has
more persuasive impact than a noncredible one. Can you think of any conditions when a
disliked communicator can be more effective than a liked one in changing your attitudes?”