What's the Use of Lectures?: First U.S. Edition of the Classic Work on Lecturing

by Donald A. Bligh

What's the Use of Lectures? is an indispensable guide for anyone who aspires to be a skilled lecturer and teacher. It examines the nature of teaching and learning in a classroom lecture—describing how students learn, how much knowledge they retain, and how to enhance their attention and motivation. Topics include taking notes, using handouts, practicing different formats and styles, obtaining feedback, overcoming difficulties, evaluating the lecture, and testing alternative methods when lecturing is not adequate. Teachers at every level will find straightforward and detailed advice to help improve their lectures.

"A comprehensive guide to the uses and possible abuses of the lecture method. Supported by copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging and effective. Written in an accessible and helpful style, What's the Use of Lectures? should be required reading for all college teachers who use this method."

—Stephen Brookfield, Distinguished Professor, University of St. Thomas, St. Paul, Minnesota

"A rewarding read for anyone who lectures—experienced or not. I wish we had a book this engaging and this informative on every element of the teaching art."

—Michele Marincovich, assistant vice provost and director, Center for Teaching and Learning, Stanford University

"A source of great insight for people who teach.... Bligh has spent more time and energy than anyone else in coming to terms with a task that bothers many teachers and trainers.... His research is impeccable and his conclusions are immensely practical. The new edition will be much welcomed."

—Alex Main, founding coordinator of Academic Staff Development for the British Universities, Murdoch University, Australia

Genres: Education, Nonfiction

368 pages, Paperback

First published January 17, 2000

Reviews

[Diz · Rating 3 out of 5]

This is a reprint of an older book, so all of the references are from the early 90s and earlier, and there are mentions of overhead projectors and the future promise of computers for use in lectures. If you can put that aside, there are some good ideas for organizing lectures and for combining lectures with other teaching activities. I found that I was already using many of these techniques in my lectures, so perhaps this would be of more use to new lecturers rather than experienced ones.

[DWRL Library · Rating 2 out of 5]

A large portion of this book is dedicated to presenting research on why and how lectures fail. You really have to wade through a lot of material to get to any help in putting a lecture together (that is, if you haven't become completely discouraged, and are still willing to give a lecture!). Well over 3/4 of the way into the book, we are still met with this type of statement: "One of the most common mistakes by lecturers is to use the lecture method at all."

The premise of this book is that lectures can only do one thing: transfer information. Lectures should not be relied upon to promote thought, change attitudes, or to develop skills. Given that, the author eventually proceeds to explain how to pass on the most information in a manner that keeps attention, aids in motivation, and reinforces recall.

Chapters 5-8 take you through the process of putting together a lecture, from basic organization through visual aids. Chapters 20-23 cover preparing for lecture delivery. For what it's worth, the authors are fans of PowerPoint. Chapter 15 has some good ideas for using questions in conjunction with your lecture.

The final section of the book, Part 4, offers ways to supplement lectures with other teaching methods. This section would be helpful for a beginning teacher worried about how to fill the hour and fifteen minute class period as it offers ideas for structuring class time. That said, you will find mostly general information, and no specific examples of activities.

[Theresa · Rating 5 out of 5]

For a reference book on teaching, this book can't be beat. Bligh uses research to support his findings about how to teach more effectively. This book will help you teach without feeling you're boring your students. Even reading a chapter or two will improve your teaching!

[Jamal Alsawalhi · Rating 3 out of 5]

كتاب ذو قيمة, خاصة لمن يعمل في المجال الأكاديمي. من التساؤلات المهمة التي يطرحها الكاتب و يناقشها هي ما الغرض من المحاضرة؟ يمكن القول, انه بشكل عام, هناك اربع اهداف اساسية تحاول اي مؤسسة اكاديمية تحقيقها لطلابها و هي:

1- ايصال المعلومة
2- تطوير طريقة التفكير
3- تغيير الشخصية
4- تغييير طريقة الحياة

يجادل الكاتب, مع تقديم البراهين و الأدلة من ابحاث علمية كثيرة, ان "المحاضرة" باسلوبها الكلاسيكي, لا تستطيع تحقيق سوى الهدف الأول, ايصال المعلومة. لتحقيق الأهداف الباقية يجب اتباع اساليب اخرى من اهمها الحلقات النقاشية بين الطلاب نفسهم , و يكون دور المحاضر في هذه الحالات دور مراقب يسير النقاش و يساعد الطلاب على تطوير اداة النقد عندهم.

عيبه الوحيد هو طريقة العرض الناشفة للمعلومات و نتائج الأبحاث الكثيرة. اذ لا تصل الى منتصف الكتاب حتى تشعر بعناء و ارهاق عقلي يصعب عليك المواصلة

[Vadim · Rating 4 out of 5]

Эта книга -- по сути справочник по преподаванию, затрагивающий широкий список вопросов от факторов, влияющих на запоминание материала, до использования раздаточных материалов и стратегий изменения убеждений. По каждому из этих вопросов авторы приводят результаты исследований, оценивающих эффективность различных подходов.

Книга будет полезной любому преподавателю, который хотел бы пользоваться только подходами, которые прошли "клинические испытания" и показали положительный эффект.

[Jeffry · Rating 1 out of 5]

I give up, this book is fairly terrible. The research is dated, the point of the book is obvious, and I have no more patience. Read "How We Learn" instead.