A powerpoint presentation discussing how to use powerpoint hyperlinks within a lecture to enable the direction of the lecture to be led by student needs.

The activities in this resource, like the peer review activities elsewhere in this collection, are designed to prompt individuals or groups to begin thinking critically about what makes a good lecture/lecturer. Included are a mock ‘bad’ lecture to evaluate and an exercise in self-reflection on your own methods of delivering a lecture—are you more comfortable using an improvisational technique or do you write your lectures out word for word?

Two exercises on inclusive lecture design, for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturer working alone; the other is for use in a group setting. Both activities involve the viewing of video examples of English Literature lecturers in action.

This collection of resources for English lecturers (and others) provides platforms and exercises through which to refine your ideas about what a lecture should and can do pedagogically. Included are examples of actual lectures, guidance on how to evaluate and reflect upon your own and other people's lectures, a mock ‘bad’ lecture and suggestions for how to stretch the limits of large-group teaching structures.

There are three activities in this resource, and they have been created around actual lectures delivered by staff at Royal Holloway, University of London, King’s College London and the University of Nottingham. Each lecture demonstrates different approaches to lecturing. The peer review activities are designed to prompt individuals or groups to begin thinking critically about what makes a good lecture/lecturer and what tools and tasks can help make a particular lecture more or less successful.

There are two activities in this collection and both encourage you to be able to make a conscious shift between content (what you want to get across) and the dramatic and affective form through which you are going to have to perform it. The activities are appropriate for individuals or groups and comprise peer review work as well as an opportunity to think of the lecture as a genre. One activity utilises video footage of Dr Hannah Crawforth (King’s College London), who discusses lectures as a form of rhetoric. The other activity asks that you attend a colleague’s lecture, record yourself giving a lecture, or use a video of someone else’s lecture as a starting point.