How to Effectively Deliver Information through Didactic Instruction: The Short and Sweet of “The Lecture.”

Bob Alexander, PaTTAN Consultant

Introduction

Often, as college students, or maybe even early in our teaching careers, we found ourselves guilty of imagining an idealized metacognitive vision of ourselves as a classroom English teacher. Mine, probably like so many of yours, included grandiose visions painting me as the vibrant, dynamic, spellbinding, visionary sage entrancing students with my brilliance and deep insight into all things “English.” However, the reality of ivory tower pontification is that, as research as proven repeatedly, pure lecture for extended periods of time does not guarantee any understanding or retention of information,concepts, and content. Yes, there is a place for didactic instruction. However, teachers must find ways to ensure dynamic elements are woven into an information delivery system. This means teachers need to refine their didactic instruction to be more memorable, meaningful, and relevant.

What is Effective Didactic Instruction?

In The Paideia Program, Mortimer J. Adler argues that all genuine learning comes from the activity of the learner’s mind, and the chief problem with didactic instruction is to make sure it is an active cause of learning (47-48). With thisin mind, Adler believes that the best didactic instructors are … “those who manage to force their students to listen activelyas well as to read actively. When students say that teacher so-and-so ‘makes the subject come alive,’ they really mean that he has somehow compelled them to come alive” (50). The real key is this: true didactic instruction should supplement what the students have read or will read, and the purpose of didactic instruction is to go beyond what can be learned though the text.

The “How To’s” of Planning Didactic Instruction:

• A good oral presentation must attract and sustain attention to facilitate active listening. With this in mind, students should expect to be questioned, and students should be expected to ask questions.

• Not more than one-half of a fifty minute classroom period should be devoted to telling. The other half of the class should be devoted to questioning. Stay away from long periods of telling that promotes “…passive, dreamy listening” (Adler 51).

• Teachers should be lively, imaginative, enthusiastic, and passionate in their delivery of didactic information. According to Adler, it is important for teachers to introduce… “Wonder and discovery” to stir the activity of the listener’s mind (52). Today, now more than ever, the power and magic of technology allows teachers to create wonder and discovery, combined with presentation style, to create a memorable experience during didactic instruction.

• When planning instruction, avoid two extremes.

1. Do not talk over students’ heads.

2. Do not talk down to students.

Adler notes that “the middle ground consists in telling students things they can readily understand side by side with things they must make some effort to understand, that effort being re-enacted in the question period after the talk” (52).

• Follow each instructional talk with a question and answer period that is two-way talk. If not, it is just a disguised lecture or continuation of the lecture.

• The language of your presentation is to be carefully considered and carefully chosen. Use your voice as a tool, and do not be afraid to sprinkle in elements of the dramatic. This is your “sage on the stage” time, so fear not to represent yourself as an actor on stage.Remember that, sometimes, “less is more,” and try to focus on essential elements and questions in planning and delivering your talk.

Benefits

The real joy of teaching, in my experience, comes not from how much I show the students what I know, but rather what activity of the mind is generated to inspire students to want to know more, and seek that knowledge on their own. However, I must admit, I do get a charge out of planning, designing, and delivering a memorable didactic event that impacts students in such a way that they are so filled with enthusiasm that they can’t wait to ask and answer questions. The ultimate triumph comes from, as the closing bell rings, hearing the class conversing enthusiastically as they are carried through the doors and into the halls by the synergy of an active mind. Take some time to think about how and why you lecture, as well as thinking about how you can better lecture to promote thinking, teaching, and learning.

Sources: Adler, Mortimer J. The Paideia Program: An Educational Syllabus. New York, Macmillan Publish Company. 1984.