Running Head: PAYING ATTENTION

Paying Attention: Components of an Effective Lecture

Mary Kay Altizer
Azusa Pacific University
EDTC572
October 2, 2015

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Abstract

In the world of business and education, there are many ways to disseminate information to the
listener. One of the most common of these forms is the lecture. Studies are beginning to show
that due to the short attention span of the average listener, the medium of the lecture is one of
the least effective ways to communicate information. The recipient of the lecture can easily
become disengaged or worse, bored. There exists many effective techniques that can be
included in the lecture format to make the information delivery more palatable to the listener or
student, helping the intended recipient to more fully engage in the information transfer process.

PAYING ATTENTION

Paying Attention: Components of an Effective Lecture

How many of us have ever sat through a lecture or sermon that we thought would never
end? We often chalk up our disinterest to lack of sleep the night before or indifference to the
subject matter. But what if the lecturer used some creative devices to keep your attention and
helped you engage in the subject matter? I submit that even though the lecture format is one of
the least effective ways to disseminate information, there are tools and techniques that can
make a lecture more interesting to the listener. I would like to investigate one of these simple
techniques that can actually help make a lecture pleasant and interesting. It just takes a little
creativity and a bit of extra work on the part of the lecturer.
In our text Brain Rules (Medina, 2014) the author gives some tips for an effective
presentation in the lecture format, using a classroom setting as an example. Given an average
fifty-minute lecture, he prefers to break up his lecture into smaller segments. He states, I
decided that every lecture Id ever give would be organized in segments, and that each segment
would last only 10 minutes (Medina, 2014, p.120). He explains that these ten-minute
segments should be relatively self-contained, and that each should contain their own concept.
The concept is explained in the first minute of the ten-minute segment, and the other nine
minutes would contain explanation and clarification about the concept. He would always circle
back to the original concept before moving on to the next ten-minute segment. Medina
describes this process when he explains, The trick was to ensure that each detail could be
easily traced back to the general concept with minimal effort (Medina, 2014, p.121).
One of Medinas main secrets, he reveals, is that he must bait the hook (Medina,
2014, p. 121). This hook is a device that he uses which is a statement or piece of information
that might be compelling, emotional, or provocative and which in itself demands attention and

PAYING ATTENTION

response. There are three main principles that make up what Medina would consider a
successful hook.
The first principle of a successful hook is one that would cause a person to have an
emotional response. This could be a personal story, a tale, or some other riveting piece of
information that would cause a trigger of emotion. The second principal is relevancy to the
main topic. It does not help the listener for the lecturer to randomly toss in an irrelevant piece
of information. This lack of relevancy to the lecture causes confusion to the listener, and
confusion leads to frustration, which in turn results in disengagement from the lecturer. A
relevant hook can cause the listener to connect the dots and can therefore captivate their
attention. The third and final principal is connectivity to the segments. A good connecting
hook will not only cause the listener to engage, but it can also be the glue that binds the many
segments of the lecture into a cohesive package.
I believe that the lecture format will always be with us, but lectures do not have to be
boring. A good teacher will understand that information is important, but more important is the
delivery that is utilized. A good lecture should be interesting, connected, relevant, broken up
into digestible segments, and palatable to the listener. If thought and time is put in on this
process, lecture can in turn be a format in which listeners, especially students, can engage.

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References

Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and
school.