How To Identify Lecture Styles
How To Identify Lecture Styles
How To Identify Lecture Styles
Lecture Styles
Teachers have different techniques in discussing in class. Six styles on lecturing will be briefly discussed here which are usually used by teachers anywhere. Knowing your teacher's lecture style can help you improve your note taking techniques.
Topic-List
Question-Answer
Compare-Contrast
Series of Events
Cause-Effect
Problem-Solution
Topic-list
The teacher starts with explaining the topic and goes on to present sub-topics in a logical order with varied levels of detail. In a topic-list style of teaching, the teacher may use number words like one or second to indicate format; the teacher may also use transition words such as next and finally to point out when she is moving on from one subtopic to another.
Question-Answer
In a question and answer style of lecturing, the teacher starts by explaining the topic and follow her explanation with one or more questions regarding the subject. The teacher then answers the question and then carries on to another subject and repeats the process. This lecturing style enables the teacher to gauge the students' comprehension, and at the same time enables the students to reason and attempt answer the question in their minds. Words and phrases such as who, what, where, have/has, when, why and how, and were they...?, is the...?, ...how will you do so?, did they...?are some examples of indicators which points out that the teacher uses a question and answer style.
Compare-Contrast
Compare and contrast style is used by the teacher to inform you of an idea or set of ideas which are related. Before using this style, it is important the teacher knows that the students are familiar with the topic that is to be discussed, otherwise, the similarities and differences that will be explained would be meaningless. This style is utilized to integrate a topic with those that are already known.
Comparison is focused on similarities or how they are alike. Terms that denote the use of this style include correspondingly, akin to, of the same kind, congruently, in parallel, consistently, counterpart, equal to, just as and resembles with. Contrast deals with differences and are indicated with words and phrases like in a different way, whereas, another way, in your own way, otherwise, inversely, contrarily, on the other hand, if not, yet, still, nevertheless, nonetheless, conversely, then again, and in spite of this. This style works well together when learning philosophies, two types of government, languages, advantage and disadvantages among others.
Series of Events
When the teacher introduces a topic through describing an event, a step, or a stage, or is in its chronological form and requires events that depend on one another, the lecturing methods being utilized is the Series of Events.
The teacher may use the following words and phrases such as at first, originally, to begin with, firstly, at the start, primarily, at the outset, in the beginning toindicate a start, while next, afterward, later, subsequently, then, after that, presently, afterward, later on, in a while, anon, shortly, soon, after that, in addition to, from that time on, from then on, indicate a follow-through of the event, and to conclude a stage, words and phrases like in conclusion, lastly, in conclusion, to conclude, to finish, to end, as a final point, to close, at last, at length, at long last, ultimately, after all, in the end, at the end of the day.
Cause-Effect
This lecture style is utilized by introducing a cause or to reason out for something, the teacher then follows it with a result or an effect to relate to the cause. The teacher also describes the effect through giving out details to support it. When you find words like as, because, given that, seeing as, in view of the fact that, while and follow with words to express an effect like as a result, so, thus, therefore, accordingly, subsequently; be guided with the fact that the teacher is using the Cause-Effect style.
Problem-Solution
The teacher starts the discussion by presenting a problem. It is then elaborated why the problem is such. Details are provided and suggestions are cited by the lecturer as an attempt to solve the problem. Lastly, the discussion is concluded with a solution to the problem, if there is one. If there is no possible solution, the discussion drifts to ways on how to solve the problem.
Teachers use the following words and phrases to describe the problem: dilemma issue, question, concern, dispute, mystery, and puzzler among others. To demonstrate that the problem has been solved, they express the following: resolved, clarified, explain, settle, sort out, get to the bottom of, illuminate, and decipher. In presenting an attempt to solve the problem or to prove that the solution is in progress, words like examine, look into, explore, inspect, study, consider, probe, scrutinize, poke around, research ,and delve into are used.
Being familiar with the teacher's lecture style enables you to deal with the subject sensibly and gives you an edge while applying your note-taking strategies.
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