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TEN CREATIVE IDEAS TO ENHANCE A LECTURE Lecturing is one of the most time-honored ways to teach. By itself, it will never lead to dynamic learning. For a lecture to be effective, the speaker must build interest first, then maximize understanding and retention, involve participants during the lecture, and reinforce what has been presented. There are several ways to do just that.

Building Interest 1. Lead off story or interesting visual. Provide relevant anecdote, fictional story, cartoon, or graphic that captures the audienceâ€™s attention. 2. Initial case problem. Present a problem around which a lecture will be structured. 3. Test question. Ask participants a question (even if they have little prior knowledge) so that they will be motivated to listen to your lecture. Maximizing Understanding and Retention 4. Headlines. Reduce the major points in the lecture to key words that act as verbal subheadings or memory aids. 5. Examples and analogies. Provide real-life illustrations of the ideas in the lecture, and if possible, create a comparison between your material and the knowledge and experience that the participants already have. 6. Visual backup. Use flipcharts, transparencies, brief handouts, and demonstrations that enable participants to see as well as hear what you are saying. Involving Participants During the Lecture 7. Spot challenges. Interrupt the lecture periodically and challenge participants to give examples of concepts presented thus far or to answer spot questions. 8. Illuminating activities. Throughout the presentation, intersperse brief activities that illuminate the points you are making. Reinforcing the Lecture 9. Application problem. Pose a problem or question for participant to solve based on the information given in the lecture. 10. Participant review. Ask participants to review the contents of the lecture one with another or give them a self-scoring review test. [Source: 101 Ways to Make Training Active, Mel Silberman assisted by Karen Lawson]

Improving a Lecture

I will now show you some sample applications of these concepts particularly for purposes of presentation. A. Lead off story or interesting visual. Provide relevant anecdote, fictional story, cartoon, or graphic that captures the audience’s attention.

Cartoon or Graphic They say that a picture paints a thousand words. Presenter: “I would like to present to you the “Goal Achievement System.” Please take a look at this visual and tell me how this might relate to goal-setting? Anecdote For the anecdote to work in reinforcing your presentation, it must be related to the topic you wish to address. Do not use anecdotes that do not fit your subject. Don’t use them just to make people laugh. Remember, anecdotes need not be funny in order to work. The most important goal is to make your point clearer not to make people laugh. Look into some of your personal experiences in the church that might be useful. There’s plenty that you can use in a variety of topics. Here’s an example: Presenter: “When I joined the church I went through somewhat of a culture shock. When I was introduced to the members I was referred to as an “investigator.” The first time I heard a “stake meeting” announced, I thought it was some kind of steak dinner the church sponsored. As Latter-Day Saints, I realized later that ours is a unique culture. As I became older in the church, I got more and more accustomed to these terms until such time that it didn’t bother me anymore. But it took me some time to get adjusted to these new words, new surroundings, and new relationships.” “I would like to talk about our “new converts” and how we might become more sensitive in their transition from “investigator” to “convert.” I believe that we have the tendency to take for granted that our new converts require special attention during the first few months in the church. Here’s an anecdote which illustrates just how unique our culture is and that it should make us realize that our new converts require our extra care and concern as they adjust to a new culture. Let me read to you a story that illustrates this.” I work part-time as a teacher of family doctors. The program provides training on psychiatric disorders and emphasizes the importance of emotional support. The new doctors are given plenty of time in clinic to visit with their patients and learn about their challenges. One of our interns who has never lived in Utah and knows nothing about Mormons is still struggling to understand the cultural climate here. Last week he was interviewing a new patient and stumbled on what he thought was a raging psychosis. Doctor: “Well, Mrs. Olsen, we’ve talked about your high blood pressure and your medications. Are you experiencing any particular stress in your life?” Patient: “Oh, yes! It’s the Sunbeams. They’re driving me crazy.” Doctor (very surprised): “The sun beams?” Patient: “Yes. I’ve never had trouble with them before, but this group won’t sit still. They bounce all over the room, and run out the door and down the hall.” Copyright © 2005 Randy F. Rubio All rights reserved “Being Anxiously Engaged in a Good Cause”

Improving a Lecture

Doctor (reaching for a pen): “Have you told anyone about this?” Patient: “Of course. I told the president.” Doctor: “Really! What did the president tell you?” Patient: “She said Sunbeams are like that. I’m just going to have to learn to deal with them.” Doctor (concerned that he may be missing something): “I know people who are sensitive to sun beams. Do they cause you a rash or anything?” Patient (confused): “A rash? No.” Doctor: “What’s the biggest problem they’re creating?” Patient: “It’s the noise. They just won’t quit talking.” Doctor (astonished): “The sun beams are talking to you?” Patient: “Well, yes. But mostly they talk to each other.” Doctor (scribbling furiously in the chart): “I see. Can anyone else hear them talking?” Patient (after a moment of stunned silence): “You’re not LDS, are you?” (Robert Armstrong, M.D.) Presenter: “Very funny but also very true. It makes us laugh because we know who the sunbeams are. But imagine yourself listening to this story as an investigator of the church. You see members roaring with laughter and you find yourself just so out of place. You might really think that Mormons are weird. Then the members look at you and tell themselves that there must be something wrong with you for not being able to laugh at the story. You see the problem here?” “What kind of new adjustments must new converts make when they join the church?” “How can we as members and leaders make their transition much easier?” “How can we show our special concern for them?” Fictional Story For example, I might use this fictional story to reinforce the concept of confidentiality of information, or avoiding the tendency to gossip. Presenter: “My presentation is about the importance of keeping confidential information, confidential. As leaders of the church we have countless opportunities where members come to us to confess, to share some really serious personal or family problems, asking for fast offering assistance or some other sensitive information being confided to us. It is our sacred trust to keep such information confidential. Let me now share with you a fictional story that illustrates this point. Remember, this is not a true story but it drives a point.” A new Young Men presidency had been called in a ward, and the president thought the best way to develop unity in the group was an overnight camping experience in the mountains. All the arrangements were made, and Friday night after work the group assembled and took off for the mountains. Copyright © 2005 Randy F. Rubio All rights reserved “Being Anxiously Engaged in a Good Cause”

Improving a Lecture

It was a beautiful evening and the sunset was breathtaking. As they sat around the campfire, the Young Men president said, “I hope you all will forgive me, I’m certainly not perfect. But when I camp, I used to really enjoy a cup of coffee and I miss it.” The 1st counselor heaved a heavy sigh, and added, “I’m glad to know you aren’t perfect. I too, used to have a failing. When I am outdoors in the mountains, and rarely at any other time, I used to smoke a lot and I really find myself craving for a cigarette right now.” The 2nd counselor also let some pent up air escape his lungs. “This is a big relief. I was so worried. I was also weak in an area which I’ll confess. When I’m around the campfire, and the sunset is so beautiful, I used to really enjoy a wonderful glass of beer. I wish I could taste it again.” Suddenly all eyes turned to the secretary. “Do you have anything you’d like to share?” they all seemed to ask. He said, “No, I’d really rather not.” “Aw, come on,” the president said. “We’ve all shared some past failing in our life, what about you?” “Well, OK”, the secretary replied. “I loved to gossip, and still love to gossip and I can’t wait to get back to church to tell others about what you all said.” Presenter: “Well, as I said this is not a true story but it helps to illustrate the point of keeping confidential information, confidential. Let’s discuss the following questions and see what answers we can come up with.” “What is considered to be confidential or non-confidential information?” “Why should we keep confidential information, confidential?” “What happens when church leaders breach the confidentiality of information?” These questions can now lead to further discussion of the topic and generate more interest in the lecture.

B. Initial Case Problem Present a problem around which a lecture will be structured. We can also interest our audience by incorporating our lectures with a case problem. It is good to present a real-life situation where they can learn to relate it to the subjects being addressed. It becomes more practical and meaningful.

Presenter: “Let me now introduce to you the Panganiban family. Rodolfo Panganiban is 42 years old and a tricycle driver. Norma Panganiban is 39 years old and operates a sari-sari store. The Panganiban couple have 4 children namely: Susan, 15, Jerry, 14, Robert, 10 and Luz, 7 years old. Susan and Jerry are in High School and the two other children are in the elementary school. The family has only been to church once in the past six months. Sister Panganiban refuses to close the store on Sundays. The two older children have never been to ‘mutual activities’ and are supposed to be enrolled in seminary. The youngest of the children will be turning 8 soon. Rodolfo is interested with sports activities but has not been to any quorum activities lately.” “What can we do as auxiliaries to reactivate the Panganiban family?” “What kind of specific efforts can be done for each family member?” Copyright © 2005 Randy F. Rubio All rights reserved “Being Anxiously Engaged in a Good Cause”

Improving a Lecture

C. Test question. Ask participants a question (even if they have little prior knowledge) so that they will be motivated to listen to your lecture. The test question is meant to immediately grab attention from your audience. You can also write your question on the chalkboard or your presentation title written beautifully as a poster. Presenter: “What are the principles involved in creating a reverent and worshipful Sacrament Meeting?”

D. Headlines.

Creating a Reverent & Worshipful Sacrament Meeting Reduce the major points in the lecture to key words that act as verbal subheadings or memory aids. Presenter: “I am going to speak about conducting meaningful interviews for young men and young women. May I now present to you the major points of this presentation as follows:”

I. II. III. IV. V. VI.

Creating a Conducive Atmosphere Opening Interview Sessions Who Interviews Who? Frequency of Interviews Discussion Points During Interviews Concluding Interview Sessions

BEST Believe in them. Encourage them. Share with them. Trust them.

E. Examples and analogies. Provide real-life illustrations of the ideas in the lecture, and if possible, create a comparison between your material and the knowledge and experience that the participants already have. Presenter: “We have been discussing about the elements of a Christ-centered sacrament meeting. I have emphasized that music is such a powerful edifying element in our sacrament meetings that we should never be without. Sometimes we think this is difficult because you may not have enough talented musicians in the ward. However, I also mentioned that from my experience it doesn’t need to be a choir of high quality voices to provide such worshipful effect. Let me give you a real-life illustration right now. Let me call on Sister Joan de los Reyes to help me out. We know Joan is not a diva but can sing well with a great sounding voice. I’m calling her to sing impromptu. Before she sings, let’s visualize that the two sacrament speakers have just spoken and Joan has been called to sing a solo musical number of the hymn ‘I Believe in Christ.’ Let’s have 30 seconds of silence. Joan, please sing after that 30 seconds…… [30 seconds later Joan sings in haunting and soothing voice of a very moving hymn] “You see the wonderful effect? It’s that simple. That’s all that is required. Next time try it.”

Improving a Lecture

F. Visual backup. Use flipcharts, transparencies, brief handouts, and demonstrations that enable participants to see as well as hear what you are saying. Presenter: “Pres. Harold B. Lee once said: ‘You cannot lift another unless you are standing on higher ground.’ This means that as leaders we must first work on developing ourselves spiritually. When we become strong and increase in wisdom, then we can serve as a resource, a guide, and a light to those whom we lead.” Presenter: “We have already discussed the elements of effective visiting teaching. I would now call on six of our returned missionaries who can show us the three different stages of visiting teaching. The first stage is preparing for visiting teaching. The second stage is conducting actual visiting teaching in a sister’s home. The last and final stage is what we do as visiting teachers when the visit has been completed. Let’s call on the first pair to demonstrate for us the first stage.” Presenter: “Here’s a hand-out that you can refer to next time you have to conduct a stewardship interview. Let’s go through the steps one more time. Please raise your hand if you wish to give us examples on how each step is done.”

10 Steps to a Meaningful Stewardship Interview The Preparation 1. Set an appointment that’s mutually agreeable between you and the person. 2.

Inform the person about the nature of the interview.

Prepare venue to make it conducive for the interview.

The Opening 4. Welcome the interviewee with a warm handshake and a smile. 5.

Sit across each other, if possible, without any physical barriers.

Start with a prayer preferably to be given by the interviewee.

The Body 7. Discuss the person’s temporal and spiritual welfare in detail. 8.

The interviewee reports on current assignments.

The Closing 9. Summarize, express appreciation, and bear your testimony. 10. Leader offers prayer specific to the needs and concerns of the interviewee.

G. Spot challenges. Interrupt the lecture periodically and challenge participants to give examples of concepts presented thus far or to answer spot questions. People have short attention spans with lectures. Every ten to fifteen minutes into your presentation you can ask a question or involve your audience in meaningful ways. Copyright © 2005 Randy F. Rubio All rights reserved “Being Anxiously Engaged in a Good Cause”

Improving a Lecture

Presenter: “Please give some examples of other teaching methods you are aware of?” “Give me at least three ways we can encourage the sisters to do visiting teaching?” “Give me the specific location in the scriptures that refer to the oath and covenant of the priesthood” H. Illuminating activities. Throughout the presentation, intersperse brief activities that illuminate the points you are making. Presenter: “Now that we have already discussed the elements that pertain to conducting meetings as outlined in Moroni 6:9, I would like you now to prepare a written agenda for a fireside you are going to conduct for new converts? Select the hymns, choose your theme, choose your speakers, special musical numbers, who presides, who conducts, etc. Your final output will be a written agenda for this fireside.” “Let’s all stand up and find a partner. You will now take turns in extending appreciation with each other. One of you will be Partner A, and the other Partner B. When I say go, you start the exercise. Partner A will do it first. Okay, go.” “Pretend that you have just entered the chapel hall when you notice a less-active member seated at the very last row of chairs. Show us what you will do.” “Now that we have been shown what to do with the less-active member, may I now have someone show us what to say to this less-active member who just showed up to church after a long time.” I.

Application problem. Pose a problem or question for participant to solve based on the information given in the lecture. Presenter: After a discussion on how to handle conflicts between leaders and members, you challenge your audience: “Let’s say you and your auxiliary secretary do not agree on certain procedures, how will you address this situation based on the principles we have just discussed?”

J. Participant review. Ask participants to review the contents of the lecture one with another or give them a self-scoring review test. Presenter: “We have just covered all the major points that pertain to conducting youth interviews. I have a set of questions which I will ask you to write down your answer. Then compare your answer with the person seated beside you. Are you ready for question no. 1?” 1. 2. 3. 4. 5.

How often does the bishop interview a young man and woman in a year? Who can assist the bishop in conducting these interviews? How often should they conduct interviews? What are the appropriate topics that could be discussed in these interviews? Give me at least 3 topics. What is it that we should emphasize as preparation for our young men? What is it that we should encourage our young women to incorporate in their lives?

“Once you are done, please compare your answers with your seat mates….. I will now read to you the possible responses to each question and let’s see how many of them you got right.” Next time an opportunity presents itself for you to give a lecture, try some of these ideas. You will notice people will be drawn to your presentation and you will feel good about your new found ability to do so. A little bit of effort to make your lecture more engaging can have wonderful results for you and your audience. Copyright © 2005 Randy F. Rubio All rights reserved “Being Anxiously Engaged in a Good Cause”

Improving a Lecture

LECTURE WORKSHEET OUTLINE

My lecture topic: _____________________________________________________________________

Introduction How will I build immediate interest to my topic? [story, visuals, initial case problem, or test question]

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Body How will I maximize understanding and retention? [headlines, examples and analogies, handouts]

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How will I involve the participants [spot challenges and brief activities interspersed throughout lecture]

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Closing How will I reinforce the lecture [application problem, participant review, best stories or quotes]

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________