A lecture is an oral presentation that is used to present a large amount of information to a group. Lectures are a form of one-sided communication. Participants are expected to play a passive role as listeners. Because they prioritize the delivery of content, lectures are an information-centered instructional approach.

You will find that lectures are good if training time is limited because a lot of information can be presented quickly. Lectures are also preferred if the subject matter changes quickly. Lectures are the most economical choice when training a large group. It is much easier to keep the group together and on the same point if you use a lecture.

While lectures are a common instructional method, they are not as effective as other methods that engage learners in the content. Because they are passive learners, participants may lose focus and their interest may wander. As we all know, lectures can be boring if the instructor is not dynamic or the same instructor presents all day. Participants who are non-native English speakers or have hearing impairments may find it difficult to follow along with a lecture. Another drawback is that it is difficult to assess participant learning during a lecture.

Interactive lectures provide all the benefits of a lecture and, at the same time, minimize the drawbacks. You can make your lecture more interactive by incorporating frequent question and answer sessions. Questions turn a passive learning event into an active one by engaging participants in the content now and then. The act of remembering what they heard and putting it into their own words forces learners to use both their short-term and working memories. Higher-level questions support critical thinking. If participants can link the new information to some knowledge or experience in their memories, then they will be more likely to remember and use it back on the job. Asking questions is a quick method to test how well participants understand the topic. For more information on questioning techniques, refer to Step 5: Plan for Knowledge Checks. While the size of the group sometimes makes it difficult for all participants to share their answers, thinking of an answer is just as beneficial.

There are different techniques for directing questions to a group and for directing questions to an individual.

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Instructions

To direct a question to the whole class, one side of the room, or a table group:

1. Ask—Pose the question to the whole class
2. Plant—Wait 5–10 seconds for someone to respond
3. Call—If you don’t get an answer, call out to the class, one side of the room, or a table group for a response

It is not a good idea to direct a question to an individual participant without first asking permission. When surprised, some participants may not be able to provide their best answer or may become embarrassed because they were singled out. Other participants may shut down for fear that you will do the same to them.

To direct a question to an individual:

1. Confirm—Make sure the participant you plan to question is an expert in the topic.
2. Ask permission—Before class or on a break (or via a private chat during a WCT course), explain that you would like to draw on their expertise. Ask permission to direct a question to them.
3. Call—Call on the individual participant.
4. Ask—Pose the question.
5. Plant—Wait for the response.