There is much discussion currently about flipping the classroom or otherwise making dramatic adjustments to teaching. But for most lecturers, especially those with large classes, this is not practical. My view is that lectures are not inherently bad, and that that there are numerous ways to make them more engaging without dramatic changes. This talk will be about 18 approaches that I use - these work well together, but each can be implemented independently so they can be tried out according to personal taste. There will be lots of examples and some light-touch discussion of how this approach relates to evidence from psychological research on learning.
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