How to lecture properly. and methodological methods

The logic of designing a modern lecture

How does a good modern lecture work? What idea of the composition and logic of a good modern lecture should the teacher be guided by when preparing for it? Where to begin? How to choose a lecture topic? How to prepare the content and choose the appropriate type of lecture?
We will answer these and similar questions in the form of practical recommendations for the teacher (11). Let's imagine this as some kind of lecture design logic. In the most constructive version, it can consist of the following 11 steps to the success of the teacher (Fig. 11):

Rice. 11. The logic of designing a modern lecture

Analysis of the pre-lecture situation
Invention of lecture concept
Justification of the objectives of the lecture
・Create a theme
Selection of lecture content
Choice of type of lecture
Development of the lecture form
Development of ways to activate the attention of listeners
Develop ways to support lecture comprehension
Develop ways to create feedback
Invention of the lecture completion form

A few practical tips for teachers

Do I need to reflect on the objectives of the lecture? The sages say something like this about it: "For a ship that does not know which harbor to sail into, there is never a fair wind."
The objectives of the lecture are what answers the questions - why this lecture? What result do I plan to get as the organizer of the learning process?
A goal is a mental image of the future result of an activity.

Basic requirements for the formulation of goals:
· they must be operational, i.e. it should be possible to test them for reachability;
They must be specific
· they should be formulated “in the language of students' activity”;
· they must be realistic, i.e. have the means to ensure the goal (time, the ability of the lecturer, etc.).

Interview of Natalia Demina with Alexander Markov, Sergey Popov, Alexey Vodovozov, Alexander Pipersky, Dmitry Wiebe
"Trinity option - Science" No. 2 (271), January 29, 2019

By the way, the cultural and educational center "Arkhe" is holding a competition for novice lecturers "The First Department".

At the end of the semester, sometimes I start to get angry

Alexander Markov, paleontologist, winner of the "Enlightener" and "For fidelity to science" awards

- How often you preparing a new lecture?

I rarely prepare completely new lectures from scratch: only a few times a year. Usually, the materials of already existing lectures are taken as a basis, because I have three large lecture courses (“Introduction to Evolutionary Biology”, “Human Evolution”, “History of Life on Earth”). But I constantly update these materials, every time I think over everything anew, I look for new articles on the topic, I change something, I add something. During the autumn semester (September-December) I gave a total of about 35–40 lectures. These are both open lectures and lectures at Moscow State University for students (for me, these are not different genres, because I tell the public almost the same thing as I tell students, except in slightly simpler words).

On average, about half of the working day is spent preparing one lecture, if this is not a completely new lecture, but an update of existing materials. If it is completely new, it takes two to four times more time.

- What is the most difficult thing in preparing such a lectures?

Have time to prepare it. There is never enough time. And the process of preparing a lecture is interesting and brings me pleasure. Although at the end of the semester I sometimes start to get mad. For pleasure, I would give three times less lectures than I read.

- You are on someone running a new lecture? Do you consult with someone?

Rarely. As a rule, I have enough scientific articles.

- What are the tips for preparing a new lecture would you give to budding educators?

Well, you ask questions! I myself first began to engage in popularization, only after fifteen years in science, having defended my candidate and doctoral dissertations. If I had started earlier, the devil knows what nonsense I would have carried, probably. But people are different, and everyone has different talents. There are definitely good science journalists who can give interesting popular science lectures without having worked in science at all. How they do it, I do not really understand, and I can hardly give them advice. Apparently, the experience of participating in all sorts of summer schools, olympiads, conducting school circles in my student years, etc., helps here.

Of course, you must have a higher education in the specialty in which you are going to give popular lectures. Although in fact, occasionally there are such unique ones who manage to become not only popularizers, but also respected scientists without a specialized education. But these are extremely rare cases.

I can also recommend the School of Lecturers, organized by the Evolution Foundation. Another tip: consult with experts, i.e. with competent scientists, and ignore the noteworthy critics, who are now a lot divorced in social networks. They themselves do nothing useful and only throw mud at those who try to do it. A rather meaningless audience with a low level of scientific competence, compensating for the lack of their own achievements with harsh criticism.

- Does it make sense to create some kind of expert council for running lectures, or each lecturer himself can create like this if needed?

It is difficult for me to answer this question, because I myself am not a great social activist, frankly. I think that talented lecturers who are not professional scientists in the field that they are going to talk about in a popular lecture, it is extremely useful to consult professionals. And really run the lecture, if there are such professionals who are ready to spare no time for this. And I don’t really believe in any special expert advice on a voluntary basis. But maybe I’m wrong about this, I just don’t like communist subbotniks and any other unpaid social work since childhood.

Never prepare lectures on popular science sources

Sergey Popov, astrophysicist, winner of the award "For fidelity to science"

A small preamble. Below I discuss only "status" lectures, designed to give an adequate idea of what modern science really thinks about this or that issue. It does not include meetings like "book club in the library" (or other types of get-togethers with friends), nor stories for children of primary school age, nor very basic cultural enlightenment (like "why there are eclipses"), nor obviously entertaining events.

The formal answer is “several a year” (although now it’s more like one or two times, not counting the traditional results of the year, and once there were five or six, if not more), but the question is not entirely correct, since the pace strongly depends on and from current employment, and from external stimuli (important discoveries or other events in nearby areas), and from the "promotion term". Let me explain the last point. Lectures can be done only on those topics in which you are well versed (ideally, on topics in which you work one way or another). And this set is complete. Therefore, over time, the subject matter is substantially exhausted (there is a deepening rather than an expansion). And then the pace is determined mainly by external incentives (and employment works as a limiter). At the same time, of course, any next reading of the lecture will require an update-upgrade in the light of new results (or that same deepening), but "painting a house is not building a house."

- Do you spend a lot of time preparing a new lecture?

To create in your head an adequate idea of a fairly complete modern level of knowledge on the relevant issues, allowing not only to present a story, but also to answer questions on the lecture. Moreover, this representation should be expressed in understandable terms.

Adequate presentation requires a good understanding of what is important and what is not, since in a popular lecture there is no point in leaving in particular if they do not illustrate the big picture. In addition, it is important to clearly separate well-established things from hypotheses and understand the status of these hypotheses.

It is important to bear in mind that a lecture is fundamentally different from an article. In a popular science article, the author can verify any of his statements by sources. The lecture makes sense only if you can clearly answer the questions and generally go offhand to the side, revealing some question, without losing quality. That is, an article can be a thin ice floe (the author retold a press release with explanations of terms from the encyclopedia), and a lecture can only be an iceberg. Going out to the audience, you need to know much more on the topic than you plan to tell.

No. After the fact, I always welcome the advice of colleagues who understand the topic better than me.

- Which

Never give lectures on topics that you do not understand at the level that allows you to read a university lecture on this topic or give a scientific seminar in a professional audience.

Imagine that a non-malicious, but not super indulgent, very good scientist working in this field is sitting in the hall and listening to you.

Never prepare lectures on popular science sources.

No. This is the business of the lecturer. And, of course, in the end YouTube everyone's nonsense will be visible, and the organizers of normal lecture halls will draw their conclusions.

I run lectures in the beautiful auditorium of "Hyperion"

Alexey Vodovozov, medical journalist

How often do you prepare new lecture?

Regularly. I would have made a bad teacher - it is very difficult to repeat the same material, so the old lectures are thoroughly modernized, adapted to specific audiences, new ones are assembled from several old ones and completely new ones are prepared from scratch.

- A lot of Do you spend time preparing a new lecture?

About a month. This time is spent on pre-collection of material, its analysis, preparation of illustrations (translating infographics or sometimes working with artists if you can’t find a finished picture, but you really need it), selection, translation (if necessary) and video editing. The presentation requires approximately one to two days of work, usually about 60 slides.

- What is the most difficult thing in preparing such a lecture?

The first - do not adjust in the invoice. The second is to find the presentation of the problem that will interest listeners of different levels of preparedness.

- Are you running a new lecture on someone? Do you consult with someone?

I run in the beautiful, but small auditorium of the book club-shop "Hyperion", the main part of the premieres takes place there. It so happened that there are a lot of biologists among the listeners, so something is corrected immediately on the spot, something after the lecture during the Q&A session, as well as following the results of comments under the published video in all social networks. This is especially true for any multidisciplinary topics, for example, for the same poisonous animals and plants, corrections were made after the comments of herpetologists and chemists, mycologists and botanists, who, in fact, became co-authors of the next versions of the lectures. Something like "Now it's definitely all the poisonous mushrooms of Russia, the second edition, corrected."

- Which advice on preparing a new lecture would you give to beginner educators?

Do not start lecturing on a topic until you have thoroughly understood it. Yes, you can express your own opinion in a lecture, but it must be well reasoned, remaining both within the framework of common sense and the scientific picture of the world.

- Does it make sense to create some kind of expert council for running lectures or can each lecturer himself create one if necessary?

If you wish, you can take the experience of the 15 × 4 project as a basis, they have been doing this for a very long time: lecturers get together and test their lecture on other lecturers and project participants. All major inconsistencies, incomprehensible metaphors for listeners and design flaws immediately come out. But in this case, you need to be ready not only to calmly listen to reasoned criticism, but also not to ignore it, correcting and correcting your materials. I think that for single lectures this makes no sense, a video recording is enough, which then everyone on the Web will heartily criticize. But for festivals, forums and other major events, this practice can be useful.

The hardest thing is to stop and not try to embrace the immensity

Alexander Pipersky, linguist, laureate of the Enlightener award

- How often do you prepare a new lecture?

I looked in the folder where I keep presentations for popular lectures for adults and schoolchildren, and found eight titles in 2018 that can be considered new - so, probably, once a month and a half.

- Do you spend a lot of time preparing a new lecture?

It is impossible to evaluate this, because I do not have absolutely new lectures. Popular lectures somehow grow out of each other, from the courses I teach to students, from my scientific articles and reports, from the popular texts that I write, and not in such a way that I come up with a topic about which I know nothing at all, and I'm starting from scratch to prepare a story for the general public.

For example, last fall I gave a lecture in Kaliningrad "Where do the names of peoples come from?" - I did it for the first time, but before that I wrote twenty small texts for the heading "Ethnonym of the day" on "Arzamas". If you mark only the time of work on the presentation, then it will probably not be a very solid half-day, but if you take into account how much time I have been writing about these ethnonyms, it will be an order of magnitude longer.

- What is the most difficult thing in preparing such a lecture?

The hardest thing for me is to stop and not try to embrace the immensity. When I first started teaching, I always worried that I would not have enough material for the whole class - and ended up cooking so much that I could not keep up. Now I understand my pace much better, but nevertheless I have to say to myself all the time: “Don’t make 80 slides, you still won’t have time for so many and you’ll have to crumple.”

- Are you running a new lecture on someone? Do you consult with someone?

I don’t run the lecture, but if I don’t know the language in which I picked up the example, I try to check with the experts whether everything is correct.

- Which advice on preparing a new lecture would you give to beginner educators?

Rehearse in front of a mirror with a stopwatch. This is also useful because you understand in advance when you are brought into too dry science, and when, on the contrary, into too cheerful chatter about life, and you can correct this.

- Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I can’t imagine who would go to work in such a council (or rather, even councils - after all, each specialty needs its own): it’s a huge job if you really do it. In addition, the status of such a council is not clear: we would not want it to turn into a censorship committee - but, fortunately, this will not work out.

Lecture preparation is a continuous process

Dmitry Wiebe, astrochemist

- How often do you prepare a new lecture?

Completely from scratch - no more than once a year. There is no time for more. But, on the other hand, preparing a lecture is a continuous process. In addition, I have lectures in my repertoire that, by their very nature, involve constant substantial renewal, such as a lecture on modern research on the solar system. And in other areas, science does not stand still.

- Do you spend a lot of time preparing a new lecture?

A lot, of course. To make a lecture of high quality, you need to know much more than you tell. This implies familiarity with a very large amount of material, even when preparing a lecture on a seemingly familiar topic.

- What is the most difficult thing in preparing such a lecture?

I would highlight two things. The first is an adequate assessment of the audience and the appropriate selection of material so as not to utter absolutely elementary truths and not delve into details that are of no interest to anyone. The second is to clearly define the boundaries and quality of your knowledge. Separate the things I know from the things I'm used to. If they ask me a question about the first, I will answer it, but if they ask a question about the second, it can turn out to be uncomfortable.

- Are you running a new lecture on someone? consult whether with someone?

No. As a rule, there is no break-in time. In addition, lecturing is a hobby for me, and I can afford to do it exactly as I see fit.

- What advice would you give to beginning educators on preparing a new lecture?

The first tip is in large, bold italics. Humanity has not come up with anything better than black letters on a white background. Do not try to impress the audience with a palette. On the one side. But on the other hand, be interested in the lighting conditions in the room where you will give a lecture. If the lecture will be held in a dark room (this is almost always the case in planetariums), you should think about light letters on a dark background.

In general, remember the second tip: try to check the presentation in advance in combat conditions, because with the highest probability on the projector screen your presentation will look different than on a computer (and always worse in terms of clarity, contrast, color, and more the edges of the slides will be cut off or miss the screen).

Third, for those who use the yellow lines on their charts, there is a special cauldron in hell. Fourth: including videos in the presentation, just in case, learn in advance to confidently pronounce the phrase: “Strange, everything worked on my computer.”

Fifth: if your lecture has a slide with a conclusion, write the words “Thank you for your attention!” on the same slide, small at the bottom, and not on a separate slide.

Last but not least, respect your audience. Even those of its representatives who will convince you that the Americans did not fly to the moon, because it is impossible to send a rocket to the moon from a flat earth.

- Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I think that a person who doubts his abilities will find himself on whom to run a lecture. The creation of the Council seems to me completely pointless.

The logic of designing a modern lecture

A few practical tips for teachers

It turns out that it is possible and necessary to give lectures in an interesting and effective way. The main thing is to do it correctly. The techniques and principles of presentation of the material described in this article will help the participants of the lecture not to fall asleep and make the lecturer's monologue a favorite moment of the lesson for his listeners.

Essence and structure

The famous Mouse from L. Carroll's book "Alice in Wonderland" in a situation where the heroine got wet and froze in a sea of her own tears, asks the topical question: "What is the driest of all?" And confidently answers herself: "Lecture." Lecture (lat. lecture- reading) - oral systematic and consistent presentation of material on any problem, method, topic. It seems that the majority of modern class teachers in search of effective methods for conducting a class hour will turn their attention to the lecture last. The lecture is considered as an analogue of the famous pedagogical "conversation", when the children are silent, and the adult is broadcasting. Only the lazy one has not criticized these very “conversations” for the last decades, calling on teachers to interactive, lively, problematic forms of communication with children and adolescents. Meanwhile, a mini-lecture or a monologue of an adult can be very instructive, not boring, can in a certain way include schoolchildren in thinking about a given topic and even give them a sense of ownership, their own activity.

Principles of organizing an effective lecture

What are the principles of organization and structure of an effective lecture? Let's formulate some important requirements.

Firstly, its topic should be meaningfully related to the topic, the purpose of the meeting with the guys.

Secondly, the material of the lecture should be expected, demanded by the participants. This interest in the content can be formed immediately before the monologue with the help of problematic procedures, or it can come from some personal (for example, age) needs of the participants.

Thirdly, the lecture should be holistic, well structured, with a clear beginning, middle and end. As a finale, there can be a generalization, a conclusion, a request for a personal position of the participants (transition to a discussion or a group decision), a translation of the conversation into the practical plane of group action.

Fourthly, the lecture should be short enough, maximum - 15-20 minutes.

Fifth, no matter how short the lecture is, it should be based on certain visual images in the form of slides, diagrams, etc., helping listeners to keep the content of the lecture as a whole.

Lecture stages

In an effective lecture, as a technologically built procedure, there are three main stages: introduction, main part and conclusion.

The tasks of the first stage are, the inclusion of the internal activity of the participants, as well as determining the subject of the monologue, setting goals and describing the image of the result. The task of the second stage is to reveal the content, provide the necessary and sufficient information to achieve the goal of the monologue.

The task of the third stage is fixing the result obtained, assessing the state of the listeners, “closing” the situation, transferring it to the mode of discussion or training.

Methodological support

In the methodological equipment of an effective lecture, one can single out methods and techniques, so to speak, of a cross-cutting nature, passing through all stages of its conduct, and methods for organizing individual stages of work.

Through tricks

All stages of an effective lecture are interconnected by a technique that has a different name in different sources. In our case, we denote it as "The Rule of the American Corporal. Part 1, part 2 and part 3" . In general, this rule can be formulated as the following formula:

Part 1. Tell the audience what you want to tell them.

Part 2. Tell the audience everything you wanted to tell them.

Part 3. Tell the audience what you just told them.

Thus, at the introduction stage, this rule unfolds as an announcement, a summary of the future lecture, at the main content stage - as a presentation of the material in its entirety, at the conclusion stage - as a summary.

tricks "Problem Question" And "Mystery" are used at the introductory stage to motivate listeners and update their experience or knowledge on the topic of the presenter's monologue. At the conclusion stage, it is necessary to return to the questions asked so that the listeners can answer the problematic question (questions) or give their own version of the answer. Alternatively, unfinished sentences, phrases with missing words, etc. can be used.

Techniques for the introductory stage

The tasks facing the lecturer at the entry stage can be solved with the help of a whole group of techniques that can be used both in combination (several, in a certain sequence), and separately.

"Fact to the point" - a technique that allows you to anticipate the main content with a fresh example, a case, relevant public information (the one that everyone has heard), which are thematically or associatively related to the topic of the lecture. The facilitator can start by saying: “While going to meet you, I accidentally saw ...”, “Yesterday I heard amazing news on TV that ...”, etc.

"Paradoxical Quotation" involves leading two thematic quotations (or two groups of quotations) that reflect opposite points of view on the subject of the monologue.

In a simpler version, you can start with a quote (aphorism, saying), which vividly set the topic, show its ambiguity, and reveal the known from a new perspective.

(This is exactly the technique used at the beginning of this article!)

Reception "The Unasked Question" assumes that the presenter, having made a small introduction-reflection to the topic, formulates the main problem of the lecture as a question, prefixing this question with words like “And we can ask ourselves ...”, “What should a person do in this situation?”, “The question involuntarily arises ... ". In order for listeners to join the question and be interested in finding an answer, it is very important to formulate it in the language of the audience, getting into the age, style, and vocabulary.

"Blitz Poll" It is used when it makes sense to find out the level of awareness of listeners on a particular issue, whether they have a certain life experience, a point of view on any occasion. Again, for motivational purposes. Closed-ended multiple-choice questions are most commonly used in a blitz survey, and participants are asked to answer by raising their hand, placing their thumbs up or down, turning their palms to one side or the other, clapping their hands, etc. Open-ended questions are used less often, since they involve free, unregulated responses from listeners, which can drag out the lecture and disrupt the tempo characteristics of the situation created by the presenter.

Ways to present the main content

The main task of this stage is to convey to the audience the idea, the thought for which the monologue was started. To do this, it is necessary to choose a method of presenting information that would most contribute to understanding, would not cause rejection, protest reactions, would help to hear the main thing behind the flow of words - a value idea. There are several different methods to effectively organize the process of understanding information. The choice of a specific method depends on the age of the listeners, their level of motivation and competence in a particular topic, and the formation of intellectual abilities.

Inductive method (from particular to general) involves a gradual, step-by-step unwinding of the idea, moving from simple examples and facts understandable to listeners to more complex generalizations, including abstract value concepts of good, evil, faith, justice, and truth. For example, a teacher gives students various examples of the manifestation of mercy in the modern world, without naming the value itself, then generalizes various examples (helping the elderly, supporting sick children, protecting the rights of migrants) and, finally, introduces the concept of value itself, gives a definition of mercy. The method is good in working with a group that is not ready for complex intellectual work (not tuned in to it), but trusts the leader. Intellectually advanced teenagers and adults often resist this method of proof, as they feel they are being manipulated into seeing alternative solutions.

At deductive method (from general to particular) listeners are first offered a general conclusion, and then its various confirmations. For example, when thinking about freedom, an adult first formulates his main thesis: “There is no freedom without responsibility”, and then gives examples from different spheres of human life, films, works of art that confirm it from different sides. With the deductive method, you can also go from refutation if you use the method of proof from the contrary: “Suppose that our statement is false. In this case…". This method is attractive to intellectually developed, motivated participants. The method invites them to contemplate, puts them in an active position.

Analogy method (parallels, comparisons) is used in those cases when in the experience of the listeners there is an idea of a process, a phenomenon that is similar in essence, and they, the listeners, are able to draw conclusions by analogy. Quite often, when working with teenagers, we turn to analogies related to natural phenomena, simple technical processes. Illiterate application of the analogy method can lead to a complete fiasco of the leader's monologue: the analogy may turn out to be inaccessible, incomprehensible to the participants, and in this case they will not be able to understand the very idea of the leader.

The next three methods - concentric, stepwise and chronological - are different options for presenting information to listeners for their own reflection or follow-up. Or simply - for information, replenishment of the piggy bank of knowledge.

concentric method organized as a cluster. It is used to present the material, in the structure of which there is an understandable deep classification. The material is divided into several semantic parts in a convincing manner for the listeners, with each part having the same content depth. So, speaking with children about love, the teacher can list the types of love, and then characterize each type according to the same scheme. This will help listeners see different types of love (parental, romantic, marital, homeland) in comparison. If the material to be conveyed is really designed that way, the cluster method is very good. It helps to present blocks of material one by one, while you can make stops, as the listeners quickly form an idea about the structure of the material, its necessary sections. This happens especially quickly and naturally for listeners if the presenter, in addition to words, uses graphic images of the cluster.

step method is a sequential presentation of information. At the same time, there may or may not be a certain pattern in the sequence. For example, when talking about how a modern city works, a teacher can highlight individual characteristics of the city, and then freely reveal each of them, while not adhering to a single scheme. This is one of the most difficult to understand ways to present material, but sometimes it is the only possible one. Then it is necessary to think about how to help the listeners to keep the whole in the diversity of the parts presented. And generally help them understand why they need all these facts and "facts".

historical method assumes chronological order. Facts and events are told in historical sequence: how it all began, how it developed, what when it appeared ... In chronological order, there should not necessarily be some logic that directly leads the presenter or listeners to a hypothesis or a ready conclusion, why everything was exactly the way it was and what will happen next . It may or may not be present. For example, there are no special patterns in the history of the Olympic movement. It is important to simply tell how it was. The question of why this is so, in this case, has no answer. But in the history of the development of people's views on art, for example, painting, there are certain patterns. It is important to understand that the chronological method of presentation is an intellectual challenge for motivated listeners (to find, unearth a pattern) and, on the contrary, can cause irritation and further reduce motivation for those who were not already highly motivated.

Techniques for the conclusion stage

At the stage of conclusion, in addition to returning to the motivating and problematizing procedures of the stage of entering into a monologue, in addition to the third part of the "Rules of the American Corporal", special techniques can be used aimed at summing up, including new material in the participants' experience.

"Frame"- the procedure that is necessarily used in cases where the "Rule of the American Corporal" has not been applied. So, the presenter says, we started with you with the fact that ..., we examined ..., we saw and came to the conclusion ... In general, we can say that ... The leader in his own words, as it were, frames the main content of his monologue, emphasizing the main thing, helping draw a conclusion.

JET(reception " fat emotional point”) allows you to connect everything that has been said before with a vivid emotional reaction, naturally positive. This may be a joke that caused general laughter, but does not lead the group into extraneous conversations, bright final frames of the film or other visual images, something tasty, a small gift from the presenter. It is important that such an emotional action should emphasize the significance of the information heard, and not overshadow it.

"Poor ending"- this is a technique that allows you to include the information under discussion in the context of some important, lofty relationships, meanings, feelings. It can be a beautiful quote, a few lines from a poem, an appeal to significant cultural images. Of course, they should not be abused and used for every occasion. But in some cases it turns out to be very effective.

In general, if an adult does not speak for very long, on the topic, it is interesting, keeps a respectful tone, helps to keep the purpose and meaning of his own monologue, it is quite possible to listen to it with benefit and pleasure for yourself.

Marina Bityanova, Ph.D.

At the end of the semester, sometimes I start to get angry

Alexander Markov (mozgovoyshturm.ru)

Alexander Markov , paleontologist, winner of the "Enlightener" and "For fidelity to science" awards

- how often you preparing a new lecture?

I rarely prepare completely new lectures from scratch: only a few times a year. Usually, the materials of already existing lectures are taken as a basis, because I have three large lecture courses (introduction to evolutionary biology, human evolution, history of life on Earth). But I constantly update these materials, every time I think over everything anew, I look for new articles on the topic, I change something, I add something. During the autumn semester (September - December) I gave a total of about 35-40 lectures. These are both open lectures and lectures at Moscow State University for students (for me, these are not different genres, because I tell the public almost the same thing as I tell students, except in slightly simpler words).

- What is the hardest thing about preparing lectures?

- Are you on someone running a new lecture? Do you consult with someone?

Rarely. As a rule, I have enough scientific articles.

- What are the tips for preparing a new lecture would you give to budding educators?

- Does it make sense to create some kind of expert council for running lectures, or each lecturer himself can create like this if needed?

Never prepare lectures on popular science sources

Sergei Popov.
Photo by A. Paevsky

Sergey Popov , astrophysicist, winner of the award "For fidelity to science"

- Do you spend a lot of time preparing a new lecture?

No. After the fact, I always welcome the advice of colleagues who understand the topic better than me.

- Which

Never give lectures on topics that you do not understand at the level that allows you to read a university lecture on this topic or give a scientific seminar in a professional audience.

Imagine that a non-malicious, but not super indulgent, very good scientist working in this field is sitting in the hall and listening to you.

Never prepare lectures on popular science sources.

No. This is the business of the lecturer. And, of course, in the end, everyone's nonsense will be visible on YouTube, and the organizers of normal lecture halls will draw their own conclusions.

I run lectures in the beautiful auditorium of "Hyperion"

Alexey Vodovozov.
Photo by I. Efremova

Alexei water carriers, medical journalist

- How often do you prepare new lecture?

- A lot of Do you spend time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

The first - do not adjust in the invoice. The second is to find the presentation of the problem that will interest listeners of different levels of preparedness.

- Are you running a new lecture on someone? Do you consult with someone?

- Which advice on preparing a new lecture would you give to beginner educators?

- Does it make sense to create some kind of expert advice on running lectures or can each lecturer himself create one if necessary?

If you wish, you can take the experience of the 15x4 project as a basis, they have been doing this for a very long time: lecturers get together and test their lecture on other lecturers and project participants. All major inconsistencies, incomprehensible metaphors for listeners and design flaws immediately come out. But in this case, you need to be ready not only to calmly listen to reasoned criticism, but also not to ignore it, correcting and correcting your materials. I think that for single lectures this makes no sense, a video recording is enough, which then everyone on the Web will heartily criticize. But for festivals, forums and other major events, this practice can be useful.

The hardest thing is to stop and not try to embrace the immensity

Alexander Pipersky.
Photo by I. Nightingale

Alexander Pipersky , linguist, laureate of the Enlightener award

- How often do you prepare a new lecture?

- Do you spend a lot of time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

- Are you running a new lecture on someone? Do you consult with someone?

I don’t run the lecture, but if I don’t know the language in which I picked up the example, I try to check with the experts whether everything is correct.

- Which advice on preparing a new lecture would you give to beginner educators?

Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

Lecture preparation is a continuous process

, astrochemist

- How often do you prepare a new lecture?

- Do you spend a lot of time preparing a new lecture?

- What is the most difficult thing in preparing such a lecture?

- Are you running a new lecture on someone? consult whether with someone?

No. As a rule, there is no break-in time. In addition, lecturing is a hobby for me, and I can afford to do it exactly as I see fit.

- What advice would you give to beginning educators on preparing a new lecture?

Fifth: if your lecture has a slide with a conclusion, write the words “Thank you for your attention!” on the same slide, small at the bottom, and not on a separate slide.

Does it make sense to create some kind of expert council for running lectures, or can each lecturer create one himself if necessary?

I think that a person who doubts his abilities will find himself on whom to run a lecture. The creation of the Council seems to me completely pointless.

Prepared by Natalia Demina