How to design the perfect lecture

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Abstract
Lectures are the backbone of undergraduate physics education and are likely to remain so for the foreseeable future. This means it is important that they provide the best possible educational experience for our students. A lecture can be defined as the gathering of students (typically in large numbers) in the same place and at the same time, for a teaching event led by an expert in the subject of study. However, the exact form that a lecture takes can vary widely. It may consist primarily of a didactic monologue from the lecturer, or it may involve students doing substantial amounts of discussing and problem solving, and anything in between. This variation has been accelerated in recent decades with the use of technology offering easy access to new pedagogies, together with the introduction of flipped and active learning approaches. In this article, I will first review the evidence for what makes teaching lectures effective from the field of physics education research. I will then focus on three key elements of a lecture which should be considered in order to optimise the learning and engagement of students: interactions between teacher and students, interactions between the students in small groups and the student experience of the lecture.

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