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close this bookCreative Training - A User's Guide (IIRR, 1998, 226 pages)
close this folderLectures
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View the documentDeveloping the lecture method further

Developing the lecture method further

Interactive lecture

Interactive lecture is a limited form of dialogue between the participants and lecturer. While there is a prepared outline on the topic, you choose key concepts or points that you want to be emphasized in the lecture. Provocative questions are crucial in interactive lecture. You start your talk with a question on a topic (e.g., on the topic of conflict resolution, you can ask, "what comes into your mind when you hear "conflict"?") and continue to throw other questions which could enrich the lecture.


Interactive lecture, being a dialogue, opens the lecture to people's critique. You should be open to these new ideas and try to integrate them in the lecture process. However, you should not manipulate people's answers to fit them into your lecture. It is important for you to have a skill in synthesizing and integrating key ideas.

After challenging the participants to share their thoughts, the resource person then integrates the ideas into her or his lecture. Usually, you can build on the common points from the people and the lecture outline. Divergences or unique points, on the other hand, are further deliberated. Eventually, these are either interwoven into the lecture or appreciated on their own. What is exciting in interactive lecture is that both the lecturer and participants, in the process of exchange, piece together and enrich their understanding of a topic.


When throwing out questions, the onslaught of responses from the audience can be overwhelming and can deflect you from your outline. An interactive lecture is only feasible for audiences numbering up to 25. While participation is encouraged, you can limit the number of provocative questions or elicit few responses only. The rule of thumb is to allow everybody to participate at some point in the lecture, but still have enough time for you to present the key ideas in your lecture.


Short history of popular education in the Philippines


1. Alternative education during the 1970s-80s

2. 1986 consultations on education work

3. Relating Latin America's "popular education" (pop-ed) to Philippine experiences

4. Current pop-ed initiatives

Provocative questions

What were you doing during the 1970s-80s?

Were you affected by the 1986 "People power revolution" when Filipinos toppled the Marcos dictatorship? How?

What comes into your mind when you hear the term popular education?