Interactive Lectures: Summaries of 36 Formats

Interactive Lectures: Summaries of 36 Formats



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Interactive Lectures

Interactive Lectures
Summaries of 36 Formats
1. BEST SUMMARY
Basic idea. Each participant prepares a summary of the main points
at the end of a presentation. Teams of participants switch their
summaries and select the best summary from each set.
Application. This lecture game is especially useful for informational
or conceptual content.
Sample topics. Introduction to online learning. Types of stories.
Fuzzy logic. Conflict-management principles. Surface tension.
Flow. Stop the lecture at appropriate intervals. Ask participants to
write a summary of the content presented so far. Organize
participants into equal-sized teams. Redistribute summaries from
one team to the next one. Ask each team to collaboratively identify
the best summary among those given to them—and read it.
2. BINGO
Basic idea. Presenter hands out BINGO cards to participants.
Presenter then delivers parts of a lecture interspersed with shortanswer questions. Participants play BINGO by identifying the
answers on their cards.
Application. This lecture game is especially useful when the
instructional content is primarily factual or conceptual.
Sample topics. Basic computer terminology. Cultural norms in
Asian countries. Introduction to symbolic logic. Investing in mutual

funds. Management concepts from around the world. New employee
orientation.
Flow. Divide the lecture outline into 10 to 15-minute sections. For
each section, prepare a set of short-answer questions, and create
BINGO cards with the answers. Present the first section of the
lecture, then ask the first set of questions. If participants can find an
answer on their BINGO card, they make a small checkmark in the
square. Read the question and give the answer. Have participants
shout “Bingo!” if they have any five-in-a-rows. Repeat the process of
lecturing, having participants mark cards, and checking the cards, as
needed.
3. BITES
Basic idea. The topic is presented in small chunks. Participants
create questions for two experts to respond.
Application. This lecture game is especially useful for exp lor ing
controversial topics without getting bogged down in unnecessary
debates. It requires two experts on the topic, preferably with
divergent points of view.
Sample topics. Psychic phenomena. Knowledge management.
Capital punishment. The future of computer technology. Political
correctness.
Flow. Ask each team of participants to generate five questions on
the topic and write each question on an index card. Spread the
question cards on the experts’ table. The first expert selects one of
the question cards and gives the response while the second expert
sorts through the question cards, sets aside trivial and duplicate
questions, and selects another question card, all the while listening
to the first experts answer. When the first expert stops, the second
expert adds brief comments and proceeds to another question. This
process is repeated until all key questions are answered.
4. BRAINSTORM
Basic idea. Presenter conducts a brainstorming session on an openended question, contributing his or her ideas when appropriate. After
brainstorming, presenter derives some general principles on the
topic and corrects any misconceptions.

Application. This lecture game is especially useful when the
instructional content is primarily informational or conceptual, or if
the content involves analyzing and solving a problem.
Sample topics. Customer service. Gender differences in the
workplace. Long-distance networking. Reducing waste in the
workplace. Using a video camera.
Flow. Introduce the topic and inform participants that you will
conduct a brainstorming session. If necessary, explain the ground
rules for brainstorming. Start the brainstorming session, asking a
question that is broad enough to elicit varied responses. Paraphrase
participant responses and record them on a flip chart or projected
transparency. When there is a lull in the responses, comment on the
items in the flip chart, challenging them or supporting them. Explain
any discrepancies. At the end of the brainstorming session, correct
any misconceptions and be sure to present opposing points of view.
Summarize the major points.
5. CONCEPT ANALYSIS
Basic idea. Presenter asks a series of questions related to a
concept. Building on participants' responses, presenter exp lor es the
critical features and types of the concept.
Application. This lecture game is especially useful for exp lor ing
concepts with which participants are familiar.
Sample topics. Facilitation. Empowerment. Innovation. Diversity.
Leadership.
Flow. Begin by specifying the concept to be exp lor ed. Explain that
the goal of the activity is to identify the critical features and types of
the concept. Distribute a list of concept analysis questions. Ask
participants to provide a variety of examples, ranging from clear-cut
ones to border-line cases. Analyze the examples to tease out the
critical features of the concept. Classify the examples into different
types of the concept. Work with participants to discover the
superordinate, coordinate, and subordinate concepts related to the
main concept. Exp lor e the synonyms, antonyms, and related words
associated with the concept. With participants' input, create a
comprehensive definition of the concept.
6. CROSSWORD LECTURE

Basic idea. Participants receive a crossword puzzle that contains
questions to test the mastery of the major learning points in the
presentation. During puzzle-soling interludes, participants pair up
and solve as much of the puzzle as possible..
Application. This lecture game is suited for any type of content that
can be summarized by a series of one-word-answer question (which
are converted into crossword puzzle clues).
Sample topics. Digital photography. Customer service. Online
marketing. High Definition Television..
Flow. Pair up participants and give a copy of a test disguised as a
crossword puzzle to each pair. Begin your lecture and stop from time
to time to provide puzzle-solving interludes. Before continuing the
lecture, provide feedback and clarification based on participants’
solutions.
7. DEBRIEF
Basic idea. A brief and powerful experiential activity is followed by a
debriefing discussion to elicit and share useful insights.
Application. This lecture game is especially useful when the
instructional content involves counter-intuitive principles, attitudes,
and values.
Sample topics. Addictive behavior. Cultural Diversity. Everyday
racism. Gender discrimination. Lateral thinking. One-way
communication. Shifting paradigms.
Flow. Conduct your experiential activity without lengthy
introduction. When the activity is finished, explain that different
people may have had different insights from the activity. You will
now conduct a six-step structured debriefing to help maximize
learning. Start by asking participants how they feel. Then help them
recollect the experiential activity. For the third step, encourage
participants to generalize. State some general principles, and ask
participants to provide evidence from the experiential activity, or
from real life, to support or reject the principles. In the fourth step,
help participants relate the activity to the real world. For the fifth
step, ask speculative, what-if questions. Finally, for the sixth step,
ask participants how they would behave differently if the activity

were repeated. Help them generalize by asking them how they might
change their real-world behavior.
8. DYADS AND TRIADS
Basic idea. Participants write closed and open questions and gain
points by answering each others’ questions.
Application. This interactive lecture is useful with any type of
instructional content.
Sample topics. Interviewing customers. Doing business in France .
Nutrition. Time management. Using the Internet. Chemical hazards.
Flow. The activity consists of three parts. During the first part,
participants listen to a lecture, taking careful notes. During the
second part, each participant writes a closed question on a card.
During the next 7 minutes, participants repeatedly pair up and
answer each other’s questions, scoring one point for each correct
answer. During the third part, each participant writes an open
question. During the next 7 minutes, participants repeatedly
organize them into triads. Two participants answer each question
and the person who gave the better response earns a point.
9. EG-HUNT
Basic idea. Presenter uses examples to explain several related
concepts. Later, participants generate examples to demonstrate their
mastery.
Application. This lecture game is especially useful when the
instructional content deals with a set of related concepts.
Sample topics. Architectural styles. Domains of learning.
Personality types. Propaganda techniques.
Flow. Present the conceptual framework and explain the relationship
among the concepts. Define each concept by identifying its critical
and variable features. Illustrate with several examples. Ask
participant teams to come up with a different example of the
concept. Ask the teams to present their examples. Question the
teams for clarification. Give appropriate feedback on each team's
examples, highlighting the critical and variable features. Continue
with your presentation, defining, explaining, and illustrating other

concepts. Conclude by reviewing the concepts and relating them to
each other.
10. ESSENCE
Basic idea. Participants write several summaries of a lecture,
repeatedly reducing its length.
Application. This interactive lecture is particularly useful with
factual, conceptual, or informational content that can be effectively
summarized.
Sample topics. Technology breakthroughs. Collaborative problem
solving. Computer graphics. Personality types. Descriptive writing.
Online learning.
Flow. Ask participants to listen carefully to your presentation, taking
notes. After the presentation, ask teams to prepare a 32-word
summary of your lecture. Listen to the summaries from different
teams and select the best one. Now ask teams to rewrite the
summary in exactly 16 words, retaining the key ideas and borrowing
thoughts and words from other teams’ earlier summaries. Repeat
the process, asking teams to successively reduce the length of the
summary to eight, four, and two-words. Finally, ask each participant
to write an individual summary of appropriate length.
11. FICTIONAL CASE STUDY
Basic idea. Presenter tells a story that illustrates different steps in a
process. Teams of participants create and present their own stories.
Application. This lecture game is especially useful for exp lor ing a
procedure or a process.
Sample topics. Instructional system design. Creative problem
solving. Stages in team development. Change management.
Recovering from depression.
Flow. Distribute a diagram that identifies the steps of the process.
Present your story, frequently referring to the diagram. Distribute a
summary of the story, with notes that identify the different steps.
Divide participants into teams of three to five members each. Ask
each team to create a story to illustrate the process. Suggest that
the story could be based on a team member's experience, a

historical event, or a popular TV show: After a suitable pause,
randomly choose teams to present their stories. Comment on these
stories and conclude with suitable caveats about the limitations of
the process.
12. FISH BO WL
Basic idea. Presenter conducts a coaching session with an individual
participant. Other participants observe and learn vicariously.
Application. This lecture game is especially useful when the
instructional content involves procedures or principles.
Sample topics. How to design a form. How to design a frequency
table. How to write an ad. How to construct a test.
Flow. Assemble a full set of practice materials and samples. Set up
a table and a couple of chairs in the middle of the room. Invite
participants to surround the table and watch the action. Distribute
copies of handouts to all participants. Select a learner from the
group. Explain that you will be coaching this learner and that you
want the other participants to vicariously participate in the process.
Begin the coaching session. Demonstrate the procedure. Invite the
learner to ask questions. Require the learner to demonstrate what
he or she has learned. From time to time, switch the learner with
another participant and continue the procedure. At the end of the
session, encourage participants to ask questions. Finish the session
by giving an independent exercise.
13. GLOSSARY
Basic idea. The presenter identifies a key term related to the
training topic. Teams of participants come up with a definition of the
term. The presenter collects these definitions, inserts the correct
definition among them, and plays a “dictionary”-type guessing
game.
Application. The lecture game is particularly suitable for technical
content with key concepts and definitions.
Sample topics. Microprocessor design. Java programming basics.
Complexity and chaos. Principles of change management. The game
of cricket.

Flow. Present a key term related to your training content and ask
teams to come up with a real or imaginary definition. Collect the
definitions, insert the “official” definition somewhere in this set, read
these definitions, and challenge teams to identify the correct one.
Use participants’ definitions to identify training needs and make a
suitable presentation. Repeat the process with several key terms
until you have covered all relevant content.
14. IDEA MAP
Basic idea. While presenter lectures, participants take notes using
an idea mapping approach. At logical junctures, the lecture stops to
permit teams of participants to consolidate their idea maps.
Application. This lecture game is especially useful when the
instructional content involves factual information or concepts.
Sample topics. The changing face of Eastern Europe . The
chemistry of household cleaners. Fundamentals of financial planning.
The future of mobile computing.
Flow. Teach the idea-mapping technique to participants. Introduce
the topic and make a presentation for 10 minutes. Ask participants
to take notes in an idea-mapped format. Stop your presentation and
organize participants into teams. Ask each team to spend 5 minutes
to collaboratively draw an idea map of the topics covered so far.
Continue your presentation and repeat the idea-mapping interludes.
At the end of the presentation, ask the teams to complete their
maps and display them. Comment on the idea maps and correct any
misconceptions.
15. INTELLIGENT INTERLUDES
Basic idea. The presenter requires participants to different types of
intelligence to process the content presented in the lectures.
Application. This lecture game works effectively with any type of
content. The presenter should be familiar with Howard Gardner’s
seven types of intelligence.
Sample topics. Working with the Swiss. Writing a mission
statement. Personal marketing. Business writing. Leadership skills.

Flow. Divide the content into seven topics. Make a presentation
about the first topic. Ask participants to write a summary of the
main ideas, using their linguistic intelligence. After the second
presentation, ask participants to use their logical intelligence to
identify the most important idea. After the third presentation, ask
participants to use their visual intelligence and draw a diagram
related to the topic. After the fourth presentation, ask participants to
use their musical intelligence and sing a song related to the topic.
Repeat the process with similar interludes after each of the
remaining topics.
16. INTELLIGENT INTERRUPTIONS
Basic idea. Presenter stops the lecture at random intervals and
selects a participant. This participant asks a question, makes a
comment, or challenges a statement as a way of demonstrating that
he or she has been intelligently processing the presentation.
Application. This lecture game is especially useful when the
instructional content is informational.
Sample topics. Business partnership in Canada . How to watch a
soccer game. Retirement planning. The World Wide Web.
Flow. Set a timer for a random period between 5 and 10 minutes.
Make the presentation in your usual style. Stop the presentation
when the timer goes off. Announce a 30-second preparation time
during which participants review their notes. Select a participant at
random. Ask participant to demonstrate his or her understanding of
the topic by asking five or more questions, coming up with real or
imaginary application examples, presenting a personal action plan,
or summarizing the key points. The selected participant should
spend at least 30 seconds and not more than 1 minute in his or her
“interruption.” React to participant's interruption and continue with
your presentation. Repeat the procedure as needed.
17. INTERACTIVE STORY
Basic idea. Presenter narrates a case incident in the form of a
story. During pauses at critical junctures, participants figure out
what happened, why it happened, or what should happen next.

Application. This lecture game is especially useful when the
instructional content requires the analysis of a situation,
identification of the basic cause, or selection of the best solution.
Sample topics. Likely impact of different managerial behaviors.
Major causes of different performance problems. The next steps to
be taken in different sales scenarios. Appropriate diagnoses for
different computer problems.
Flow. Create a set of stories that require systematic analysis.
Narrate the first story. Supply excess details so that the listeners
have to separate critical information from irrelevant data. Stop the
story at a critical juncture and specify the task for teams of
participants. (For example, ask the teams to identify the causes of a
problem.) Halfway through the discussion period, announce that you
will answer two questions from each team. Ask each team to report
its conclusion and to justify it. Repeat the procedure using more
stories. Finally, summarize the main instructional points.
18. INTERPRETED LECTURE
Basic idea. The presenter pauses from time to time during the
lecture. A randomly selected participant “translates” the lecture into
plain English.
Application. This lecture game is particularly useful with complex
topics. It requires a high level of language skills among participants.
Sample topics. Quantum mechanics. Managing software projects.
The concept of flow . Investment banking.
Flow. Warn participants that you will randomly select people from
time to time to interpret what you said during the most recent
segment of your presentation. Lecture for about 5 minutes. Pause
briefly to permit everyone to get ready for the interpretation
segment. Randomly select a participant to repeat what you said in
her language. After this interpretation, ask others to add any
missing items. Repeat the procedure in approximately 5 minute
intervals.
19. ITEM LIST

Basic idea. Participants review a list of items in a handout and
select a few that need detailed explanation. Presenter clarifies these
items.
Application. This lecture game is especially useful when the
instructional content can be organized into a list of items.
Sample topics. Basic principles of message design. Gender
differences in communication styles. Negotiation principles.
Guidelines for conducting a workshop. WWW trends.
Flow. Give a short introduction to the instructional topic. Distribute
copies of a handout that lists key items for discussion. Ask
participants to review to the handout and select a few items for
clarification. Ask participants to pair up with a partner and jointly
select an item for immediate clarification. Select a participant at
random and clarify the chosen item. After completing the
clarification sessions, ask participants to choose items they would
like to challenge and debate with you. Conclude with a review of the
items.
20. JOB AID
Basic idea. Presenter steps through the use of a job aid.
Participants form teams and use the job aid to work on an
application exercise. Participants then work individually to master
the use of the job aid on another application exercise.
Application. This lecture game is especially useful when the content
involves a procedure and a job aid.
Sample topics. A worksheet for computing the price of a new
product. A chart of copyediting symbols. A flowchart for selecting the
best instructional method for a particular topic. An annotated
diagram for troubleshooting a computer.
Flow. Distribute the job aid and give an overview of its features and
use. Present an application exercise. Walk through the proper use of
the job aid, eliciting as many suggestions from participants as
possible. Comment on any unused job aid items. Divide participants
into teams and have teams work on a new application exercise.
Provide assistance as needed. When teams have finished the
application, have participants work on a new application exercise

individually. Follow up by asking for participant questions, to which
you provide answers and clarifications.
21. MULTILEVEL COACHING
Basic idea. Presenter “lectures” to a small group of participants and
tests them to make sure that they have acquired the skill. These
participants become coaches and train the others.
Application. This lecture game is especially useful with motor skills
and foreign language acquisition where demonstration, coaching,
and feedback are critical factors. It is best interspersed among other
regular activities since it primarily involves one-on-one coaching.
Sample topics. Conversational phrases in Swahili. Magic tricks.
Origami. Using a digital camera. Heimlich Maneuver.
Flow. Demonstrate the skills to four or six participants. Test to
make sure that they have mastered the skill and certify them. Divide
the certified participants into two teams. Ask the team members to
individually recruit and train other participants. Each newly trained
participant should be tested and certified by a member of the other
team. After certification, participant becomes a member of the team
that taught him or her. This participant now recruits others and
trains them. The process is continued (over several days, if
necessary) until everyone has been trained. At this time, whichever
team has the most certified members is the “winning” team.
22. ONE, TWO, FOUR
Basic idea. Participants recall successful strategies that they have
used (or heard about from others) for solving problems in a specific
area. They share these strategies with a partner and later with a
group of four people.
Application. This lecture game is especially useful when
participants have practical experience in solving problems in a
specific area.
Sample topics. Meeting management. Overseas assignments.
Selling professional services. Time management. Firing marginal
employees.

Flow. Before the session, come up with 4-6 subtopics related to the
session topic. (Example from the topic of meeting management:
disruptive participants, assigning action items, agenda, and time
crunch.) Announce the first subtopic. Ask each participant to
independently recall successful strategies that they have employed
or heard about. After a pause, ask each participant to find a partner
and share these strategies. When this task is completed, ask each
pair to team up with another pair and share the strategies again,
this time with each person reporting on his or her partner's
strategies. Roam among participants, eavesdropping on the
conversations. Assemble the entire group, and invite participants to
present any impressive strategy that they heard during the earlier
conversations. Give a brief report on effective strategies that you
have used and heard about. Repeat the procedure with each of the
other subtopics.
23. PRESS CONFERENCE
Basic idea. Participants organize themselves into teams and write a
set of questions on different subtopics. Presenter responds to the
questions in a press-conference format.
Application. This lecture game is especially useful when the
instructional content is primarily factual or informational.
Sample topics. Marketing in the Pacific Rim . New-hire orientation.
Features and functions of new products. Promotion policies.
Flow. Present a short overview of the major topic and identify three
or four subtopics. Distribute index cards to participants and ask
them to write at least one question on each subtopic. Collect the
question cards and divide participant into as many teams as there
are subtopics. Give each team the set of questions dealing with a
specific subtopic. Ask the team members to organize the questions
in a logical order, eliminating any duplicates. After a suitable pause,
play the role of an expert and invite one of the teams to grill you for
10 minutes. At the end of this press conference, ask members of
each team to review their notes and identify what they consider to
be the two most important pieces of information given in your
answers. Repeat this activity with the other teams.
24. QUESTION CARDS

Basic idea. After your presentation, ask teams of participants to
write 20 short-answer questions based on the content. Collect all
questions, shuffle the cards, and conduct a quiz program.
Application. This interactive lecture format is especially useful with
factual content. It is suited for participants who are capable of
constructing valid short-answer questions. The quiz program part of
this activity requires ample time.
Sample topics. The Hispanic culture. Product features and benefits.
Drug dosage, interactions, and abuse. Background information about
the corporation.
Flow. Make your presentation and stop at 10-minute intervals. Ask
teams of participants to write a set of short-answer questions along
with answers on individual index cards. Continue with the next part
of the presentation. After the last part of the presentation, collect all
question cards and shuffle them. Ask each team to send a
representative to the front of the room. Conduct a question program
using the questions from the cards (avoiding duplicate questions).
25. QUESTIONNAIRE ANALYSIS
Basic idea. Participants respond to a questionnaire and compute
their scores. Presenter helps them to interpret the scores and learn
more about the topic.
Application. This lecture game is especially useful when the
instructional content involves values, attitudes, personality
characteristics, or preferences that can be exp lor ed through a
questionnaire.
Sample topics. Career planning. Troubleshooting styles.
Decisionmaking styles. Equipment preference. Organizational
climate.
Flow. Briefly explain the topics covered in the questionnaire.
Distribute copies of the questionnaire and ask participants to
independently fill it out. When all participants complete their task,
distribute the scoring key. Ask participants to score their own
questionnaires. Distribute copies of a handout that explains how to
interpret the scores. Walk participants through the interpretation of
different response patterns. Discuss how participants can use the
new information in improving their professional effectiveness.

26. RAPID REFLECTION
Basic idea. Presenter pauses at different junctures during the
presentation. Participants reflect on the latest segment of the
presentation and write down one insight or application idea. A few
random reflections are shared with the entire group.
Application. This interactive lecture format is especially useful with
content that generates insights and application ideas.
Sample topics. Changing your job into a calling. Professional
growth and development. Empowerment. Double-loop learning.
Flow. Stop your presentation at the end of each 7 – 10 minute
segment. Ask each person to reflect on what they heard during the
most recent segment of the presentation. After a pause, ask each
participant to write down one insight or application idea on a piece of
paper and fold it so the writing is hidden. Ask participants to
exchange the folded pieces of paper repeatedly. Randomly select
three or four participants and ask them to read what is written on
the piece of paper they received.
27. SELECTED QUESTIONS
Basic idea. A list of questions (generated before the presentation)
is reviewed, organized, and prioritized by audience members. You
begin your presentation by answering the question selected by most
participants. You repeat the process by responding to “popular”
questions that are successively selected by the listeners.
Application. This interactive lecture format is especially useful when
your audience members represent different areas of interest and
levels of knowledge. It is suited for presentations that involve a
broad survey of a topical area. The format requires a willingness on
your part to let go of the control of the session.
Sample topics. Introduction to complexity theory. Future trends in
global marketing. Characteristics of Hispanic culture. Internet
commerce.
Flow. Prior to the presentation, invite participants to send you
questions. Prepare a list of these questions, each identified by a
number. At the beginning of the presentation, distribute the list of
questions to each participant. Ask participants to individually select

the question they would like to be answered first. At a signal, ask
participants to shout out the identifying number of the selected
question. Determine the most “popular” first question and respond
to it. Ask participants to identify the next question to be answered
using a similar procedure. Repeat as many times as time permits.
28. SHOUTING MATCH
Basic idea. Participants organize themselves into three teams and
assume positive, negative, and neutral roles toward a controversial
issue. Presenter conducts an informal debate among the teams and
adds her own comments.
Application. This lecture game is especially useful with potentially
controversial instructional content.
Sample topics. Affirmative action. Gun control. Health insurance.
Political correctness. Sexual harassment policies.
Flow. Make an objective presentation to introduce the issue and
identify its major elements. Write the issue on a flipchart in the form
of a proposition for debate. Form three teams and assign an
extremely positive role to one, an extremely negative role to
another, and a neutral role to the third. Ask the positive and
negative teams to spend 5 minutes making a list of arguments in
support of their position. During the same period, ask the neutral
team to prepare a 2-column list of both positive and negative
arguments. Conduct a debate between the opposing teams. Ask the
neutral team to decide which of the other teams did a more credible
job. Also ask members of the neutral team to read arguments on
their list that both teams missed. Add your comments and correct
any major misconceptions by presenting factual information.
Conclude with a question-and-answer session.
29. SLIDE SETS
Basic idea. The presenter distributes copies of key diagrams used
during the presentation, a different diagram to each team. After a
suitable pause, each team sends a representative to make a
summary presentation of the major points related to the diagram it
received.

Application. This interactive lecture format is especially suited for
technical content that uses several diagrams during the
presentation.
Sample topics. Changes in the change process. Decision-making in
ambiguous situations. Product-design cycle. Installing and
implementing a customer-response software system.
Flow. Make your presentation around presentation around 4 – 6 key
charts or diagrams. After the presentation, divide participants into as
many groups as there are diagrams. Randomly distribute a different
diagram to each group. Tell the group that they will have 7 minutes
to prepare a 1-minute presentation to summarize the key points
related to the diagram. After a suitable pause, ask the teams (in the
correct sequence) to send a representative to display the diagram
and make the summary presentation.
30. SUPERLATIVES
Basic idea. Interrupt your presentation at the end of each logical
unit and ask teams to identify the most important, the most
disturbing, the most surprising, or the most complex idea presented
so far.
Application. This interactive lecture format is especially suitable
when participants know how to take notes and discuss them. It is
appropriate for presentations that can divided into 7 – 10 minute
sections.
Sample topics. How to improve security in office buildings.
Different types of performance interventions. Tips for avoiding heart
attacks. Leadership strategies.
Flow. Stop your presentation at some logical location after about 7
minutes. Ask participants to work in teams to identify the most
important piece of information you presented so far. After a suitable
pause, ask each team to share its decision. Now ask teams to select
the most controversial statement that you made in your
presentation. After team responses, make the next unit of
presentation. Repeat the teamwork procedure by specifying different
types of information to be identified (such as the most radical, the
most surprising, the most interesting, or the most humorous).
31. TABLE TALK

Basic idea. Presenter introduces two contrasting approaches.
Participants collect information about the similarities and differences
between these two approaches. Presenter organizes, summarizes,
and clarifies the information.
Application. This lecture game is especially useful for comparing
two alternative approaches. Usually one approach is traditional and
the other is a new alternative that you are recommending.
Sample topics. Inclusive vs. exclusive behaviors. Leaders vs.
managers. Virtual teams vs. face-to-face teams. Analytical
intelligence vs. practical intelligence. Instructional technology vs.
performance technology.
Flow. Before the presentation, prepare a table that identifies the
two approaches and the critical comparison factors. Prepare
questions related to each cell in the table. Begin the presentation
with a definition of the two approaches. Randomly distribute
question cards to all participants. Ask participants to come up with
personal responses to the questions and to collect information and
opinions from the others. After a suitable pause, distribute blank
copies of the comparison table to all participants. Work through each
cell in the table, eliciting information from participants. Correct any
misconceptions and add additional information as needed.
32. TALK SHOW
Basic idea. Presenter acts as a talk-show host and interviews a
panel of experts. Participants contribute additional questions and
comments.
Application. This lecture game is especially useful when the
instructional content is somewhat controversial.
Sample topics. New corporate policies. Sexual harassment.
Rightsizing. Reengineering the organization.
Flow. Assemble a panel of experts, experienced people, or
employees affected by the topic. Work out a list of major points to
be covered in the presentation. Conduct a simulated talk show.
Begin by introducing the topic and interviewing the panel members.
Move into the audience of participants and invite them to make
comments or ask questions. Encourage a free and open dialogue

among participants and the panelists. Conclude the session by
summarizing major points.
33. TEAM QUIZ
Basic idea. Presenter does a “data dump” of factual information.
Presenter stops the lecture at intervals, allowing teams of
participants to come up with questions on the materials covered so
far and to conduct a short quiz contest.
Application. This lecture game is especially useful for presenting
significant amounts of technical information or conceptual content.
Sample topics. Principles of quantum physics. Compiler
construction. The Linux operating system. ISO 9000 standards.
Quality award criteria.
Flow. Warn participants that your presentation will be interspersed
with quiz contests. Set up a timer for 10 minutes. Make the first
segment of your presentation. Stop the presentation when the timer
goes off. Organize participants into teams of three to seven
members. Ask each team to come up with three or four fact-recall,
rote-memory questions and one or two open-ended, divergent
questions. After 3 minutes, ask a team to read a fact-recall question
and choose an individual from any other team to come up with the
answer. Later, choose another team to ask a divergent question and
ask a team to give a response. Continue with the next segment of
your presentation, building up on the questions and answers from
participants. Repeat the quiz sessions as many times as needed.
34. TEAMWORK
Basic idea. Participants are divided into two or more groups. Each
group listens to a lecture (and watches a demonstration) about a
different part of a procedure. Participants then form teams with one
member of each group. Team members work on an application
exercise and help each other master all the steps in the procedure.
Application. This lecture game is especially useful when the
instructional content involves a step-by-step procedure.
Sample topics. How to construct a Pareto chart. How to create an
advertising slogan. How to draw a flowchart. How to specify a
performance objective. How to write an executive summary.

Flow. Before the presentation, divide the procedure into steps.
Begin the presentation with a brief overview of the steps and their
interrelationships. Divide participants evenly into groups, one for
each step. Make a separate presentation to each group. Create
teams with one member of each group. Give the teams an
application exercise. In completing the exercise, team members
should teach each other the steps of the procedure. Provide
consultative help and give additional exercises as needed.
35. TRUE OR FALSE
Basic idea. Presenter displays a series of statements about the
topic and asks participants to decide whether each is true or false.
Presenter then provides background information related to each
statement.
Application. This lecture game is especially useful when
participants are likely to have major misconceptions about the topic.
Sample topics. Cultural diversity. The Communications Decency
Act. The Internet. AIDS and sexually transmitted diseases.
Flow. Prepare a list of statements related to common
misconceptions about the selected topic. Make half of the statements
true and the other half false. Briefly introduce the topic and explain
its importance. Distribute copies of the list to participants and ask
them to individually decide if each statement is true or false. When
they have finished this task, read the first statement aloud. Ask
participants who think that the first statement is true to raise their
hands. Explain why the statement is true or false and provide
relevant background information. Repeat the procedure with each
statement.
36. TWO MINDS
Basic idea. Teams of participants prepare a list of questions about a
topic. Two experts give independent responses to each question.
After listening to both responses to a question, teams identify key
similarities and differences.
Application. This lecture game is especially useful for exp lor ing
controversial topics without getting bogged down in unnecessary
debates. It requires two experts on the topic, preferably with
divergent points of view.

Sample topics. Psychic phenomena. Knowledge management.
Capital punishment. The future of computer technology. Political
correctness.
Flow. Ask each team of participants to generate five questions on
the topic and write each question on an index card. Spread the
question cards on the experts’ table. The first expert selects one of
the question cards and gives the response while the second expert
listens to music through headphones. After the first expert's
response, the second expert gives her response. Each participant
team now compares their notes and identifies two similarities and
two differences between the responses from the two experts. The
two experts now sort through the question cards and select the top 5
questions. The second expert begins the next round by responding
to a question while the first expert puts on the headphones. The
same procedure is repeated for the remainder of the session.

Copyright © 2003. Workshops by Thiagi, Inc. All rights reserved
URL: http://www.thiagi.com/interactive-lectures.html
Revised: June 18, 2003