#  Making adjustments on the fly to keep lectures “organic”  

 



##  Making adjustments on the fly to keep lectures “organic” 

A classic challenge for the lecturers is how to fit all relevant material into the timeframe of a short class period, not to mention a short semester. When a student makes an insightful point that would take the class in a new direction, instructors must decide: Do I go on a worthwhile tangent to address the student’s point, or do I proceed as I had planned? In this video, Brett Flehinger shares why he allows student contributions to shape the path a class takes and how he makes strategic adjustments on the fly.

*Profiled:* [*Brett Flehinger*](https://instructionalmoves.gse.harvard.edu/brett-flehinger)*, Lecturer on History, teaches "American Populisms: From Thomas Jefferson to the Tea Party + Trump" to 38 students at Harvard College.*



 

 

 

       ![bg](/sites/g/files/omnuum10466/files/styles/hwp_21_9__1920x825/public/instructionalmoves/files/flehinger5-edit-edit.jpg?itok=OwLXtlOe) 

 

 



 

 



 



 

 

 



 

 

 

 Classroom Considerations Relevant Research Related Resources 

## Classroom Considerations

 

 

- Prior to class, create a lecture plan segmented into parts with time estimates so you are aware if one part of your lecture is running long or moving more quickly than expected
- Aim for middle ground between blazing ahead with an iron fist and ceding control to any tangent that surfaces. A lecture too tightly planned may feel stilted or inauthentic, while a lecture that follows any student interest may feel incoherent or frustrating for students.
- Predetermine points in your lecture where open discussion may be advantageous. Some topics, when discussed, will lead to deeper understanding, whereas others might not require such conversation.



 



 

 

 

## Relevant Research

 

 

 Studies in expertise suggest instructors prioritize depth over breadth as this approach supports deeper learning ([Morphew et al., 2015](https://eric.ed.gov/?id=EJ1076691); [Bransford et al., 2000](https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition))

 A sense of autonomy and some control over course content are important components in student motivation ([Deci & Ryan, 2000](https://www.jstor.org/stable/1449618))



 



 

 

 

## Related Resources

 

 

- In [“Teaching by the Case Method: Timing”,](https://www.hbs.edu/teaching/case-method/leading-in-the-classroom/Pages/timing.aspx) Harvard Business School professors reflect on how they create flexible plans and adjust timing on the fly
- In [another Instructional Moves video](/adjusting-lesson-plans-real-time), Christina “V” Villarreal discusses how she uses guiding questions to make strategic choices about how to prioritize class time



 



 

 

 

 

 

 



 

 See also:- [ Flehinger, Brett ](/instructors/flehinger-brett)
- [ Lecturing Interactively ](/modules/lecturing-interactively)
- [ Engaging Students ](/sub-modules/engaging-students)
- [ How can I execute my plans to ensure students stay engaged? ](/sub-modules/how-can-i-execute-my-plans-ensure-students-stay-engaged)
- [ Harvard College ](/school/harvard-college)