Seminar-Lecture Model

When your seminar or lab is scheduled before your lecture

If your seminars or labs are scheduled before your lectures (rather than the Lecture → Seminar/Lab model) you can use this as an opportunity to employ more active and engaging learning approaches into your teaching. Instead of the Lecture → Seminar/Lab model, approaches like flipped classrooms, problem-based learning and case-based learning deliberately start with active engagement (seminar/problem/case) and end with a lecture that consolidates learning.  

A group of students sitting around a table discussing pre-lecture materials

Seminar → Lecture strategies: 

Provide pre-work:  Make materials (e.g. a short video, a reading, a problem or a case study) available prior to the seminar with key questions, to engage students with essential concepts/ideas for the seminar discussion or active learning session.  

Focus on active learning:  Structure the seminar around exploration, small group discussions, or problem-solving, rather than delivering any further information. 

Identify Knowledge Gaps:  Use the seminar to identify where students are with their own knowledge and what they are struggling with, then address these specific areas in the subsequent lecture e.g. through discussion.  

Bridge the Gap:  Frame the seminar as a ‘pre-exploration’ session that will then be extended and synthesised during the lecture.  

A member of staff presenting in a lecture format.

Seminar → Lecture example flow: 

1. Pre-seminar: Students engage with pre-seminar material. 

2. Seminar or active learning session(s) engaging with material, problem or case. 

3. Lecture: where findings summarised, theory introduced and extended, misconceptions clarified. Discussion and further working in pairs on problems or cases can also be incorporated. 

4. Post lecture wrap-up: Students reflect, apply insights, or prepare for the next session.