Delivery Strategies

Once the lecture has been planned, there are certain techniques that can be used to ensure that students gain the maximum benifit:

Create continuity between lecture sessions
Instead of focussing each lecture on a single topic consider starting a topic in one lecture and giving the students some provocative questions to ponder and then finish in the first half fo the next lecture. It's a bit like the TV quizz questions asked of the invisible audience before a commercial!
Attention grabbers
After 15 minutes change the cognitive demand by altering :

the pace ( give an example, read a story, tell a joke, give them something to do)
the medium, (show a video clip, a cartoon, an experiment, a wensite, a simulation)
the importance (this is a difficult concept, or this will be on the exam!)

Work the room
Changing position and moving around the room relieves some of the monotony of the lecture. Walking out of the traditional lectern area cuts through the barrier that separates lecturer from the audience and personlises the information. If you need to stand near your notes for the main body of the lecture, plan to walk out the front while you tell an anecdote of discuss an example or ask questions. If you give students a problem to solve or wrting to do in the lecture walk to the back of the room, it helps to establsh your relationship with students who habitually sit there.
Construct the argument in front of the students
Rather than have prepared notes build up the concept on the visualiser or overhead or in powerpoint in front of students, revealing structure gradually
Interactivity
Get students to think, write and share their thinking with other students.
Building Blocks
Instead of producing complete handouts to ensure that students have adequate notes, provide incomplete handouts (such as dot point notes, mindmaps, flowcharts and definitions of terms) at the beginning of the lecture and suggest that students use them as a framework for interpreting the lecture. Students are then encouraged to build up concepts in the context of the lectures.
Chunking
Treat lectures as 4 x 10 minute chunks rather than one 50-minute block. This technique stimulates greater self-awareness and consciousness about teaching in lectures.
Multimedia
Try two hour sessions combining a variety of lecture, tutorial, reading, videos etc. in place of the usual 50 minute lecture and tutorials.
Misconceptions
Find out students' conceptions and misperceptions of previous lectures by having a quiz or asking students to list the main idea or main points from previous lectures. Use those as a focus for moving on in the current lecture.
Mini Lecture
This idea gives students some room for interacting with both each other and the lecturer. Introduce a task/problem for students to discuss in small groups and then give some quick feedback around which the lecture could develop.
Last week/next week
Begin with a summary of last week's lecture and an oveview of this week's, establishing a clear link between the two. It is important to help students see the links between lectures, and the relationship of lectures to topic objectives.