In a lecture

What is learning and what is business?

You can access the book definitions on your fingertips. Flip through the dictionary (who does it anymore nowadays?) or punch the alphabets onto the keyboard in the blank space on Google website, you will see the definition displayed on the search results. It is simple but doesn't mean it is easily understandable.

To understand business and to learn it, one needs to not only reading business books and observing real setup, but also experiencing the trade hands-on. We called this "creating" in education, as you are applying various knowledge and theories to solve an actual situation. You can read more at HERE (Bloom's Synthesis)

As a learner, there is no clear distinction between student and teacher. To me, an ideal learning experience consists of both learning and teaching, as what you've learnt will be verified, modified and rectified when you communicate the message with others. People who are experts in the same field can enhance your input in the subject matter; people from different expertise could expand your tools for the next creation; and finally sharing with people could assist you in reorganizing your thoughts while adding new knowledge to keen listeners.

In a typical lecture session of 1 hour, we can divide it into segments based on sub topics. For each subtopic, it is recommended to allocate 1~2 minutes of break. This key break is to allow students to reflect on the knowledge they imparted with, and to raise questions for further clarifications or application. This is especially important for teachers when conveying business concepts as theories are condensed information formed by past literature and thus students would not have deep understanding on a "synopsis" of previous works by referring to a few slides and 10 minutes of description on the theories.

One more thing to add, and that is every student should conclude the lecture session by writing down the messages delivered throughout the class and the writings are to be checked by the teacher. This is a healthy practice for learners to continuously reflect on the knowledge they receive and perform simple internalization and memory reinforcement in order to be brought forward to the next class and to fill up the big picture (road map) of the entire course.