Lecture Method Teaching Dr. Goutam Patra

Introduction:

The Lecture Method is the most important formal teaching method  largely used so far in the Educational Institutions particularly in the field of Higher Education. The modified Lecture method complying with other teaching methods is generally used in Secondary level of education. The lecture is defined loosely as a continuing oral presentation of information and ideas by the teacher; it is presumably a synthesis of his own reading, research and experiences, interpreted in light of his own insights. Theoretically, in the true lecture, little or no active student participation is involved. In practice of course there is a varying degree of use of the blackboard, slide projector, assignments to be done outside of class and question and answer sessions: but all of these variants involve in the lecturer as the primary agent in the instruction process. The lecture is thus distinct from the other major recognized methods of instruction such as the discussion, Socratic dialogue, project method, and the laboratory methods.

 Historical Aspects: The lecture has its roots deep in history. It is reasonable to suppose that as soon as man developed language he began to pass on his knowledge to the young by telling. In the classic societies the lecture became formalized as the art of rhetoric and of oratory under such greats as Aristotle and Cicero who gave us the idea that the perfect orator is the perfect man. From that time on lecturing became an integral part of the scholastic process. With the growth of universities from the thirteenth and fourteenth centuries the formal lecture came into its  use.

Brief of the Method: The lecture on a certain topic is  often conducted  spontaneously without due regard to logical organization, clear exposition, and the psychological conditions necessary for effective delivery assuming that all students are equally prepared or interested to hear the same thing. Attitudes, skills, and feeling are seldom learned through pure telling techniques. It can be said that there is never a really good excuse for a bad lecture: and in this age of knowledge explosion, there is very little excuse for a lecture that merely imparts only factual information. But a lecture may arouse, stimulate, give perspective on a subject, prepare the way for discussion, exhibit a mode of thought and encourage studenyts’ participation.  Some of the specific advantages of the lecture method are presented by Vavoulis (1964): It vitalizes ideas  and serves to channel the thinking of all students in a given direction, and at the same time allows for clarification and emphasises upon important points. It is readily adaptable to the needs,interests, 'and background knowledge of each particular group of students. It is excellent for introducing a new topic, for giving perspective to the class, and for summarizing what should have been learned. It is economical of time and materials.  The lecture is a widely accepted instructional method (Moore 2009). It is good for teaching specific facts and basic skills (Killen 2007), factual material are presented in a direct, logical manner (Killen 2007:128); It is good for introduction of new subject or topic to learners. It is used to present new material not yet available in print or books (Killen 2007:128). It is regarded as an efficient method to transmit content to a large group of learners. Lectures can also present large amounts of information to large groups (Freiberg and Driscoll 2000). It is the best method to use when the facts or problems are conflicting or confusing in nature; when there is shortage of time, the lecture method is the best to use (Freiberg and Driscoll 2000 and Moore 2009). Lectures explain, clarify and organize difficult concepts. Lectures challenge beliefs and habits of learning; Lecture breeds enthusiasm and motivation for further study; the lecturer has full control of whatever is happening in the lecture.

Principles of lecture method

(1) A student can learn better through listening.

(2) Through lecture method, the teacher makes an attempt to impart perfect and complete knowledge of the subject or the topic students.

(3) Subject matter can be correlated with other subjects.

(4) New knowledge is given related to previous knowledge.

When to use lecture method

(1) It is used to give an overview of a large unit.

(2) This method is an effective way for motivating pupils and developing their interest in the subject.

(3) It is used for supplementing the pupils reading and for clarifying main concepts.

(4) This method helps to save the time of students by providing important information in short time period.

(5) This method is used to provide background.

Steps of the lecture method

(1) Preparation for the lecture:-

This includes someimportant aspects like-

(a) Appropriate language and manner of presentation according to the nature of students.

(b) Selection of audio-visual aids and instructional materials.

(c) Planning the motivational technique

(d) Anticipating certain difficulties and problem during the lecture.

(e) Finding suitable solution and alternatives to these barriers to a successful lecture.

(2) Introduction to the lecture:-

It should be done briefly and if it is executed poorly, it can initially kill off the enthusiasm of the student.

(3) Giving the body of the lecture:-

The teacher should have a given cognitive framework upon which he relies to achieve a more logical presentation.

(4) Conclusion of the lecture:-

Following technique can be used to wrap up the lecture.

(a) summarizing the major points presented.

(b) forming generalization

(c) giving implications.

Advantage of lecture method

(1) It is economical with regard to time.

(2) It helps in developing the habit of concentration among the students.

(3) It helps in achieving even high order cognitive objectives ( i.e ) application, analysis, synthesis.

(4) Lecture method presents the subject matter in a systematic way.

(5) It develops good audience habits.

(6) Through this method, new subject matter can easily be introduced.

(7) It enables linkage between previous knowledge with a new one.

Disadvantages of lecture method

(1) Since this is a teacher-centered method so it provides very little scope for student activity.

(2) Student plays a passive role in this method.

(3) Individual differences are not taken into consideration.

(4) It can not be used for achieving psycho motor objectives.

5.  The lecture may not be effective for higher order thinking skills, depending on the knowledge base and skill of the teacher (Moore 2009).

6. Lectures cannot teach motor skills, influence attitudes and values, teach application, analysis, synthesis or evaluation (Jarvis 2006).

7.  Information tends to be forgotten quickly if taught through the lecture method. Lectures assume that all learners have the same learning styles (Killen 2007). In its purest form, it is a passive method of learning. It lacks learner participation.

Rectification/Modification of the method:

The lecture method can stifle learners’ creativity (Killen 2007). Learners are often passive (Freiberg and Driscoll 2000). Learning is very difficult to judge. There is little check of learner understanding (Killen 2007). Pure lecture fails to give feedback to both the teacher and the learners. Lectures cannot keep student attention for a long time or for the whole lesson, encourages learner passiveness, if used badly, the lecture method can give poor results, the lecture method of instruction needs thorough preparation and planning on the part of the teacher. So this methods needs to be modified particularly for the middle aged learners. Skill of questioning, using Black Board, using TLMs in appropriate time may help the method to be modified. Silence or pause for some time will also help the method to be more effective.

 Conclusion: Above all the teachers have to make the learners more active encouraging their participation in the teaching-learning process. Teachers’ more passivity and students’ more activity is the motto of modified Lecture Method at secondary stage.