LECTURE METHOD

LECTURE METHOD

This is a method generally followed in colleges and schools with big classes. In this method only the teacher talks: the students are passive listeners and they do not take any active part in the development of the lesson. Student listen, get bored, yawn and sometimes go to sleep as well. The teacher acts like a chatterbox, talking and talking all the time without ascertaining whether the students are following him or not. The students are spoon fed and their powers of observation and reasoning the exercise of which are not essential in learning process are not stimulated. Perhaps this method originated in very ancient times, when printing press was not invented and hand-written manuscripts were very few, hardly for the use of teacher. The lecture is one of the most basic pedagogic tool which is generally followed in schools and colleges, here the teacher talks and the pupil listens. Despite the fact that this method does not cater for realizing the aims of teaching science and is not in accordance with the principles of teaching, it is the most dominating method today and is liked by majority of teachers. The lecture is an exposition of knowledge, facts, principles or other information which a teacher wishes to present to her students. In short a lecture means one person addressing many students.

When to use lecture method?

Although lecture method has more disadvantages than advantages yet we cannot reject it outright. This method may not be very helpful for teaching lower classes. However, it can prove very successful for higher classes when we want to:

i. Cover the syllabus quickly.

ii. Introduce some new and difficult topics.

iii. Arrive at generalization from the facts students already possess.

iv. Impart factual knowledge.

v. Explain certain difficult points.

vi. Revise and summarise the lessons already learn.

vii. Give some background material for a topic.

Planning the lecture

Who is your audience? – WHO

What is the purpose of your lecture? – WHY

How much time is available? – HOW LONG

What is your subject matter? – WHAT

Phases of a lecture

There are three phases of a lecture. They are preparatory phase, development phase and consolidation phase.

I. Preparatory Phase (Warm up Phase)

In this phase students are to be prepared to receive the contents of a lecture. Variety of formal and informal techniques can be used to prepare the students or to arouse their level of motivation or curiosity. In the classrooms normally teacher relates the contents of the lecture to the previous knowledge of the students.

II. Development Phase

This is the most important phase of the lecture. The entire body of the lecture is delivered in this phase only. Some activities of this phase are using analogies, giving suitable examples, proper illustration, comparison and differentiation, use of proper aids and in recent time’s proper use of audio visual technology in classrooms.

III. Consolidation Phase

This is the end part of the lecture. Here the lectures pin point the important aspects of the lecture once again by summarizing. Now proper reviewing can be done to check the level of understanding by asking questions. Provide assignments, feedback and can relate the topic to the future learning content.

Skills associated with good lecture

1. Use of body language

2. Use of communication boosters

3. Varying the stimulus

4. Voice modulation

5. Use of proper language

Area of application of Lecture method

To introduce new and difficult topic

To revise the topics already covered

To give some background of a certain topic

To present the life histories of great scientist and their struggles and achievement in life

To explain about certain procedures

To impart factual knowledge

To explain too deep theoretical factors

Merits:

1. Attractive and concise: It is very attractive, concise and very easy to follow without much botheration on the part of the teacher and the taught. The teacher feels secure and satisfied.

2. Economical: It is economical because no laboratory is needed and one teacher can teach a large number of students at a time.

3. Speedy: Lengthy syllabi can be covered in a short time by this method.

4. Useful for Factual Information: Factual information and historical anecdotes can be easily

imparted by this method.

5. Useful for Logical Sequence: The logical sequence of the subject can be easily maintained.

Since the teacher has to plan the lectures in advance, there cannot be gaps or over-lapping in the development of the lesson.

6. Time Saving: In this method there is no student activity, no project no demonstration, therefore there is hardly any wastage of time and lesson can go at top speed.

7. Inspirational Value: Good lectures have high inspirational value. Sometimes students pick up motivation, inspiration, instigation, zeal, ambitious ideas and do something creative in life.

Demerits

1. Memory based: It lays too much stress on memory work, experimental work is neglected and

the power of observation of a child is seldom exercised.

2. Spoon feeding: It does not encourage independent thinking, discovering, exploring and taking

initiative. It is a type of spoon feeding and all the faculties of the child are not allowed to develop.

3. Teacher centered: When the teacher lectures, there is no guarantee whether the pupils are concentrating and understanding all what the teacher is teaching.

4. Too rapid: the rate of imparting knowledge and information may be too rapid and the students may not get necessary connections of thought.

5. Un - psychological: In this method the teacher is active participant while the students are passive listeners, which is opposed to the principles of psychology. The interests, aptitudes and capabilities of the pupils are ignored.

6. No inculcation of scientific attitude: It does not help to inculcate scientific attitudes and training in scientific method among the pupils.

7. No learning by Doing: There is no place for learning by doing in this method. The very root of science is cut when practically nothing is done, for science is something which must work.

8. Authoriatarian: This method is undemocratic the pupils are encouraged to depend upon one authority i.e., the teacher. They cannot challenge or question his verdict.

9. No critical Thinking: It fails to develop critical thinking and reasoning power, so essential for democratic living. An informal talk, punctuated by suitable by suitable questions and made spicy by the use of audio visual aids providing a more vivid picture, will be able to secure sustained attention of the pupils and will result in considerable amount of learning.

10. Useful for higher classes:

This method may not be very helpful for teaching lower classes. However, it can prove very successful for higher classes i.e. tenth, eleventh, and twelfth classes.

Conclusion

Lecture technique is useful for communicating information to students. As there is little opportunity for getting feedback from students, it is a less effective method of teaching. In science, the laboratory work and problem solving exercises help the teacher to find out the effectiveness of lecture.