LECTURE METHOD AND TYPES

LECTURE METHOD AND TYPES

Introduction:

            When a teacher takes the help of a lengthy short explanation in order to clarify his ideas or some fact, that explanation is termed as a lecture method. Actually the lecture method is not a new method, but it is a traditional autocratic method. Some scholars feel that the lecture can be made lengthy or short as the situation is. Hence, the lecture is the easiest    method of imparting knowledge to the pupils. Though neither the pupils of lower classes can be in an advantageous condition while using neither this lecture method, nor this is effective in the case of pupils of higher classes, but, a teacher makes use of it very conveniently.

            The lecture is a one channel method. In it presentation is more emphasized, but the pupils function as passive listeners. This creates dullness in the class-room as interaction between the pupils and the teacher ceases to occur. The pupils get a few chances for responding in the lecture method. They get no motivation for acquiring knowledge. The teaching material gets more complicated. Hence, the pupils start feeling boredom

                                                                       

MEANING

A lecture is an oral presentation intended to present information or teaches people about a particular subject. The lecture is also a method of exposition. The method is particularly used in the secondary classes and above.

DEFINITON

According to James Michael Lee, “The lecture is a pedagogical method whereby the teacher formally delivers a carefully planned expository address on some particular topic or problem.”

The lecture method can be used in the following three situations:

Ø  To achieve the lowest objective of the cognitive aspect.

Ø   To achieve the highest objective of the cognitive aspect.

Ø   To achieve the affective objective.

PURPOSE

1.      To motivate: while starting the study of a new unit or topic, the teacher, can sometimes present the outstanding aspects effectively in a lecture. He can indicate some of the significant persons, events and problems and thus arouse the curiosity of the pupils.

2.      To clarify: when, in the study of a unit, problem or topic the pupils are troubled by the same difficulty, the lecture can be given to save time. The situation may call for review for a  new synthesis, for an interpretation or for the establishment of hitherto unrecognised associations. A few minutes’ lecturing can help to clarify matters.

3.      To review: through lecture, the teacher can very well guide the pupils by summarising the main points of a chapter or unit and indicate some of the important and significant details.

4.      To expand contents: lecture is one of the best ways of presenting additional material. Pupils are interested to know beyond the text-book. They are interested in the teacher’s reading, in his travels and in his experiences. This is possible if the teacher manages to give a lecture punctuated with interesting anecdotes, personal experiences and verbal descriptions.

TYPES

      The teaching strategies are used for achieving for the teaching goals. While using some of the teaching strategies, the teacher remains active and the pupils are passive audience. It results in the non-development of all the potentialities of the pupils. Such a situation needs some change in this teacher-centred teaching strategy so that more and more learning experiences pupils may gain and the teaching objective may be achieved conveniently by bringing desired change in their behaviours. The teaching strategies are divided into two categories keeping in view the class-room environment, situation, and the teacher’s attitude

Ø  Autocratic strategies

Ø  Democratic strategies

      

1. Autocratic strategies: Autocratic strategies are traditional teaching strategies. These are content centers and teacher-centered. While using these strategies, the teacher’s place is primary and the pupil’s is secondary. The teacher determines the content himself, by considering himself an ideal by suppressing pupil’s interests, attitudes, capacities, abilities and needs he tries to impose knowledge forcibly from outside in the mind of the pupils . While using such teaching strategies, a teacher with narrow attitude may be active, but all the pupils of his class remain passive audience out of fear and they go on obeying his instructions inspite of incorrect instructions. In such a situation, they don’t have any freedom for their expression.

Hence, only mental development is emphasized in these autocratic strategies, group development is not cared for alt all for achieving cognitive objectives: Autocratic teaching strategies include (10) Lecture, (2) Demonstration, (3) Theoretical study, (4) Programmed instruction etc are included.

2. Democratic Strategies: Democratic Strategies are child-centered. The pupils determine themselves the contents. In the use of these strategies, the pupils place is primary and that of teacher is secondary. Hence, maximum interaction occurs between the pupils and the teacher. This develops their constructive capacities in accordance to the interests, attitudes, capacities, abilities, needs and mental level of the pupils. Democratic strategies are objective. Hence the genius pupils like them and gain maximum social development is possible through these strategies. The following strategies are included in the democratic category strategies (1) Discussion, (2) Discovery, (3) Heurism, (4) Project, (5) Review, (6) Assignment,(7)tutorial group, (8) Brain Storming, (9) Role playing, (10) Independent study, (11) Sensitivity etc.

ADVANTAGES:

1.      It vitalises ideas which too often appear cold and impersonal when printed in the pages of books. The spoken work in frequently far more effective than the printed one. While delivering a lecture, the teacher can indicate by games, gestures and facial expressions the exact shade of meaning that he wishes to convey. By impersonating characters, by modulating voice and by using simple devices, he can impress his message. He, in fact, can impart life and colour and vividness to the lifeless and colourless printed material.

2.      Lecture gives the teacher an opportunity to come in immediate contact with the pupils. He can gauge the pupil’s with appreciation. In case of doubt, he can repeat the message or change the approach and thus manage to carry the pupils along with him.

3.      Lecture can be adapted to the abilities, interests, previous knowledge and needs of the pupils.

4.      Lecture gives the pupils training in listening and taking rapid notes.

5.      Lecture saves time: it ensures adequate preparation by the teacher which is useful for the pupils. Greater enthusiasm and interest on the part of the teacher is bound to be felt by the pupils as it is contagious.

6.      Good lectures stimulate brighter pupils. They are promoted to put in more work.

Limitations:

            1, Inactive method

2, Indifference of the educator

3, Absence of concentration

4, UN psychological

5, Absence of active knowledge.

6, Rapid Speech

7, Absence of teacher-taught relationship

8, Use of auditory powers only

Precaution While Using Lecture Strategy

      The following precautions should be observed while using the lecture method    

The teacher should choose the occasions for his lectures with great care. A new chapter unit, the presentation of additional material, the summarising of an extensive topic and the classification of a complex problem, are some of the best occasions for the use of this method. Sometimes, the teacher can give a hint about some topic to be developed in a later lecture. Pupils can be led to anticipate a Lecture with eagerness.

1.      Lecture should be carefully planned, on the lines of a development lesson plan.

2.      It should be built around one central problem or topic with ancillary sub-problems and topics. Perhaps the best pedagogical basis for good lecture formulation is to pose a problem, delineate the difficulties, present a solution, and finally explain why it is best solution.

3.      It is always best to prepare a synopsis of the lecture as it is useful both for teacher and the taught. It avoids pointless digression. It will save the pupils form the distraction of taking notes. In this way, the teacher takes the pupils along with him as the pupils know the plan of the teacher.

4.      The teacher must be very careful about the delivery of the lecture. He must speak clearly and slowly so that the pupils are able to keep pace with him. He should speak naturally and directly. He should talk to his students rather than lecture to a class. Suitable modulations of voice relieve the monotony of the lecture. Frequent but natural change of positions help the speaker to feel at ease and also ensure every member of the class an equal opportunity to hear.

5.      Instead of continuous talking by the teacher, lecture should be interspersed with occasional developmental questions to the students.

6.      Lecture should make extensive use of verbal imagery and other oral illustrations should be geared to the cultural background and intellectual level of the class.

7.      Lecture should be full of humour. It should be enlivened by analogies, comparisons, anecdotes, stories, and incidents that bear the topic.

8.      Lecturer should utilise concrete illustrative devices such as chalkboards, models, slides, motion pictures and other audio-visual materials, whenever possible.

9.      Lecture should often be followed by a written test to measure the success of the lecture. The success of any teaching device can be known through the learning process. If the pupils have learnt well, the lecture is successful and if not, the teacher can revise his methods.

CONCLUSION

                Teaching methods are directly linked with teaching objectives. Each teaching method decides the direction and speed of the teaching.  When seen in perspective the lecture, especially the formal lecture, is generally ineffective when used as a method of teaching. It can be used as a method and not the method. It should be used not frequently nor too hopefully. Therefore, this lecture method is more popular as compared to the others.