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1.lecture Method

The lecture method is a teaching method where an instructor orally conveys critical information, theories, and equations to a group of students. It involves one-way communication from the lecturer to students and is the most common teaching method in universities. Lectures allow instructors to precisely determine content and pace but place students in a passive role without feedback. While lectures efficiently deliver information to large audiences, they do not promote active or independent learning without additional teaching strategies.

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339 views2 pages

1.lecture Method

The lecture method is a teaching method where an instructor orally conveys critical information, theories, and equations to a group of students. It involves one-way communication from the lecturer to students and is the most common teaching method in universities. Lectures allow instructors to precisely determine content and pace but place students in a passive role without feedback. While lectures efficiently deliver information to large audiences, they do not promote active or independent learning without additional teaching strategies.

Uploaded by

RoselineTigga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LECTURE AS A TEACHING METHOD

DEFINITION
Lecture method is a teaching method which the presenter or an instructor teaches orally to a group of
class participation. Lectures are used to convey critical information theories and equations.
It is the practice of having the teacher, or lecturer, at the front of the classroom talking to students. This is
seen as one-way communication, since the lecturer is the only one.
The lecture method is a teaching method, in fact the teaching method most often found in universities
today. It bases itself upon the transmissive teaching model.
ADVANTAGES:

Gives the instructor the chance to expose students to unpublished or not readily available material.
Allows the instructor to precisely determine the aims, content, organization, pace and direction of a
presentation. In contrast, more student-centered methods, e.g., discussions or laboratories, require the

instructor to deal with unanticipated student ideas, questions and comments.


Can be used to arouse interest in a subject.
Can complement and clarify text material.
Complements certain individual learning preferences. Some students depend upon the structure provided

by highly teacher-centered methods.


Facilitates large-class communication.
It provides an economical and efficient method for delivering substantial amounts of information to

large numbers of student.


It affords a necessary framework or overview for subsequent learning, e.g., reading assignments, small

group activities, discussion.


It offers current information (more up to date than most texts) from many sources.
It provides a summary or synthesis of information from different sources.
It creates interest in a subject as lecturers transmit enthusiasm about their discipline.

DISADVANTAGES

Places students in a passive rather than an active role, which hinders learning.
Encourages one-way communication; therefore, the lecturer must make a conscious effort to become

aware of student problems and student understanding of content without verbal feedback.
Requires a considerable amount of unguided student time outside of the classroom to enable
understanding and long-term retention of content. In contrast, interactive methods (discussion, problemsolving se ssions) allow the instructor to influence students when they are actively working with the

material.
Requires the instructor to have or to learn effective writing and speaking skills.
It does not afford the instructor with ways to provide students with individual feedback.
It is difficult to adapt to individual learning differences.

It may fail to promote active learning unless other teaching strategies, such as questioning and problem-

solving activities, are incorporated into the lecture.


It does not promote independent learning.

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