HOLY CROSS COLLEGE OF NURSING

NURSING EDUCATION
PEER TEACHING
ON
LECTURE

Submitted to : Submitted by :

Ms. Angel Chintu Ms.Devuchandana R

Lecturer Iyear MSc Nursing

OBG Department Holy Cross College Of Nursing

Holy Cross College Of Nursing

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Name of the student teacher : Ms. Devu Chandana .R Class :I Year MSc.Nursing

Subject :Nursing Education No of students :6 students

Unit :Unit III Date and Time :

Topic of the lesson :Lecture Method Duration :1 hour

Previous knowledge : Magazines, Books Venue :I Year MSc Nursing Class

room

Methods of teaching :Lecture cum Discussion

AV Aids :Flash cards, chart, LCD, Chalk Board, leaflet

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 GENERAL
OBJECTIVES

At the end of the class the group gain knowledge regarding lecture method and will be apply this knowledge skillfully with a positive attitude.

SPECIFIC OBJECTIVES

At the end of the class students will able to,

 define the lecture

 list down the purposes of lecture
 enumerate the principles of lecture method
 explain the components of lecture method
Specific objectives
 describe the factors affecting the lecture method
 enlist the types of lecture method
 list down the techniques of lecture method
 enlist the steps of lecture methods
 illustrate the advantages of lecture method
 state the disadvantages of lecture method

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Tim specific Content teachers learners av aids evaluation
e objectives activity activity

INTRODUCTION

Lecturing is the most common method of teaching in higher

education and it is clearly an important activity for both staff and students.
The aims of lectures are different from those of small groups and laboratory
2min introduce sessions in that lectures are usually delivered to a large audience and are Announcing Listening
the topic designed for specific purposes. Lecturing can be an effective and enjoyable the topic

learning experience if attention is paid to some basic techniques in planning,

delivery and management of the lecture situation.

Lecture method of teaching is the oldest teaching method applied in

educational institution. This teaching method is one way channel of
communication of information. Students’ involvement in this teaching method
is just to listen and sometimes pen down some notes if necessary during
the lecture, combine the information and organized it.

The word lecture comes from the Latin word lectus, from the 14th
century, which translates roughly into “to read.” The term lecture, then, in
Latin, means “that which is read.” It wasn’t until the 16th century that the
word was used to describe oral instruction given by a teacher in front of an

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audience of learners.

Today, lecturing is a teaching method that involves, primarily, an

oral presentation given by an instructor to a body of students. Many lectures
are accompanied by some sort of visual aid, such as a slideshow, a word
document, an image, or a film. Some teachers may even use a whiteboard or
a chalkboard to emphasize important points in their lecture, but a lecture
doesn’t require any of these things in order to qualify as a lecture. As long as
there is an authoritative figure (in any given context) at the front of a room,
delivering a speech to a crowd of listeners, this is a lecture.

Now, you might feel that this method sounds pretty one-sided.
If you think so, you’d be one of the many people who believe the lecture
method is a poor way of teaching. Before we get into the cons, though, let’s
explore why the lecture method has been used for as long as it has, and what
value educators have found in its ways.

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 At the end
2 of the class
min student will
DEFINITION
be able to:
 Lecture method is a teaching method which the presenter or the teacher
define teaches orally to a group of class participants. Lecture are used to Teacher Active LCD
lecture define listening
convey critical information theories and enquiries
lecture and note
(wikipedia) taking

 Lecture is a pedagological method where by teacher formally delivers

a carefully planned expository address on some particular topic.
(James Michael Lee)
What is
PURPOSES lecture?

3 list down Graham Gibbs came up with a long list in 1981 when he first Active chart
min the purpose listening
published “Twenty terrible reasons for lecturing”. Have a look at his booklet
of lecture and note
and see if it rings any bells with you. taking

 To communicate enthusiasm for the subject

 To disseminate information
 To create a group identity
 To provide key points

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  To give structure to the unit
 Opportunity to perform
 Cost-effectiveness
Many of the points which follow are also covered in Lecturing: A Practical
Guide (2002).

 TO DISSEMINATE INFORMATION

Dissemination of information on its own is surely something we

all prefer to be done by other means than mass meetings – important
reminders or announcements are better sent by text messages or email, and
providing an online source is a far more reliable approach to definitive
information such as program handbooks or assignment changes than an
announcement at a lectures which may have to be missed for legitimate
reasons.
 TO COMMUNICATE ENTHUSIASM FOR THE SUBJECT

Even for subject-based information, we’ve known for a long time

that a lecture isn’t the best approach. Donald Bligh published the first edition
of “What's the Use of Lectures?” in 1971, when he reviewed the evidence of
91 studies which compared lectures with other methods of imparting
knowledge, and concluded that “ The lecture is as effective as other methods

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to transmit information” – but not more effective. He also reviewed evidence
showing that the lecture is less effective than other methods for a variety of
other purposes, such as encouraging students to think. (The 5th edition of the
book, published in 2002, is available in the library and is well worth a read).

 TO CREATE A GROUP IDENTITY

This is a great aspiration, particularly in days of Combined

honors, modularity and Bologna agreements. You want the 300 students to
feel that they belong to the group of people which is studying Widget Design
from the 1840s onwards. What will be the point of unity of this group? It
might end up being a shared complaint about the tedium of the lectures!
You might need to create the identity explicitly – you could do this by
providing a strong shared experience and/or by encouraging interaction
between students – see the ‘try something’ section for some ideas.

 TO PROVIDE KEY POINTS

The argument for a lecture here is so that students know

what you believe to be the important parts of the syllabus. This might be a
reasonable purpose if you are careful to link everything you talk about to the

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learning outcomes and to the assessment for the unit. However, consider
whether key points are not actually better provided in print or online format
where they can be readily reviewed at all times, rather than in a lecture where
they may be more ephemeral (or missed completely).

 TO GIVE STRUCTURE TO THE UNIT

This reason for lecturing is just a reason for having

timetabled sessions, full stop. It doesn’t mean that it has to be a lecture. You’d
have to combine this reason with the next one, efficiency and cost-
effectiveness.

 AN OPPORTUNITY TO PERFORM

If you enjoy being in front of a large group, and

feel that you always give ‘a good performance’ then you will want to continue
to keep lectures as an important part of your unit organization. In a similar
vein, sometimes lecturers say that it’s their only contact with the group, and
that they value lectures for that reason.

 TO COMMUNICATE ENTHUSIASM FOR THE SUBJECT

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 Enthusiastic lecturers and engaging lectures are things which
students say they value in when they complete evaluations such as the
National Student Survey and its in-house equivalent. According to Entwistle et
al (2000) the factors most favoured by students as important for good teaching
are “enthusiasm, empathy and explanation” (quoted inHuxham, Mark (2005).
"Learning in lectures: Do 'interactive windows' help?" Active Learning in
Higher Education6(1): 17-31), there might be other ways of communicating
enthusiasm – your printed material should also be able to do that - but if you
are going to lecture, then being enthusiastic and engaging is something to aim
for on every occasion that you find yourself in front of a large group.Even
when you are lecturing on a topic which is very basic and possibly seemingly Lecture
dry, you should be able to make the connection between it and the more cum
discussion
exciting areas which will soon be within reach, if only this topic is mastered.

 IT’S COST-EFFECTIVE LCD

Active
This is quite probably the one argument for lectures which will listening
ensure that they continue to appear in our timetables. From the point of view
of the teacher, or from his or her employer, telling 300 people something once
is more efficient than telling 30 people something 10 times. This isn’t just an
economic argument: it’s also important that the teacher doesn’t get bored with
repetition, and that all students taking a unit receive a consistent experience,

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 which makes it sensible for one person to be responsible for key areas.

OTHER PURPOSES OF LECTURE METHOD

1. To provide structured knowledge

2. To motivate and guide in hunting knowledge
3. To arouse students interest
4. Introduce students to new area of life
What are
5. To clarify difficult concepts
purpose of
6. To assist in preparing student for discussion lecture
7. To promote critical thinking

5 describe the PRINCIPLES OF LECTURE METHOD Teacher Active chart

min principles decribe listening
of lecture Today, lecturing is a teaching method that involves, primarily, an
method
oral presentation given by an instructor to a body of students. Many lectures
are accompanied by some sort of visual aid, such as a slideshow, a word
document, an image, or a film. Some teachers may even use a whiteboard or a
chalkboard to emphasize important points in their lecture, but a lecture doesn’t
require any of these things in order to qualify as a lecture. As long as there is
an authoritative figure (in any given context) at the front of a room, delivering
a speech to a crowd of listeners, this is a lecture.

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 Following are the Important Principles of Lecture Method

 A student can learn better through listening.

 Through lecture method, the teacher makes an attempt to impart
perfect and complete knowledge of the subject or the topic students.
 Subject matter can be correlated with other subjects.
 New knowledge is given related to previous knowledge.
 Active mode
 Point of view of students
 Systemic way What are
the
 Understandable language
principle of
 Continuous attention lecture
method
COMPONENTS OF LECTURE METHOD
explain the
components Teacher Active LCD
of lecture An effective lecture is composed of three components, an explain the listening
method components and note
Introduction, Body and Conclusion, designed to promote and support learning.
of lecture taking
In the following sections, you will see how to develop these components to method
produce an effective lecture.

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The Introduction
The introduction usually is the first three to five minutes of the
lecture. This time is crucial in determining how well students learn and retain
the information to be presented. The main purpose is to provide a framework
for students’ learning, providing the structure for the lecture’s content
information. It is also necessary to gain students’ attention. If we fail to
capture students’ attention during the introduction, it is unlikely that we will
retain it during the rest of the lecture. The introduction should do the
following:
 Establish a relationship with the audience. Make warm-up comments
and initiate rapport to set the tone of the class.
 Establish friendly communication to provide a positive learning
environment in which students feel comfortable.
 Use an "ice breaker" to introduce yourself during your first meeting
with students and maintain an approachable relationship with students What are
the
in subsequent classes.
components
 Gain attention and foster motivation. of lecture
 Relate to students’ goals and interests. method?
The Body of the Lecture
The body of the lecture covers the content in an organized way.
Since this component is allotted the greatest amount of class time, it includes
many more teaching procedures than the introduction and conclusion. This is

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where you must consult your lecture notes while at the same time maintaining
rapport with your students. Lecture material is a combination of facts, What are
the
concepts, principles, and generalizations. Concepts represent a class of terms
components
(an idea usually expressed in a word), and principles communicate of lecture
relationships among concepts. Generalizations are relationships between or method?

among concepts expressed at a higher level of abstraction than a principle. In a

lecture, the tendency might be to present one fact after another. This type of
information giving is ineffective because students cannot see the relationship
or organization of the new ideas. Instead, it is best to present a concept (one
idea) by first defining it and then giving many concrete examples of the
concept.

The Conclusion
The conclusion, the most frequently neglected component of the lecture,
should be used to reinforce students’ learning of the information as well as to
clarify any misconceptions regarding their understanding of the concepts
presented. Try to do the following in your lecture conclusion: Repeat and
emphasize main points. Signal students that you are going to summarize and
reemphasize main points. Or, even better, have several students summarize
your main points. This procedure will help you to get feedback as to whether
or not students identified the important information. It is also helpful to
rephrase information in order to clarify key ideas. Encourage questions from

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students. To allow students time to review their notes and thoughts, pause for
a few moments after asking for questions.

FACTORS AFFECTING LECTURE METHOD

 Learners Factor
 Subject Matter
 Environmental Factors
 Psychological Factors

TYPES OF LECTURES

There are different ways of using the lecture to achieve its aims. A
number of effective ways of organizing the lecture’s content are described
below. Lecturers may choose to try those with which they are not familiar
where the subject matter seems to lend itself to a particular kind of treatment.
This adds variety for both teachers and students and will result in more
appropriate treatment of lecture topics in many cases. There is no suggestion
that any one type of lecture is to be preferred. To an extent the aims of the
lecture will suggest one format above another and clearly some subject matters

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are better suited to one type of lecture than another.

TYPES OF LECTURES

1 Point by Point Presentation of Content

This is probably the most widely used method. It is based on the lecture topic
being divided into broad areas which in turn are further sub-divided into more
specific areas. Delivery is usually characterized by point by point presentation
of content in logical order.
2. The Problem Centered Approach
The lecturer poses a problem at the outset and then explores a number of
alternative solutions, identifying their advantages and disadvantages. The
delivery of this lecture is usually characterized by posing a problem followed
by a series of mini-lectures which focus on the quality of alternative
arguments or solutions.
3. The Problem Solving Approach
This is a variation of the Problem Centered Approach described above.
Students are presented with a situation which is problematic or confusing
because it can’t be immediately explained given their current state of
knowledge. The lecturer then presents a chain of reasoning which leads to a
conclusion, supplying the additional information needed to solve the problem
or explain the situation.

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4. The Comparison Approach
In some subject areas it is quite common to find the content of lectures
organized as a
comparison between two or more methods, terms, literary works, or
viewpoints. This type of lecture is characterized by the regular comparison of
alternatives.

ACTIVE LEARNING STRATEGIES

Interactive Lectures — Brainstorming Lecture

Using Questions cum
Helping Students to Ask Their Own Questions discussion

Whole Class Debates

Variations in Note taking Behavior
Active
listening

Interactive Lectures — Brainstorming

This strategy is most suitable for beginning a new topic and works
best with more mature groups. Students are invited to help create a lecture by
calling out what they already know about the topic or would like to know.
Their comments are recorded and ordered on the board and form the basis of Lecture
cum
the introductory lecture. Every offering must be acknowledged and written

17
down. It has the advantages that it provides an opportunity for all students to discussion
participate and helps the lecturer to find out what students already know or do
not know. On the other hand it is obviously less efficient than a lecture which
is planned in advance by the lecturer and in many cases the lecturer may not Active
feel confident to deal with a body of material which he or she has had no time listening

to prepare. If this is the case then you could use the strategy at the end of a
lecture and use the students’ contributions to prepare the following lecture or
lectures.

Using Questions
Put a question to the class, wait for a student to answer, then put a
follow up question to the whole class. Or alternatively, put a question to the
class, ask trios of students to discuss it for five minutes, then call for answers.
Once again, this strategy provides an opportunity for all students to participate
and it helps the lecturer to find out what students already know or do not
know. On the negative side, students may be reluctant to answer questions in
front of the whole group. The procedure could be varied by asking students to
write down answers which you will collect at the end of the lecture.

Helping Students to Ask Their Own Questions

Ask students ahead of time to prepare one or two questions
about their reading and bring them to class for discussion. Questions may be

18
submitted verbally or on cards or through the electronic mail system.
Alternatively, at the end of a lecture ask students to write down questions they
want answered in the next class and submit them before they leave. This
technique provides and opportunity for all students to participate and gives
them a say in the content of the lecture.

Whole Class Debates

Use the aisle or some other structure to divide the room:
students can sit on their preferred side or be arbitrarily assigned to sides. Ask
to five statements for and five against an argument. Call for rebuttal from the Lecture
other side. Ask the first side to summarize. The stimulus for debate may be a cum
discussion
film or reading material etc. LCD
Active
Variations in Note taking Behavior listening

Lecture or show a video etc. for about 10 or 15 minutes. Ask

students to make notes on what they have seen or heard, call for questions and
comments, continue with next segment. These strategies are suggestions only.
Lecture
Several lecturers have devised their own methods of promoting lectures as an cum
active learning situation and most would be more than willing to share their discussion
Chart
experiences. In general it is better to introduce only a few ideas until you find

19
 a situation that works for your particular group of students. Active
listening
enumerate
TECHNIQUES
8 the factors
min of lecture
method Voluntary dissemination of information
Voice gradation and voice quality
Adequate pacing
Proper body language
Control annoying mannerisms
Judicious use of AV Aids
enlist the Simple plans and key points
4min type of Elicit feedback from students
lecture What are
method Provide further clarification Lecture the factors
Time management cum Active of lecture?
Voluntary dissemination of information or spontaneity: This is the essence of discussion listening

lecturing. Instead of reading continuously from a prepared note teacher has to

conserve freely with the student.
Voice gradation and voice quality: Voice gradation is the periodical alteration
of both pitch and volume while lecturing and with some conscious effort voice
gradation will be come the part and parcel of the teaching activity.
Adequate pacing: Too slow pace and too fast a pace are not available as the
What are
former creates boredom and the latter leads to confusion. A successful teacher

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always organizes the content effectively and pace the lecture in a the types of
comprehensible manner in accordance with receptivity level of student. lecture?

Proper body language: Action often speak louder than words, the teacher has
to keep this in mind and be aware about the body language while lecturing.

STEPS OF THE LECTURE METHOD

(1) PREPARATION FOR THE LECTURE:-

This includes silent points like

 Appropriate language and manner of presentation according to the

nature of students.
 Selection of audio-visual aids and instructional materials.
 Planning the motivational technique.
 Anticipating certain difficulties and problem during the lecture.
 Finding suitable solution and alternatives to these barriers to a
successful lecture.

(2) INTRODUCTION TO THE LECTURE:- Lecture

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

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 (3) GIVING THE BODY OF THE LECTURE:-
Active LCD
The teacher should have a given cognitive framework upon which he listening
relies to achieve a more logical presentation.

(4) CONCLUSION OF THE LECTURE:-

Following technique can be used to wrap up the lecture.

 Summarizing the major points presented. What are

 Forming generalization Lecture the type of
cum lecture?
 Giving implications. discussion

2min explain
active ADVANTAGES Active
learning listening
strategies The lecture method has a few advantages that has kept it as the
standard approach to teaching for so long. Below is a list, followed by some
descriptions of each of these.

 Teacher control: Because the lecture is delivered by one

authoritative figure – a teacher, professor, or instructor of some other
kind – that person has full reign of the direction of the lesson and the What are
tone of the classroom. They alone are able to shape the course, and so the active

22
 lectures remain highly consistent when it comes to what kind of learning
information is delivered, and how it’s delivered. strategies?

 New material: Lectures are literally just long-winded explanations of

information, deemed important by the lecturer. As such, students can
absorb large quantities of new material.
 Effortless: The lecture method makes the learning process mostly
effortless on the part of the students, who need only pay attention
during the lecture and take notes where they see fit. Because so little
input is required from students, it’s the mostclear, straightforward,
and uncomplicated way to expose students to large quantities of
information – as explained above – and in a way that is controlled
and time sensitive. Students just need to know how to take good
notes
Lecture
cum
discussion
 In this teaching method a large amount the topics can be covered in a
Active
single class period. listening
 Using of this method exclude the using of any equipment or Lab.
 Learning material is not required.
 Student listening skills developed.
 Logical arrangement of the material in order to present it orally

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  Help to learn languages
 It is economical with regard to time.
 It helps in developing the habit of concentration among the students.
 It helps in achieving even high order cognitive objectives ( i.e )
application, analysis, synthesis.
 Lecture method presents the subject matter in a systematic way.
 It develops good audience habits. Lecture
 Through this method, new subject matter can easily be introduced. cum
discussion
 It enables linkage between previous knowledge with a new one

DISADVANTAGES

What’s funny about the lecture method is many of the pros listed Active
above could actually be seen as cons, as well. Many don’t see the nature of listening
the lecture method as helpful in the least, and you’ll find the explanations as
to why listed below.

 One-way: People who are against the lecture method see it as a one-
way street. Professors dictate information to students, who have little Lecture
cum
to no opportunity to provide their own personal input, or protest the
discussion
information being delivered. What if the professor is wrong, or what
if the student disagrees with the professor on a fundamental ideology LCD
Active
in their lecture? Well, the student just has to sit down and take it;

24
 sometimes, the student will even be forced to agree with the lecture if listening
they want a passing grade. If the lecture is on a sensitive topic, over
which there is much conflicting discourse, you can imagine the
problems this might cause.
 Passive: Not only do people see the lecture method as a biased, one-
way road, but they also see it as a wholly passive experience for
students. This isn’t just harmful because of the ways we described
above. Not being actively engaged in a discussion over certain
material can make the material itself seem worthless to a student.
After all, the point of an education isn’t to be programmed to think a Lecture
certain way, according to your instructor’s lectures, but to critically cum
3min list down analyze the information being provided and learn how to apply it in discussion
the
techniques different contexts. If a student has no place to opportunity the course
of the material with the person delivering the lecture, they will receive only
lecture a shallow understanding of the subject being discussed. Simply put, Active LCD
listening
they might even be bored by the material because they will have no
opportunity to learn how the subject applies to them on a personal
level.
 Strong speaker expectations: The lecture method can be
disadvantageous to the professor, as well. Not all academics can be
expected to have the same level of public speaking skill. What if a What are
the
teacher is a genius in his or her field, knows the material from every

25
 angle, and is enthusiastic about the subject… but has trouble techniques
speaking in front of large groups? The quality of a professor’s of lecture?

course should not suffer because they are unable to prepare a decent
5min explain the
steps of lecture. Just as being lectured to might not be the learning method of
lecture choice for many students, being the one that is expected to do the
lecturing might not be the best way for every instructor to present
their course material. But because the range of academic teaching
methods are so limited, they are usually expected to do exactly that,
potentially losing the elements of their lesson plan that makes it so
strong.

1. Psychologically this method is acceptable because individuals are not What are
the steps of
alike. Teacher delivers the same lecture to both students without
lecture?
recognizing the individual differences.
2. Learning is an active process thus study should encourage to actively
participate in the class room instead of just listening the teacher.
3. Language using in the lecture is above the standard of the students.
They are not able get full advantage of the lecture.
4. Lecture are often forgotten by the students soon after while learning is
Lecture
retained if activities are experienced. cum
5. Attention level is not the same while student listening the lecture. discussion

26
 Learning is not a simple process. The pouring process is educationally not
perfect or recommended for secondary level students. At this level it is Active LCD
listening
difficult for student to pick new concepts using lecture method of teaching.
They actually are meaningful, active and interesting experiences or activity in
the class

ALTERNATIVES TO THE LECTURE METHOD

Despite the complications that come with the lecture method, there are ways
to make its pros and its cons work to your advantage. See the list below. Lecture
cum
 Discussions: Many colleges require students attend a supplementary discussion
5min describe the
discussion or lab section in addition to the mandatory lectures. This is
advantages
of lecture a way for students to interact with other students from their class, on
a much more personal level. Discussions are scaled down in size to
aid this. For instance, a lecture might have 300 students, but a
discussion section will have just 10 or 20. Discussions are led by a
teacher’s assistant, who is there to get a discussion of the lecture
going, and give students the opportunity to engage with the material
Active
and ask questions.
listening
 Seminars: A seminar is a much smaller, more focused version of a
lecture. They differ from lectures not only in size, but also because
they are usually followed by a question and answer session at the
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 end, allowing students to participate and engage with the course What are
material so that the academic takeaway is more in their favor. the
advantages
of lecture
method?
SUMMARY

Till now we discussed definition, purpose, principles, technique, steps,

Active
advantages, disadvantages of lecture method. listening

RECAPTUALIZATION

 What is the meaning of lecture?

 What are the purposes of lecture?
 What are the steps of lecture?
 What are the advantages of lecture?
ASSIGNMENT
Write an assignment on steps of lecture method and submitted on next
working day before 9am.
Lecture
CONCLUSION cum
Lecture method of teaching is the oldest teaching method applied in discussion
Flash
educational institution. This teaching method is one way channel of Active card
communication of information. Students’ involvement in this teaching method listening

28
 is just to listen and sometimes pen down some notes if necessary during
the lecture, combine the information and organized it.

REFERENCES

TEACHERS REFERANCES
1. B Sankaranarayanan B Sindhu “Learning and teaching nursing”
JAYPEE Publication, 4THE Edition, Page No 112-114.
5 list down
min the dis- 2. Shebeer P Basheer, “Text book of nursing education” First Edition
advantages ,EMMESS Publication,
of lecture 3. D. Elakkuvana Bhaskara Raj ,”Text book of nursing education
method
“EMMESS Publication,Second Edition 2015,Page No 116-119
4. R Sudha ,”Nursing education princples and concepts”JAYPEE
Publications 2013,First Edition, Page No 78

STUDENT REFERANCE

1.B Sankaranarayanan B Sindhu “Learning and teaching nursing” JAYPEE

Publication, 4THE Edition, Page No 112-114. What
2.Shebeer P Basheer, “Text book of nursing education” First Edition
,EMMESS Publication,

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