SUBJECT: NURSING EDUCATION

TOPIC: MEHTODS OF TEACHING

“THE LECTURE METHOD”

SUBMITTED TO:
Mrs. N.B. SHARMA
SENIOR LECTURER CLASS-1
COLLEGE OF NURSING
SUBMITTED BY:
REETA M. PATEL
F.Y. M.Sc. NURSING
METHODS OF TEACHING

THE LETURE METHOD

INTRODUCTION:

The teacher talks more or less continuously to the class. The class listens, takes down notes
of the facts and the ideas worth remembering and thinks them over later, but the students
do not converse with the teacher. They might ask a few questions, but these are not in the
form of discussions.

The lecture is a formal exposition, which makes only incidental use of narrative and
description in setting forth the basic and all inclusive structure of an entire topic. The
lecturing is a great art.

DEFINITIONS:

The term “lecture” is applied to a particular type of educational encounter in which a

teacher transmits information to a number of students, with the teacher doing most of the
talking and students mainly listening or writing.

The lecture is a teaching procedure consisting of the clarification or the explanation of

facts, principles or relationships, which the teacher wishes the class to understand. He may
be supported by the use of teaching aids.

PURPOSES:
 A good lecture stimulates thinking.
 It serves as an example of how to attack a problem, develop it, evaluate the data
and solve it through clear thinking.
 It is an appropriate method for instructional services of an expert teacher. Like the
right teacher in the right course can be more instructional in a single semester than
several years of independent reading and unlimited group discussion.
 The lecturer can draw attention to its vital elements extract the essentials from many
years of productive scholarship.
 The lecture method should not be a representation of exactly what is in the
textbooks nor in the assigned readings, nor should be unrelated to the students’
readings.
  The lecturer may provide illustrative materials (from other sources or from her own
experiences) not found in the readings but every time not considered to essential by
the teacher to understand what the student has to read.
 Concrete examples help to provide the student with a factual basis from which basic
concepts are built.
 By the use of cross references which relate the teacher’s lecture materials to those
that the student reads, the student can compare from two sources.
 The teacher can use the techniques of analysis in a field of study by using case
presentation.

ADVANTAGES:
It is an efficient method of teaching where one teacher can communicate with a large
number of students.
1) Helps to apparent time saving & resources.
2) The teacher can plan exactly the presentation in advance.
3) Presence of teacher (showmanship) is needed so that student can see them.
4) A well-presented lecture may increase student motivation.
5) Governs a large group of students.
6) It enables to present large amount of information in a short time.
7) It gives feeling of security.
8) New knowledge may be presented which is not yet in the textbooks.
9) It helps giving illustrational and inspirational talks and review of work.
10) Teacher can integrate the subject matter better than students.
11) It is good for introducing a new topic, supplementing information, and
introducing important incidental information.
12) It is useful giving a framework upon which students can build.
13) As the teacher is present in the class he/she has complete control over the content and
can develop the presentation according to the plan.

The presence of a teacher avoids interruptions and disturbance and also gives feeling of
security.
DISADVANTAGES:

1) Keeps the students in passive situation, provides only limited participation and limited
level of stimulation.
2) It does not facilitate learning problem-solving.
3) Student’s attention may want, the need to suit the material presented to the level of
understanding of all students.
4) Lectures do not provide individual student needs.
5) It is difficult to make a difference in learning and background among students.
6) It may be difficult for students to take complete and accurate notes.
7) Pace (speed) of lecture does not suit all students.
8) Students get material second-hand rather than from primary source.
9) It offers hardly any possibility of checking learning progress.
10) Low receptivity seen among students.
11) Teacher’s influence may be evident.

FACTORS IN PLANNING THE LECTURE:

A) Learner’s factors:
The most obvious factor to be considered is the type of course; this will dictate to a
large extent the level of objectives.
Exa. Diploma, Graduate, Masters etc.
B) Subject-matter factor:
The domain of the objectives will exert profound influence over the planning of a
lecture. If they are concerned mainly with the learning of psychomotor skills or changing
of attitudes, then the lecture is not the best method of teaching. It can be used to
demonstrate a psychomotor skill to a group prior to their practicing it and also
presentation of case studies or issues prior to small group discussion on attitudes.
C) Environmental factors:
 These exert a practical restriction as the environment may not contain such things as
power points of visual aids, chalkboards and other necessary aspects such as dusters,
OHP, slide projector, movie projector, TV computer LCD, etc.
D) Psychological factors:
The organization of the content must be logical and meaningful and the sequence
should progress from simple to complex, from concrete to the abstract and from known
to unknown.

Attention should be paid to the question of teacher-learner relationships as these can

effect the amount of learning that take place in the classroom.

LESSON PLAN:
Lesson plan is necessary for effective lecture.The format and sample of lesson
plan is as follows:
Traditional Format of Lesson Plan
Name of the pupil teacher…………………………………………………………….
Subject………………………………………………………………………………………….
Topic……………………………………………………………………………………………..
Method of teaching………………………………………………………………………
Audiovisual aids…………………………………………………………………………....
Date and time……………………………………………………………………………….
Venue……………………………………………………………………………………………
Number of learners……………………………………………………………………….
Type of course………………………………………………………………………………
Educational level………………………………………………………………………….
Previous experience…………………………………………………………………….
Aims and objectives of lesson plan
1.
2.
3.
 4.
Time Specific Content Teacher/ Education
objectives learner
activity

Bibliography:
1.
2.
3.
4.

KIND OF LECTURE:
1. The ideal lecture:
The hallmark of the ideal lecture is its voluntary nature; participants attend the lecture
of their own willing and this implies commitment on their part.
Exa: Political lecture
2. The classical lecture:
In educational systems, attendance at lectures is seen compulsory in contrast to ideal
lecture. This element tends towards a performance centered focus with students
mainly concerned with getting good grades.
3. The experimental lecture:
This is used prior to experimental learning activities and is intended to give basic
concepts and explanations about the issue in question.

PRESENTING THE LECTURE:

RAPPORT: Teacher should establish rapport with the student.

This may be done.
1. Through an exchange with students in a conversational tone about some event at
school of their interest.
2. By beginning the lecture with review of previous lecture.
3. Through questions directed to students in varying parts of the room.
VOICE: The lecture should be presented
1. In a clear, audible, natural tone of voice in a particular medium of instruction.
2. With natural conversational voice.
3. Clear tone to help all students to hear and understand.
GESTURES: Whatever gesture the lecturer uses should be in a natural part of the total
expression of what he/she is communicating.
EYE SIGHT: The teacher should address the students with his/her eyes as well as with their
voices. The eyes have unique power to transmit the mood of the teacher to the student.
TEACHER’S MANNER: Teachers should try to convey the impression of warmth and
acceptance towards the group, with a sense of humor to establish a good rapport.
Bibliography:

 Books:
1. Basvanthppa B.T., “Nursing Education”; 2nd edition; Jaypee
Brothers Medical Publications; new Delhi; Pp; 472-479.

2. Neerja k.P.; “Textbook of nursing Education”; 1st edition; reprinted

2009; Jaypee Brothers Medical Publication; new Delhi; Pp:255-257.

 Websites:
1. www./google/principles of teaching.com
2. www./google /methods of teaching.com
3. www.http/teaching methods.com