LECTURE METHOD

Introduction to Lecture Method

Lecture method is one of the teaching method. Lecture method is the

oldest method of teaching.
The term lecture was derived from the word “Lecture” which means
to “Read Aloud”.
Definition

According to the authors “Lecture is a teaching activity whereby the

teacher present the contents in a comprehensible manner by explaining the
facts, principles and relationships, during which the teacher is expected to
elicit student participation by employing appropriate techniques.
Purposes of Lecture

1. To provide structured knowledge

2. To motivate and guide in hunting knowledge
3. To arouse students interest in a subject
4. Introduce students to new areas of learning
5. To clarify difficult concepts.
6. To assist in preparing students for a discussion
7. To promote critical thinking

Techniques of Lectures

 Voluntary dissemination of information of spontaneity

 Voice gradation and voice quality
 Adequate pacing
 Proper body image

 Control annoying mannerism

 Judicious use of audio – visual – Aids
 Simple plans and key points

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  Elicit feed back from students
 Providing further clarifications
 Time management

Lecture Strategy

Lecture as a method and strategy is the oldest one that has been used
by the teachers to teach almost all the subjects of the curriculum at all grade
levels. It belongs to the category of autocratic strategy as teacher here place
virtually the role of a monarch and autocrate controlling each and every
function of the class room teaching.
Definition of Strategy

The strategy may be defined as a mode of planned scheme devised

and employed material of a subject to a group of learners through lecturing
(verbal communication of ideas) aiming to attain specific teaching – learning
objectives related particularly to the cognitive and affective domains of the
learners behaviour.
Advantages

 Lecture strategy provides a quite long rope to the teacher for

controlling on monitoring the teaching – learning activities of the
classroom by remaining a central points of the teaching learning
process.
 Lecture strategy can help to realize not only the lower cognitive
objectives like information and development of understanding but
also to attain higher cognitive objectives like development of power
of analysis, synthesis, evaluation, reflective thinking etc.
 Lecture strategy provides the cheapest mean for the formal education
system.
 Lecture strategy is quite flexible teaching strategy as it can help the
teacher to plan and mould his teaching according to the needs of the
subject matter interestingly and levels of the students, time limit and
teaching – learning environment available in a very short notice.
 Lecture strategy proves to be quite economical in terms of solving
time and energy of the teacher.

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  Lecture strategy may help in maintaining a proper channel of
motivation, enthusiasm and interest in the class room.
 One can proceed from ideas to ideas, concept to concepts in a
chained sequence by organizing the subject matter at his command.
 Lecture strategy may prove an ideal source of inspiration and
personal touch.
Shortcomings and Limitations

 Lecture strategy centers around the content or subject matter

 Lecture strategy pays little (or) almost no attention to the needs,
interests and abilities of the student
 Lecture strategy makes the teaching, learning process totally a one
sided affair
 Lecture strategy in it present form has no place for any practical
activities, observation, experimentation and demonstration etc.,
 Verbal communication is successful only when it is understood and
grasped by the listeners with the same speed.
 There is no scope of meeting the requirements of individual learners
in this type of teaching.
 Lecturing always leaves gap in understanding
 Lecture strategy provides full freedom to the teachers to speak at their
will.
 All teachers are not good speaker. They also lack in preparation as
well as depth and knowledge of the delivered lecture.
 Lecture strategy is not at all helpful in organizing the teaching
learning act at the reflective level.

GUIDELINES FOR IMPROVEMENT IN LECTURE STRATECY

Planning Stage

 The purpose or goal of the lecture strategy should be properly

identified.

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  The nature of the learner along with their learning potential should be
properly identified.
 Try to acquire sufficient mastery over the subject matter and contents
going to be delivered in the class room through the lecture.
 Consult useful reference books, current Journals and books other than
the prescribed text books for preparing the lecture notes.
 Plan and develop the lecture by identifying a few key concepts.
 Try to make the presentation as interesting and understandable to the
students.
 Inorder to compensate the limitation of the lecture as a teaching
strategy, it is better not to confine to mere lecturing but to use this
strategy with suitable variations in the shape of lecture cum
demonstration strategy, lecture – cum – blackboard strategy, lecture –
cum question – answer strategy etc.
 Try to avoid showing your back to the class even at occasions like
writing on the black board, showing maps and charts etc.
PRESENTATION STAGE

 Try to motivate students to attend your lecture not only in the

beginning, but to maintain it throughout.
 Always show your enthusiasm for teaching and keep your students
fresh and enthusiastic about your teaching.
 See that the subject matter, style and language of the lecture should
be quite communicable from the angle of the students.
 Mind that the success of lecture strategy depends on the
effectiveness of the communication skill verbal or non – verbal.
 Try to care for the proper organization and sequencing of the
presented object matter.
 Try to make your presentation as interesting and understandable to
the students as much as possible.
 Inorder to compensate the limitation of the lecture as a teaching
strategy, it is better not to confine to more lecturing but to use this
strategy with suitable variations in the shape of lecture – cum –

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 demonstration strategy, lecture – cum – blackboard strategy, lecture
– cum – question – answer strategy etc.
 Do no waste your time in irrelevant facts and unrequired detailed
explanations
 Do not turn your lecturing into mere paper reading or notes dictating
task.
 Do not make your teaching through lecturing as a one – sided affairs.
 Try to summarise the key points of the presented material at the end
of the lecture.

EVALUATION STAGE

1. The teacher must always keep in mind the goals and objectives of
his/her teaching and evaluate her teaching outcomes in the light of the
realization of the set objectives.
2. She must try to evaluate the students understanding for the presented
material.
3. Maintaining a proper flow of questions paper
4. At the end of the lesson (or) in a midcourse evaluation may be
performed either orally or by presenting response sheet, questionnaire
or proforma to be filled in by the students.
5. To assess the effectiveness of the lectures strategy by seeking opinion
of the students through questionnaires or rating scale etc.

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 DISCUSSION

Discussion is a student centered teaching method and it is very useful

in teaching nursing.
MEANING

Aggarwal : Discussion is a thoughtful consideration of relationship

involved in the topic or problem under study.
Sandra De Young : Believes that involves an interchange of informed
opinion and reactions, group consideration of a problem or issue, sharing of
ideas and information and exchange of questions and answers.
Formal discussion
Discussion
Informal discussion
Formal Discussion
Is preplanned and guided by present rules inorder to achieve pre –
determined goals.
Informal Discussion

Is characterized by free verbal exchanges between the participants in

the absence of present, rules or predetermined goals.
Purpose of Discussion
1. To teach context specific interpretation and application of principles,
theories and concepts.
2. Assist students to develop, express and validate their opinion or
beliefs regarding legal, ethical and controversial issues in nursing
3. To clarify information and concepts
4. To share information
5. To foster democratic values
6. To develop team building and social skills
7. Development of light attitudes
8. To develop problem solving skills as a group
9. To arouse students interest

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Preparing Students For Discussion

1. Providing some basic information related to the topic to be discussion

by means of an introductory lecture and helping students to acquire
knowledge through their own effort by giving reference or introducing
to experts.
2. Clearly stating the objectives and guidelines
3. Clarifying the role of the teacher, students and student leaders
Advantages of Discussion Method

1. When property conducted, discussion is an excellent student centered

method. It also promotes retention and recalling abilities of students.
2. Acceptance of students opinion and suggestions during the discussion
enhances their self –esteem
3. To develop problem solving skills, critical thinking ability, self –
confidence, ability to compare and contrast democratic values, team
building and social skills, proper attitude, awareness regarding group
process, self – expression skills and comprehensive knowledge on a
particular topic or issue.
Disadvantages of the Discussion Method
1. First and foremost disadvantage is its time consuming nature.
2. Success of discussion depends mainly on the preparation of students.
Sometimes teacher may feel helpless when the students make it a
habit to attend discussion without adequate preparation inspite of
teachers repeated requests.
3. When both the teacher and students come ill – prepared for a
discussion nothing good can be achieved except some meaningless
verbal exchanges between the students.
4. If the teacher (or) students leader is incapable of controlling the group
few talkative students can hijack the discussion by making others
passive or inattentive.
5. Discussion is less sufficient if the number of students exceeds twenty.
When the number of subgroups increases it will be difficult for the
teacher to ensure fair participation to all students and guide the course
of discussion in the right direction.

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Group Discussion Strategy

Meaning and Definition

In its simple meaning, the term group discussion stands (or) the
discussion held within a group, interchange of ideas between students and
the teacher or among a group of students resulting into active learning for
the realization of the pre – determined, teaching learning objecties. The
teacher is the leader. There are 3 stages.
First stage

At the first stage teacher induces the need of holding group discussion
and sets the stage and make necessary assignment for facilitating the
employment of group discussion as a teacher strategy.
Second stage

At the second stage an environment for the proper implementation of

the strategy is ensured. Teacher at this stage make ensure that every member
of the group plays active role in group discussion. The discussion are held in
a perfectly democratic style providing full and free exchange of ideas within
the group. Teacher as a group leader controls and monitor the progress of the
discussion in a perfectly democratic way with his least involvement in the
discussion.
Third Stage

At the third stage, the outcomes of the discussion are evaluated in

terms of the realization of the set objectives. For this purpose, a member
secretary may be asked to keep the record of the discussion held in the
group, the question raised, the suggestions put forth by the members, the
efforts made and consensus reached, the direction and guidance given by the
teacher as a good leader and conclusion arrived, all should be recorded
immediately.
ADVANTAGES OF GROUP DISCUSSION STRATEGY

1. It ensure the active participation of the students in the process of

teaching and learning.
2. It traces the students for carrying out group activities and co –
operative tasks.

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 3. It provides opportunities to the students for improving the qualities of
a good listener as well as effective leader.
4. Students may be able to develop their abilities and skills regarding
critical thinking analyzing, synthesizing, evaluating, interfering and
problem solving.
5. It teaches the students not to accept any idea blindly but to weigh it
with all its pros & cons and consequences before practicing.
6. It provides good training for verbal communication, expression of
ideas and creative and constructive thinking.
7. A free and democratic discussion provides proper check over the
wrong information ideas and ways of problems solving.
Drawback and Limitations

1. Teacher as group leader may take all initiative in his hands by

unnecessarily interfering in the thought process of the members or
talking too much.
2. The group discussion may go out of track by paying little
considerations to the set objectives.
3. The group members may clash each other cutting loose and negative
personal remarks
4. One or the other members of the group may dominate the whole
discussion
5. The shy or inactive members may not show any interest in the
discussion
6. A group in discussion may be divided into cliques.

GUIDELINES FOR THE EFFECTIVE UTILIZATION OF GROUP

DISCUSSION STRATEGY

1. The goals and objectives to be achieved through group discussion should

be made quite clear to the members.
2. The topic and theme for discussion should be quite useful and interesting.
3. The students should have proper background and experiences related to
the topic of discussion.

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4. The tone for discussion should be properly set by the teacher.
5. The teacher although acting as leader, should never dominate.
6. Students must be trained for the proper utilization of group discussion
7. The outcomes of the group discussion strategy should be evaluated from
time to time in light of realization of the set objectives, through the help of
the adaptation of some evaluation proforma, or the decisions, and
conclusions arrived at through the end of the discussion.

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Bibliography

1. B. Sankaranaryanan, B. Sindhu. 2008, “ Learning and Teaching

Nursing”, 2nd edition, Brainfill publishing company P.No.25 – 29.

2. K.P. Neeraja, 2006, Text Book of Nursing Education” 1 st Edition,

Jaypee Brother company P.No.351 -362.

3. Carl Taylor, “Fundamental of Nursing the Art and Science of Nurisng

Care”, 6th edition, Vol.1, Wolta Kluner Pvt Ltd., Publication, New
Delhi, 2008. P.No. 125 to 135.

4. C.P. Thresyamma, 2006, “ Fundamentals of Nursing Procedure

manual for Nursing and Midwifery course. 36

5. Annj. Zwemer 1991, “ Professional Adjustments and Ethic for Nurses

in India, “6th edition, Rajan & Co., Printers, Madras Pp 106 – 111.

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