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Are you scared to use THE Lecture Method?

You might be avoiding to use lecture in your training programs, but if you use the method effectively, it might be helpful for you.

The dictionary definition of “Lecture” is “a discourse given before an audience or class, especially for instruction” (“Lecture”, n.d.). The lecture method is the traditional and oldest method of teaching.  As you can see in the definition, the instructor is speaking in front of the learners and presenting the content by using visual aids, such as PowerPoint presentations, chalkboards, flipcharts, or handouts (Reference, n.d.). 

Let’s see how the Lecture Method aligns with the adult learning theories, advantages and disadvantages of the method and,  tips about how to use it effectively.

How Lecture Method Aligns With  Some Adult Learning Theories

Knowles

We need to keep in mind Malcom Knowles’s Principles for effective lectures.

  • Adults are autonomous and self-directed.  They are already ready to Informing them what they are going to learn, give them a chance to ask questions, and participate will support this point.
  • Adults come to the class with life experiences and knowledge.  Connecting thelearning to this knowledge/experience is essential with examples, applications, questions, so relate the information to their experiences and get engaged with the lecture.
  • Adults are ready to learn.  The learners are looking for information that can help them in their life or work.  The instructor should clarify learning objectives at the beginning of the lecture, and the relevancy with the needs should be highlighted. 
  • Adults are goal-oriented.  The instructor should always remember that the lecture needs to focus on learners` goals, not the instructor’s. The instructor needs to explain to the learners how the information will help them to achieve their goals.
  • Adult’s motivation to learn is internal.  They are already motivated to learn what they need. So the instructor should only explain the relevance of the lecture how it is going to be useful for their jobs, careers or lives. And they shouldn’t try to frighten or motivate them with grades.

Bloom

According to Bloom’s Taxonomy level of learning with the Lecture Method is limited up to comprehension level. It is less effective for higher cognitive levels such as application, analysis, synthesis, and evaluation.  

The participants could be expected to remember, memorize, recall or repeat the information provided. And if it is presented effectively,  participants can make sense of the knowledge, give examples, distinguish, summarize, or rewrite the information.

Kolb

According to Kolb learning styles, lectures are more likely to support audio style basically because there is mostly listening. If the lecture supported by effective visual aids like PowerPoint Presentations, charts, diagrams, photos, it can help to stimulate visual style learners too.

Maslow

Lectures can provide basic physiological and safety needs in Maslow’s Hierarchy by arranging a well equipped and safe classroom environment. Also, it is possible to help to accommodate belonging and love levels by arranging the seating, peer tasks, and group work. It can help to support self-esteem if learners are given a chance to share their comments and get respect from recognized by others. Lectures can’t support self-actualization needs. There are limited components for learners to show creativity or to come to a self-realization about their potential.

Pratt

Instructors with a Transmission Perspective prefer the Lecture method. These instructors are, most of the time, the experts on the subject, and they simply think that the most effective way of transferring their knowledge is lectures. Most f the university education based on this perspective and method.

Advantages of Lectures:

  • Can be used to impart knowledge to larger groups.
  • Time effective to cover content.
  • It is simple to use with less preparation.
  • Provides better clarification of the content (Sharma, n.d).

Disadvantages and Limitations of Lectures:

  • Learning happens up to comprehension level but less effective for application, analysis, evaluation, and synthesis levels.
  • Learners are passive. Usually, they are expected to listen and take notes to learn.
  • Less successful in teaching practical skills or changing attitudes.
  • Individual differences do not take into consideration.
  • It can be boring if it is monotonous (Matiru, Gasser, Schlette, 1995).  

For effective lectures:

  • Be an expert in the subject.
  • Use a well-organized presentation supported by visual aids.
  • Grab learners` attention during the class.
  • Give relevant examples and applications for better understanding.
  • Be passionate about the content.
  • Use interactive ways to engage the learners.
  • Use the power of humor.
  • Answer the questions respectfully (Renner, 2005).

REFERENCES

Renner, P.F. (2005). The art of teaching adults.  Vancouver, BC: Training Associates.

Lecture (n.d.). In Merriam-Webster online dictionary  Retrieved from https://www.merriam-webster.com/dictionary/lecture

Matiru, B., Gasser, G. & Schlette R. (Eds.) (1995), Teach Your Best – A Handbook for University Lecturers CHAPTER 5 – METHODS OF TEACHING AND LEARNING Institute for Socio-cultural Studies University of Kassel, Germany: IKO 

Unknown Author (n.d.) What Is the Definition of “Lecture Method”?. Retrieved November 25, 2019, https://www.reference.com/education/definition-lecture-method-3c6bb0c8e22ac3d8

Sharma, M. ( n.d.). Lecture method Teaching Method. Retrieved Nov 24, 2019 https://www.biyanicolleges.org/lecture-method-teaching-method/

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