LECTURE METHOD A. Descriptions: The most common form of teaching method.

It used for introduction of new subjects, summarizing ideas, showing relationshi ps between theory and practice, and reemphasizing main points. Is adaptable to many different settings, including either small or large groups. It is both auditory learners and visual learners can benefit from a lecture. An instructor is the central focus of information transfer. It makes use of exposition which may be a narration of descriptions. B. Formal vs. Informal lectures Formal Lectures: Informal Lectures: The formal lecture method is primarily used when presenting information to large groups. Communication is virtually a one way communication from instructor to s tudents. Student participation is severely limited. The informal lecture inc ludes active student participation. Learning is best achieved if students partic ipate actively in a relaxed atmosphere; therefore, the informal lecture is encou raged over the formal. Active student participation can be achieved through the use of questions and is an effective two-way communication process. C. Preparing for a Lecture Presentation Establishing the objective and desired outcomes; Researching the subject; Organizing the material; and Planning productive classroom activities. D. Presenting the Lesson A specific instance is a short example. An extended illustration is a single, rather lengthy and detailed example. A comparison is used to bridge the known and the unknown. Statistics can be used to clarify or strengthen a point, but must be used carefu lly and sensibly. Testimonies can give the trainee an example of a real life situation. Visual aids can be used to help clarify and illustrate ideas. E. Techniques in Lecture Method Maintain good eye contact. Your eyes as well as your voice communicate to them; and their eyes, facial expressions, and reactions communicate to you. Maintain a high degree of enthusiasm. Speak in a natural, conversational voice. Enunciate your words clearly. Make cer tain the trainees can hear every spoken word. Emphasize important points by the use of gestures, repetition, and variation in voice inflection. Check students comprehension carefully throughout the presentation by watching th e faces of the trainees and by questioning. Instruct on the class level. Use words, explanations, visual illustrations, ques tions, and the like, directed to the needs of the average trainee in the class. Stimulate students to think (thought-provoking questions, class discussions). F. Advantages and Disadvantages of the Lecture Advantages Disadvantages It is straightforward way to impart knowledge to students quickly. A convenient way to instruct large groups. It gives direction and purpose to a demonstration or prepare students for a disc ussion Instructors also have a greater control over what is being taught in the classro om because they are the sole source of information.

Students who are auditory learners find that lectures appeal to their learning s tyle. Logistically, a lecture is often easier to create than other methods of instruct ion. Lecture is a method familiar to most teachers because it was typically the way t hey were taught. Students strong in learning styles other than auditory learning will hav e a harder time being engaged by lectures. Students who are weak in note-taking skills will have trouble understanding what they should remember from lectures. Students can find lectures boring causing them to lose interest. Students may not feel that they are able to ask questions as they arise during l ectures. Inhibits student participation. Teachers may not get a real feel for how much students understand because there is not that much opportunity for exchanges during lectures. It fosters passiveness and teacher-dependence G. Closing the Lecture Ensure all answers have been given and offer an outlet to clarify questi ons that may occur at a later date. Ask for additional questions. Some trainees may have questions, but are too hesitant to raise their hands to ask while you a re talking. Finally, close on a positive note. It gives your trainees encouragem ent, expresses confidence in their abilities, and motivates them. Presented by: EDSEL R. ALAPAG References: http://cirtl.wceruw.org/diversityresources/resources/resource-book/advantagesand disadvantagesofthetraditionallecturemethod.htm http://depedteacher.blogspot.com/2009/04/teaching-method-lecture-method.html http://navyadvancement.tpub.com/12045/css/12045_68.htm http://www.drillpad.net/DP_IRL_MOI.htm http://www.geocities.jp/m206145/tt/pair_work/pair_work.html http://712educators.about.com/od/lessonplans/p/lecture.htm

LECTURE METHOD A. Descriptions: The most common form of teaching method. It used for introduction of new subjects, summarizing ideas, showing relationshi ps between theory and practice, and reemphasizing main points. Is adaptable to many different settings, including either small or large groups.

It is both auditory learners and visual learners can benefit from a lecture. An instructor is the central focus of information transfer. It makes use of exposition which may be a narration of descriptions. B. Formal vs. Informal lectures Formal Lectures: Informal Lectures: The formal lecture method is primarily used when presenting information to large groups. Communication is virtually a one way communication from instructor to s tudents. Student participation is severely limited. The informal lecture inc ludes active student participation. Learning is best achieved if students partic ipate actively in a relaxed atmosphere; therefore, the informal lecture is encou raged over the formal. Active student participation can be achieved through the use of questions and is an effective two-way communication process. C. Preparing for a Lecture Presentation Establishing the objective and desired outcomes; Researching the subject; Organizing the material; and Planning productive classroom activities. D. Presenting the Lesson A specific instance is a short example. An extended illustration is a single, rather lengthy and detailed example. A comparison is used to bridge the known and the unknown. Statistics can be used to clarify or strengthen a point, but must be used carefu lly and sensibly. Testimonies can give the trainee an example of a real life situation. Visual aids can be used to help clarify and illustrate ideas. E. Techniques in Lecture Method Maintain good eye contact. Your eyes as well as your voice communicate to them; and their eyes, facial expressions, and reactions communicate to you. Maintain a high degree of enthusiasm. Speak in a natural, conversational voice. Enunciate your words clearly. Make cer tain the trainees can hear every spoken word. Emphasize important points by the use of gestures, repetition, and variation in voice inflection. Check students comprehension carefully throughout the presentation by watching th e faces of the trainees and by questioning. Instruct on the class level. Use words, explanations, visual illustrations, ques tions, and the like, directed to the needs of the average trainee in the class. Stimulate students to think (thought-provoking questions, class discussions). F. Advantages and Disadvantages of the Lecture Advantages Disadvantages It is straightforward way to impart knowledge to students quickly. A convenient way to instruct large groups. It gives direction and purpose to a demonstration or prepare students for a disc ussion Instructors also have a greater control over what is being taught in the classro om because they are the sole source of information. Students who are auditory learners find that lectures appeal to their learning s tyle. Logistically, a lecture is often easier to create than other methods of instruct ion. Lecture is a method familiar to most teachers because it was typically the way t hey were taught. Students strong in learning styles other than auditory learning will hav e a harder time being engaged by lectures. Students who are weak in note-taking skills will have trouble understanding what

they should remember from lectures. Students can find lectures boring causing them to lose interest. Students may not feel that they are able to ask questions as they arise during l ectures. Inhibits student participation. Teachers may not get a real feel for how much students understand because there is not that much opportunity for exchanges during lectures. It fosters passiveness and teacher-dependence G. Closing the Lecture Ensure all answers have been given and offer an outlet to clarify questi ons that may occur at a later date. Ask for additional questions. Some trainees may have questions, but are too hesitant to raise their hands to ask while you a re talking. Finally, close on a positive note. It gives your trainees encouragem ent, expresses confidence in their abilities, and motivates them. Presented by: EDSEL R. ALAPAG References: http://cirtl.wceruw.org/diversityresources/resources/resource-book/advantagesand disadvantagesofthetraditionallecturemethod.htm http://depedteacher.blogspot.com/2009/04/teaching-method-lecture-method.html http://navyadvancement.tpub.com/12045/css/12045_68.htm http://www.drillpad.net/DP_IRL_MOI.htm http://www.geocities.jp/m206145/tt/pair_work/pair_work.html http://712educators.about.com/od/lessonplans/p/lecture.htm