Lecture is the predominant method in college classrooms. Certain principles apply for lecturing regardless of size of class or whether high school or college. A discussion of the direct instructional strategy (as well as the indirect, experiential, interactive and individual study strategies) is presented in: Lang, H, Mcbeatth, A. & Hébert, J. 1995. Teaching: Strategies and Methods for student centered instruction. Harcourt Brace, Toronto, On.
It is up to the instructor to vary presentation in keeping with the needs of learners and the nature of the content. A synopsis of use of the lecture teaching method follows.
2. "Fire-power" is needed before another method is used. For example, you may wish students to use discussion or do a simulation or role play, and want to make sure that they are doing more than "pooling ignorance" or using misinformation.
3. A subject is being introduced.
4. Time is limited.
5. It is later reinforced by another technique.
2. The content deals with attitudes and feelings, or communication, interpersonal or group skills.
3. The learner is asked to integrate the content with previous learning or life experiences.
4. The emphasis is thinking skills and processes (when process outcomes are more important than product outcomes).
5. An experiential approach may be more appropriate.
6. A high degree of learning and retention are desired. Forgetting rate tends to be high; and, there may be no assurance that students understand.
7. The information should be available in its fullest form for long-term retention.
2. Don't present too many points. Five or six points are enough in an hour.
3. Use (or ask for) summaries at the beginning, during, and at the end of a presentation.
4. Use the pause effectively. This gives listeners a chance to catch up and summarize for themselves, or provides emphasis.
5. Invite covert participation, use rhetorical questions, challenge students to think, summarize, or to formulate questions that they will later have a chance to raise.
6. Supplement the lecture with visuals, demonstration, or discussion. Support major points with visuals (e.g., chalkboard, overhead, charts, or slides).
7. Show enthusiasm, interest in the topic, and color in your lecture.
8. Be aware of your students' developmental levels, "what they can handle."
9. Incorporate ample examples (verbal or visual) to illustrate your points. Select examples that will motivate, things that students have had experience (or success) with or they will be interested in.
10. Use a rate of speaking and choice of vocabulary appropriate to the comprehension of the class. Speak loudly enough to be easily heard, but not so loud as to irritate. Seat students so all can hear and see.
11. Use stimulus variation techniques: move around the room, use gestures, focus attention ("listen carefully," "look at the diagram," etc.), vary interactions, vary volume and tone of voice, and use silence effectively.
12. Create the impression that every student, personally, is being addressed. Use eye contact, room position, and ask questions like "what do think the result will be."
13. Don't read from your notes or text. Have "key ideas" on a card, chalkboard, or visual.
14. If you sense you are not "striking oil, quit boring," switch to another method.
15. Decide if students will take notes, receive a handout or if the information is in the text. If note-taking is used, teach and provide practice in it. Note- taking involves teacher pacing and pausing so students can take notes properly.
2. No time for discussion in class, leaving the student the task of memorizing meaningless material.
3. Lack of opportunity to question or criticize.
4. Students may not understand the material; high forgetting rate; passively gained knowledge is not readily assimilated and saturation sets in quickly.
5. Students are not learning by doing, so little may be remembered.
6. Little opportunity for student participation or checking for understanding and it is hard to allow for individual differences.
7. Effective lecturing is VERY difficult. It is not as easy as it may seem--much preparation is needed.
8. Interest is centered on you, not the learners.
9. The attention spans of students may be easily exceeded.
10. Students may take notes that are inaccurate or incomplete.
Van internet gehaald en geplaatst op 7 dec. 2000 (Enschede)