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4.1 LECTURE METHOD

The lecture method of teaching is a traditional teaching strategy that involves a teacher presenting information to a large group of students in a lecture-style format. The teacher typically stands at the front of the classroom and speaks for an extended period of time, while students take notes and listen.

memory based, emphasizes spoon feeding, is teacher centred, too rapid, unpsychological, without learning by authoritarian and fails to develop critical thinking and reasoning power. This method is useful for higher classes or for those who intend to join college. This method needs active efforts on the part of the teacher to make lecture interesting.

STRUCTURE:

Lecture lays emphasis on the presentation of the content. Teacher is more active and students are passive participants but he uses question-answer technique to keep them attentive in the class. Teacher controls and plans for all acts of students.

OBJECTIVES

We use this method because of the following objectives:

To Clarify:

This method is a group method and when large number of pupils need clarification in the moment of lecturing can remove their doubts.

(ii) To extend contents:

There is a world beyond textbooks and pupils are interested to know about those things. Sometimes the discussion in the book about a topic is not sufficient. We can use lecture method for the purpose.

(iii) For the purpose of review:

It is useful in recapitulatory work.

STEPS:

The lecture follows some specific steps through which it is carried out. These are planning and delivery. The delivery of a lecture is again divided into there phases: introduction, development and consolidation.

Planning of a Lecture

Unlike what is commonly believed, the lecture does equire systematic planning. Planning a lecture entails a number of activities. The teacher must prepare a lesson plan for the lecture to be delivered. This contains the instructional objectives to be achieved, he amount of content to be covered, the feedback mechanism to be used, the kinds of dio-visual aids to be used, etc. Thus, planning a lecture boosts the confidence of the teacher in handling the class.

B) Presentation of a Lecture

Presentation of a lecture may be done in two phases asfollows:

I) Introduction of a Lecture

Sometimes, the introductory phase is also called the warm up phase. The main task of the teacher here is to establish rapport with the students, create interest and motivation among them and gradually lead the learners to the text phase. At this stage the teacher relates the new topic to the one already taught and to the previous experience.

ii) Development phase

This is the most important phase of a lecture. The transaction of ideas and information between the teacher and the learner takes place at this phase. This is also called t presentation phase. The teacher explains the concepts and principles, provides facts, furnishes data, quotes figures, etc to the learners. the

C) Evaluation Phase

This is the concluding phase of a lecture. Here the teacher recapitulates whatever he has explained; then summarizes the main teaching points of the lecture either verbally or by writing them on the blackboard or by using an overhead projector (OHP). The teacher also asks a few questions on the content matter covered in order to evaluate to students’ understanding of the lecture.

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