Teaching Strategy: Lecture

By: Kelli Walker, Casey Walsh, & Tiffany Washington

Broad Overview Method: Lecture Derived from the Latin word “lectura” which

means “to read”. “Highly structured method by which the teacher

verbally transmits information directly to groups of learners for the purpose of instruction” (Fitzgerald, 2006, p. 321).

One of the oldest and most often used methods. Efficient and cost-effective method for relaying

large amounts of information to large amounts of people at the same time.

Fitzgerald, 2006

Broad Overview Lecture includes an introduction, body, and

conclusion. Introduction:

Learners are presented with an overview of the objectives and an explanation of why those objectives are significant.

Body: Actual delivery of content. May use audiovisual material (i.e. video, overhead,

power point). Conclusion

Review the major concepts presented in the lecture.

Fitzgerald, 2006

Educational Theory Cognitive Learning Theory Focuses on what goes on “inside the learner

such as their perceptions, thoughts, memory, and ways of processing and structuring information” (Braungart & Braungart, 2006, p. 43).

Jean Piaget is the best-known cognitive development theorist.

Piaget stages of cognitive development include: sensorimotor, preoperational, concrete operations, and formal operations.

Braungart & Braungart, 2006

Uses Ways to apply the strategy:

To provide background information, summarizing data, and presenting the latest research findings on a particular topic.

To help students understand complicated or theoretical material.

To adapt to the individual learners cognitive needs and levels (translating words, using clarifying examples, and analogies).

Motivate students by showing personal interest in the topic and presenting personal viewpoints.

Fitzgerald, 2008

Uses Settings:

Classroom, Conferences, Distance learning, Addressing colleagues, Courtroom, Television

Most settings Ways to adapt

Engaging combinations of lecture, group discussions, or virtual environment to appeal to the students desires for excitement, motivation and inspiration in learning.

Jones, 2007

Pros & Cons Pros

Highly structured Efficient Cost-Effective Can be easily

supplemented Effective in lower-level

cognitive domain Allows a large amount

of information to be relayed to a large amount of people at the same time

Cons Ineffective in teaching

affective and psychomotor behaviors

No stimulation of learners

Limited opportunity for learner involvement

Learners are passive Not individualized

Fitzgerald, 2006

Pros & Cons Pros

Quantitatively efficient and flexible

Lecturer has control over content and delivery of material

Demonstrates patterns, main ideas, and present unique way of viewing information

Cons Produces surface

rather than deep learning

Learner boredom and inattention

Teacher is unable to compensate for learners individual preferred style of learning

Fitzgerald, 2008 & Jones, 2007

Evaluation Formative evaluation

Evaluation is ongoing throughout the education process.

Content evaluation Determine if learners have acquired the

knowledge or skills taught. Takes place immediately after the learning

experience. Summative evaluation

Determine effects or outcomes of teaching efforts.

Worral, 2006

Evaluation Impact evaluation

Determine the relative effects of education on the institution or the community.

Program Evaluation Determine the extent to which all activities for

an entire department or program over a period of time to meet or exceed goals originally established.

Post-test, Self-evaluation, Observer Likert Scale with written feedback Discussion with learners

Worral, 2006

Summary Lecture is one of the oldest and most often used

teaching methods. Efficient and cost-effective method for relaying

large amounts of information to large amounts of people at the same time.

Lecture includes an introduction, body, and conclusion.

Lecture can be used to provide background information, summarizing data, and presenting the latest research findings on a particular topic.

Can be used in a variety of settings.

Summary Pros:

Highly structured, efficient, cost-effective, easily supplemented with audiovisual material, and flexible.

Cons: Not individualized, learner boredom, ineffective for

affective and psychomotor learners, and produces surface learning.

Evaluation methods include: formative, content, summative, impact, program, post-test, self-evaluation, discussion, Likert scale, and use of an observer.

References Braungart, M.M., & Braungart, R.G. (2006). Applying

learning theories to health care. In S.B. Bastable (Ed.), Essentials of patient education (pp. 37-62). Sudbury, MA: Jones and Bartlett Publishers.

Fitzgerald, K. (2008). Instructional methods and settings. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed., pp. 429-471.). Sudbury, MA: Jones and Bartlett Publishers.

Fitzgerald, K. (2006). Teaching methods and instructional settings. In S.B. Bastable (Ed.), Essentials of patient education (pp. 319-347). Sudbury, MA: Jones and Bartlett Publishers.

References

Jones, S., (2007). Reflections on the lecture: Outmoded medium or instrument of inspiration? Journal of Further and Higher Education, 31(4) 397-406. doi: 10.1080/03098770701656816

Worral, P.S. (2006). Evaluation in healthcare education. In S.B. Bastable (Ed.), Essentials of patient education (pp. 409-434). Sudbury, MA: Jones and Bartlett Publishers.