Lectures and similar
the term 'lecture' is normally used in the context of tertiary education
and training, we will take it to cover any situation in which a teacher
or instructor talks to (or at!) a class of pupils, students or trainees.
Despite a plethora of other teaching methods being available, the
face-to-face expository talk or 'lecture' still holds a central position
at many levels of education, and will undoubtedly continue to do so
for some considerable time to come.
- Can be very
cost-effective in terms of staff/student
- Strong in
achieving lower-cognitive and some
with many teaching staff.
students expect lectures (even when not
benefiting from them much).
- Useful when
large numbers of students need to receive
the same information at the same time
with explanations and briefings.
- Useful for
providing large groups of students with a
shared experience (eg dramatic,
cultural norm in many countries.
dependent on skill of lecturer.
- Not good
for higher-cognitive or most affective
suitable for psychomotor objectives.
- Not useful
for developing learners' communication or
student involvement, therefore little
feeling of 'ownership' of learning.
controlled by teacher, therefore does not
allow for different learning rates.
to cater for mixed-ability groups.
lectures are much longer than students'
concentration spans (not much more than
20 minutes, on average).
- Not suited
to all learning styles.
See if you can
think how you could use lectures and similar
expository methods in your own teaching - or think
why you could not use them