as a teaching strategy ellen plummer, rn melissa lewis, rn
TRANSCRIPT
As a Teaching StrategyEllen Plummer, RNMelissa Lewis, RN
Origins and Progression of the Lecture StrategyEstablished formally centuries agoLiteral reading of important passages by a
“master”“Master’s” interpretation of the textStudents expected to sit, listen, and take notesToday, most common form of transferring
information to students (“didactic”)Used extensively in medical and legal educationMany questions regarding its effectiveness
Lecture Strategy and The Cognitive Learning TheoryWhat goes on inside the learnerMemory, thought, processing of information
based on learner’s own knowledgeNeed to consider learner’s expectations and
goals that will motivate them to learnLearner must act on informationExperiences of learning play key role in
continued learningGestalt perspective of learner
Appropriate Use of the Lecture Strategy• Disseminating information quickly to a large
audience• Presenting new information before using other
strategies such as group discussion or role playing
• Providing an overview of a topic• To stimulate interest in a topic• Lecture must include:
• Introduction• Body• Summary• Offer examples, use analogies, present key terms
Teacher – Learner Connection in Lecture Strategy Teacher has in depth knowledge of the topicInformation is relevantTeacher asks questions –> students ask
questionsTeacher encourages active participation of
studentsLecture is directed to the whole class/group
rather than just one student (everyone is expected to contribute to discussion)
Teacher provides constructive feedback to learners; do not confuse feedback with praise
Both must be flexible, creative, and humanistic
Inappropriate use of the Lecture StrategyIf teacher is not prepared or if lecture is not
practicedIf students are not or do not become engaged
in contentIf presenting complicated, complex, or
detailed informationTraining sessions in hands-on skillsTeaching high level skillsWithout the use of other interactive
strategies
Pros of Lectures Allow instructors to:
Demonstrate patterns Clarify concepts Organize thinking Promote problem-solving Summarize data
Allow instructors to efficiently transmit large volumes of information to large groups at the same time
Pros of Lectures Can be easily supplemented with:
Handouts Audiovisual aids
Provides a basis of information prior to other learning activities such as: Group discussions Demonstrations
Cons of Lectures May flow more rapidly than learners
can receive information Do not account for differences
among learners such as: Learning needs Learning style Abilities Background
Cons of Lectures Limits participation and feedback of
learners Does not influence affective and
psychomotor behaviors, as learner participation is limited
Adaptations Allow for questions, sharing of
experiences, suggestions and contributions from learners
Incorporate handouts & audiovisual aids
Provide basic knowledge before group discussion or other learner involved activities
Evaluating EffectivenessSeek and use feedback from peersSeek feedback from learnersConsider the performance of the
learners on measures of knowledge, such as tests or assignments Remember that low ratings may indicate their own resistance to change
Conclusions Lecture can be an efficient, effective
way to communicate large amounts of material to large groups.
By incorporating other teaching strategies with lecture (handouts, discussion), it can stimulate critical thinking and promote learner participation.
“Tell me and I forget. Show me and I remember. Involve me and I understand.”
---- Chinese Proverb
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in Nursing; 34(3):99-100. Costa, ML, VanRensburg, L. (2007). Does teaching style matter? A randomized trial of
group discussion versus lectures in orthopedic undergraduate teaching. Medical Education; 41: 214-217.
Di Leonardi, BC. (2007). Tips for facilitating learning: The lecture deserves some respect. The Journal of Continuing Education in Nursing; 38(4): 154-161.
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