STRAT- lecturing

8/14/2019 STRAT- lecturing

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LECTURING



LECTURING

● In the days of Socrates and Plato, lectures were

a means of conveying facts, information, and ideasthat could not readily be obtained elsewhere. Books,

charts, and tapes were not available, so the lecture

became an essential means of

teaching. Today, we have a broad array of teachingmaterials and strategies from which to choose, so

many would argue

that we no longer need the lecture method.



PURPOSES OF LECTURING

• Lectures can be an efficient means of introducing

learners to new topics● The teacher can use the lecture to set the

stage for a new area of learning, and place the topic

into the perspective of what is already known.

● Used to stimulate students interest in a subject.

● Used to inspire people.

● Integrate and synthesize a large body of

knowledge from several fields or sources.● Difficult concepts can be clarified in lecture



ADVANTAGES OF THE LECTURE METHOD

● The greatest advantage of the lecture over other methods is

that it is economical. The size of the class is limited only by

classrooms space.● More pertinent information can often be taught in one hour

than a student could learn from a textbook in that time.

● The lecturer can supplement the textbook by enhancing a topic

and making come to life.● The lecturer can demonstrate critical thinking and problem

solving being done by an expert. Learners have the advantage of

watching a creative mind at work.

● Butler (1992) believes that many lecturers enjoy a sense of

“theatre”as they are on the stage in the classroom.● It helps students develop their listening abilities.



DISADVANTAGES OF THE LECTURE METHOD

● It places learners in the passive role of a sponge, just there

to solve up knowledge.

● Educators who decry the lecture method claim that fewteacher are good lecturers and there for few can achieve class

objectives by this method, much less hold students attention or

serve as good role models.

● Chief disadvantages of the lecture method is that by nature

it lends itself to the teaching of facts while placing emphasis onproblem solving, decision making, analytical thinking or transfer of

learning.

● Another serious drawback is that lecturing is not conducive

needs.● Lecturing brings with it the problem of limited attention span

on the part of the learners.



ORGANIZING THE LECTURE

● Planning the lecture well ahead of time of

delivery is time well spent because a lecture throwntogether at the last minute appears to be just that.

You need to take to plan the objectives of the

lecture, to gauge how much time it will take to cover

the content, and to consider the difficulty of the

material and the ability level at the audience. Once

you are clear on the objectives and the level of depth

to which you will go with the content, it is time tostart a written outline.



FORMS:

1.The HIERARCHICAL OR CLASSICAL LECTURE is the most common used form,

especially in nursing. In this approach, information is grouped, divided, and

subdivided in typical outline form.

RESEARCH DESIGN

I. Why we need different research designs

II. Research designs

A) Experimental (clinical trials)

1) Quasi-experimental

2) Pre-experimentalB) Correlational

1)Ex post Facto (comparative)

2) Retrospective and prospective

3) Cross-sectional and longitudinal

C) Descriptive

D) Qualitative1) Ethnographic

2) Phenomenological

3) Grounded Theory

III.Validity and reliability of designs



2. The PROBLEM CENTERED FORMAT is also popular. In this

structure, a problem is posed, and various hypotheses and

solutions are developed.Example:

HYPOTHESES SOLUTION

Problem: Fever} Infection Antibiotics, fluids

Inflammation Heat applications

Dehydration Fluids and electrolytesWhen problems are complex, the hypotheses and solutions maybe

overlapping, making the outline appear more complicated.



VARIABLE NURSE PRACTITIONER PHYSICIAN’S ASSISTANT EDUCATIONPROFESSIONAL STATUSAUTONOMYCLINICAL SKILLSRESTRICTIONS

PRIVELEGES

SALARY

3. COMPARATIVE LECTURE STRUCTURE- objective is to

differentiate between two entities.Example:



4. Thesis format -involves the lecturer taking a position on an

issue or particular viewpoint on a subject and then supporting or

justifying that viewpoint or position with evidence or logic.

5. Advance organizers – The lecturer should continue to stress the

points in the structure as the lecture unfolds at the beginning of

the class. It is the statement that forms a bridge between

concepts already discuss and those to come. They have learners link

what they already know to what they about to learn. At the end of

the lecture the structure and main points should be summarize.



DELIVERING THE LECTURE

-you need to plan your delivery rehearse and

consciously think about you techniques of delivery if you are to maximize your effectiveness.

1. Controlling anxiety

2. Spontaneity

3. Voice Quality4. Body Language

5. Speed of Delivery

6. Getting Off on the Right Foot

7. Clarifying During the Lecture

8. Facilitating Retrieval from Memory



4. Feedback Lecture- consist of mini lecture

interspersed with ten minutes small group discussions

structure around questions related to the lecturecontent.

5. Related Lecture- is a term describing the use of

media such as films, slide, or web based images alongwith traditional lecture. Using of images of some type

can add an emotional component to the lecture and

assist in changing attitudes.

STRAT- lecturing

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