Teaching Strategy: Lecture

1. Teaching Strategy: Lecture By: Kelli Walker, Casey Walsh, & Tiffany Washington

2. BroadOverview • 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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.

12. 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.

13. 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.

14. 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.