Lecture Method

The lecture is an oral presentation of facts, principles, or procedures the instructor wants the students to understand. The preparation, planning, and presentation rests solely on the instructor. It is the most commonly used method in systematic, organized instruction for adults. The lecture is the most basic tool of teaching.
The lecture introduces students to a new subject, and is used to summarize ideas, show relationships between theory and practice, and re-emphasize main points. In many cases, the lecture alone is inadequate so many instructors combine the lecture with other instructional methods. For example, to introduce a group discussion the lecture would increase the students’ interest in the subject and motivate them to begin the discussion.

A successful lecture requires practice. Practice builds self-confidence. With several rehearsals you will gain assurance from more accurate timing and greater familiarity with your material. You will also improve your wording and presentation techniques. By rehearsing you can smooth out the mechanics of using notes, visual aids, and other instructional devices. Ask your colleagues to attend your practice sessions so they can critique your presentation and make constructive suggestions. Their comments can help you determine whether your supporting materials and visual aids are putting across your ideas. 

Use of Language.

In lecturing, you should use simple words whenever possible. The newspaper is a good example of the use of simple words. You may include picturesque slang and free-and-easy colloquialisms when these are appropriate to the speaking situation, but avoid substandard English which detracts from your dignity as an instructor and could possibly insult the intelligence of your audience. If you use technical terms explain them clearly so no one is in doubt about their meaning. Specific words are more lively than general words. For example, the specific phrase "a leak in the gas line" is more effective than the general term "mechanical defect".

 Another source of variety is in the length of your sentences. The consistent use of short sentences results in a choppy style, but long sentences could be difficult to follow.

Types of Delivery.

The lecture may be given by (1) reading from a manuscript, (2) reciting memorized material without the aid of a manuscript, (3) speaking extemporaneously from an outline, or (4) speaking without preparation (impromptu delivery).

Reading a manuscript is sometimes justified to prevent being misquoted, especially if your subject is controversial. However, the disadvantages of reading a presentation far outweigh the advantages. Few people can read with a personal touch. Most lectures that are read tend to be dull and monotonous, and the audience soon loses interest. In addition, many students will resent being read to, because they feel they can read for themselves at a more "convenient" time.

Memorizing written material and reciting it without the aid of a manuscript has many of the disadvantages of the reading technique. Because you are concentrating on what comes next, it is difficult to observe and adjust to student reaction. Any interruptions, such as questions from your students, may cause you to forget keywords, sentences, or entire passages. In trying to take up where you left off, you may repeat material unnecessarily. The reciting technique, like the reading technique, is rather impersonal and inflexible and results in the loss of student interest.

Speaking extemporaneously allows you to speak from a mental or written outline and not read or memorize what you are going to say. By leaving the choice of words with which to express an idea until the actual presentation, it is more personalized. Because you have not memorized what you are going to say, you have better control of the situation. Thus you can change your approach to meet any emergency and can treat each idea according to student response. For example, if you realize from their puzzled expressions that a large number of students failed to grasp an idea, you can elaborate upon the idea until student reaction indicates that they understand you. Because the extemporaneous presentation reflects your personal enthusiasm and is more flexible than other methods, it is more likely to hold the interest of your audience. For these reasons use of the extemporaneous method is preferable when possible.

Impromptu delivery requires the speaker to rely on personal knowledge and skill.
An impromptu presentation might be acceptable if the subject area is broad, if you have an excellent background for speaking on the topic, or if you are expected to summarize important points rather than give a detailed analysis. However, it is inadvisable to attempt an impromptu lecture if you are given adequate advance notice.

Advantages of the Lecture.

In the lecture, many ideas can be presented in a relatively short time. Facts and information can be concisely organized and logically presented in rapid sequence. This is unquestionably the most economical teaching method in terms of the time required to present a given body of material.

The lecture can be used effectively to introduce a subject. To ensure all students are given the necessary background material for a particular subject, the instructor can present this basic information in lecture form. Such use of the lecture enables students with varied backgrounds to obtain a common understanding of principles and facts. Because of the speed with which ideas can be presented, the lecture can also be used for the rapid summarization of facts. The lecture has proved to be a convenient method for instructing large groups, and it can be used to present information not readily available in other forms.

The lecture is useful and effective as a supplement to other teaching devices and methods. If the number of books are limited and the students have neither the time required for research nor access to reference material, the pertinent information can be economically presented by the lecture method. Usually a demonstration is preceded by a brief lecture which gives it direction and purpose. Similarly, meaningful discussions are possible only when the class knows something about the subject matter to be discussed. The lecture is one means of preparing a class for discussion.

Limitations of the Lecture.

The lecture normally does not provide for student participation. Learning is an active process and the lecture tends to foster passivity and teacher-dependence on the part of the students. As a teaching method, the lecture falls short in certain types of learning outcomes. For example, motor skills required for flying can not be learned by listening to a lecture. They can be acquired only by actual performance. The lecture does not enable the instructor to estimate student progress before an examination. Within a short period more information may be presented than the students can absorb, but the lecture gives no accurate means of checking student learning. The lecture method makes it difficult for many instructors to hold student attention throughout the class period. At its best, the lecture demands an instructor who possesses both a dynamic personality and skill in speaking.