As a Teaching Strategy Ellen Plummer, RN Melissa Lewis, RN

Origins and Progression of the Lecture Strategy Established formally centuries ago Literal reading of important passages by a “master” “Master’s” interpretation of the text Students expected to sit, listen, and take notes Today, most common form of transferring information to students (“didactic”) Used extensively in medical and legal education Many questions regarding its effectiveness

Lecture Strategy and The Cognitive Learning Theory What goes on inside the learner Memory, thought, processing of information based on learner’s own knowledge Need to consider learner’s expectations and goals that will motivate them to learn Learner must act on information Experiences of learning play key role in continued learning Gestalt 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 topic Information is relevant Teacher asks questions –> students ask questions Teacher encourages active participation of students Lecture 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 Strategy If teacher is not prepared or if lecture is not practiced If students are not or do not become engaged in content If presenting complicated, complex, or detailed information Training sessions in hands-on skills Teaching high level skills Without 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 Effectiveness Seek and use feedback from peers Seek feedback from learners Consider 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 From Ignorance to Knowledge…Learning!

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