Methods of Teaching and Learning (original) (raw)
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The three pillars of a successful lecture: A holistic solution
Abstract Striking a balance in the class is rare and is often a feat to achieve. On the one hand, you have to consider the requirement of delivering a sterling lecture that appeals to your students and satisfies the expectations of management. On the other hand, you have to grapple with an element of self-satisfaction. Lecturers are often plagued with challenges of de- motivation; pass rates, lecture evaluations, peer evaluations and, unfortunately our relationships with our students that affect the outcome of those evaluations. The question is: How do we overcome those challenges? Start at grass roots level, i.e. The students. The author explores the dynamics of the student-lecturer relationship in and beyond the classroom with a view to enhancing and nurturing the relationship, so as to help students and lecturers achieve the success they desire on both an academic and personal level. This article identifies three pillars of a successful lecture which could be implemented to inspire students, boost lecturer confidence and student’s confidence in lecturers.
The Professional Medical Journal
Objectives: To assess the perceptions of medical students regarding characteristics of effective delivery of lectures. To makesuggestions to promote active listening during lecture. To give recommendations regarding organization of lecture. Data Source: Primary datacollected by administration of Structured Questionnaire. Design of study: Descriptive Cross-sectional. Setting: University Medical College,University of Lahore. Period: August to September 2011. Materials and methods: The study population comprised of 580 students studyingat University Medical College of University of Lahore. The study sample was comprised of 123 students, 63 male and 62 female. The samplewas determined by using non-probability convenience sampling technique. The study variables included socio-economic demographic andcharacteristic related to teaching skills and delivery of lectures. Results: The most important effective lecture delivery characteristics noted bythe respondents of this study in order of we...
EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL
The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at graduate level. Two hundred and twenty undergraduate students studying in 11 departments of Faculty of Arts, University of Karachi, were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don't have to rely on rote learning, and this method develops creativity among students etc. Students' perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process.
National Journal of Physiology, Pharmacy and Pharmacology, 2017
Background: Lecture is still a common method for mass instruction amidst the multiple new ways, but there is a paucity of data regarding what constitutes a good lecture. Aims and Objectives: The study was conducted to obtain the viewpoints of both the students and the teachers about lectures and find ways of improvement. Materials and Methods: A questionnairebased cross-sectional study was conducted involving 50 2 nd year MBBS students and 50 teachers. The questionnaire consisted of 17 questions which covered various aspects of a lecture. Results: Almost three-fourth of students and teachers thought that lecture program be displayed 1 month prior. Most participants wanted the lectures to be conducted between 8 am and 12 pm, and a number of lectures should be restricted to 3 per day. About 86% of students and 96% of teachers agreed that there should be emphasis on basics of the subject. 90% of students and 72% of teachers said that MCQs be included in the lecture. According to the majority, PowerPoint should be used for lecture, duration of which should be 45 min and overextension should be avoided. The level of understanding can be judged by directly asking questions to students, as suggested by 62% of students and 78% of teachers. The majority felt that lecture should start with a revision of previous topic and end with a summary. Conclusion: Expectations of students about lecture should be taken into account while preparing to make it more effective teaching tool.
APPRECIATING THE LECTURE METHOD
Philosophia International Journal of Philosophy, 2022
To lecture or not to lecture can be a professional dilemma nowadays. In this piece, I argue that the lecture method remains an essential element in any pedagogical practice. The lecture method is valuable and practical in any teaching approach. It works best if supported or accompanied by more interactive techniques. To develop good lectures, one must know the philosophy, mission, and vision of the educational institution that the educator or teacher belongs to, one's educational or pedagogical philosophy, and care for the learners. Lectures could be made progressively dynamic through reflective teaching or practicing the teach-think-grow habit.
Comparative evaluation of different techniques required to make a didactic lecture effective
National Journal of Physiology, Pharmacy and Pharmacology, 2017
Background: Lectures being still important methods in teaching and learning in medical curriculum and need active participation from students. The traditional methods of lecture delivery need improvement in teaching patterns. By introducing some new lecturing techniques, we can enhance the knowledge retention and improve the overall performance of the students. Aims and Objectives: The aim of this study is to evaluate the effect of various techniques used to make didactic lectures interactive and to compare the effect of traditional versus structured didactic lectures (interactive lecturing) on the performance of undergraduate students. Materials and Methods: This is a prospective, single-blind, interventional study. A total of 146 1 st MBBS students (controls-73 and study-73) participated in all the activities of the study. Each lecture was structured and planned according to the technique to be used during didactic lecture to make it interactive. Pre-/post-test was prepared on the decided topics. Pre-test was given before the lecture and post-test after interactive lecturing. Four different techniques, putting questions in stipulated form, point of the day, muddiest point, and distributing handouts, followed by discussion were used to make the lecture interactive. Each technique was introduced in a separate set of lectures for the study group participants. Results: The results showed significant improvement in post-test scores of the study group for all the four techniques used. Class average normalized gain (measure for effectiveness and robustness of an educational intervention) was more than 0.7 (70%) for putting questions in stipulated form and muddiest point. While it was more than 0.5 (50%) for point of the day and handouts with the discussion. Conclusion: Intervention in the form of interactive lecturing techniques in physiology was moderately effective for "point of the day" and "handouts followed by discussion" techniques, while intervention in the form of putting questions in stipulated form and muddiest point were highly effective. All four techniques were well perceived by the students. The interactive lecturing techniques improve the student's performance as compared to the traditional lecturing.
Review of What's the Use of Lectures?
2009
The lecture is still one of the staples of university classrooms. Sometimes this is due to the fact that this is the only pedagogical device with which some professors are familiar. But sometimes this is due to the subject matter at hand or circumstances beyond our control, such as large class sizes or unaccommodating classroom layouts. In these situations, for many of us, the question then becomes if one is forced to lecture, how can one do this in such a way so as to maximize the effectiveness of lecturing?