Lecture

Nursing Education ,Teaching learning Process

1. Prepare By: Sarita Acharya LECTURE

2. CONTENT Definition Types Purposes Technique Frequent Criticism Advantages Disadvantages

3. LECTURE

4. DEFINITION “ Lecture is a pedagogical method whereby the teacher formally delivers a carefully planned expository address on some particular topic or problem’’. 3 James and Michel Lee 2 . A lecture is an oral presentation intended to present information or teaches people about a particular subject .  

5. TYPES OF LECTURE

6. PURPOSES 1. To provide structural knowledge: Providing structural knowledge by integrating knowledge from different fields or sources. It is difficult for the students to locate all sources of knowledge. Through lecture it is easy for the teacher to provide relevant knowledge by selecting and organizing the content in a learner centered way. 2.   To motivate and guide in hunting knowledge: As teacher cannot satisfy the knowledge requirement of students, he has to explain the various sources of knowledge. This purpose underlines the importance of giving references to students after completing a particular topic. Teachers have to give main reference as well as general reference.

7. 3. To arouse students interest in a subject By following lecture method, teacher can orient the students to a subject by explaining the need for studying it, ways of learning and mode of writing university examinations etc. once they understand the need and ways of learning a particular subject, they will motivated naturally.

8. 4.Introduce students to new area of learner. Innovation are occurring on a regular basis in the diagnosis treatment and nursing management of disease conditions. These innovations have created new learning areas and lecture method will help teacher to introduce those area to students. For example, teacher has to give brief lecture about the evolution of MRI scans, its merits of it and patient care implications before taking the students to the radiodiagnosis department for teaching the functioning of the MRI machine and responsibilities of nurse posted in the MRI rooms.

9. 5. To clarify difficult concepts. Lecture is highly suitable for clarifying the concepts. Teacher should use enough examples and illustration to clarify the concepts by citing examples from the day to day life of nurses or other health care professionals .   6. To assist in preparing students for a discussion. Before discussion teacher have to provide a concrete idea regarding the topic of a discussion.   7.To provide critical thinking. Compare to other method lectures usually give less emphasis to critical thinking. Critical thinking can be encouraged through incorporating challenging question throughout the lecture 5 .

10. ORGANIZING THE LECTURE

11. Techniques of lecture

12. TECHNIQUES OF THE LECTURE

13. 1.Voluntary dissemination of information Reading continuously from the note will hamper spontaneity and reduce the interest of the students. Instead of reading continuously from a prepared note the teacher has to converse freely with the students. Looking in between at the prepared note is needed as it helps the teacher to maintain a sequence. Spontaneity is not merely a recollection of learned lessons but it is a sudden outflow of information, which is enriched with life experience

14. 2.Voice gradation and voice qualit y Voice gradation is the periodical alteration of both pitch and volume while lecturing. Lecturing in a monotone make students more passive. 3.Adequate pacing Too slow a pace and too fast a pace are not advisable as the former creates boredom and confusion. The teacher has to develop routine pace of going fast while teaching simple topics and has to slow down when dealing with difficult areas so that the students can follow slowly.

15. 4. Proper body language Action often speaks louder than words so the teacher must be aware about the body language while lecturing. Maintaining eye contact with students is very essential. Occasionally move towards the students rather than continuously standing behind podium. 5. Control annoying mannerisms. Annoying mannerisms are very distracting to the students. Crushing or tossing chalk, breaking the knuckles, waving hands unnecessarily pinching nose and repeatedly saying ‘so’ ‘right’ ‘okay’ are common annoying mannerism. Usually teachers are unaware about these mannerisms and realize only through the feedback provided by the superiors or colleagues during an evaluation session.

16. 6.Judicious use of audio visual Aids In addition to black or white board, charts and graphs, advancement in education technology offers help through a handful of sophisticated AV aids to the teacher in facilitating learning by way of the lecture method.

17. 7.Simple plans and key point. 8. Provide further clarification: One of the purposes of the lecture is to clarify difficult concepts by citing examples or through illustrations. It is better to provide further clarification before proceeding to the next topic or session. 9. Time management When time exceeds than expected, tension slowly invades the teacher and damage the lecture. Hence skill in managing time is essential for conducting lecture in a smooth way. Restricting the tendency to deviate from the main objectives of lecturing is also helpful in saving times. 3

18. IV. FACTORS IN PLANNING THE LECTURE 1.Learners factors: The most obvious factor to be considered is the type of course, the class is pursing as this will dictate to a large extent the level of objectives. For examples ANM, GNM etc . 2. Subject matter factors (Cognitive-knowledge-comprehension - application,analysis,synthesis , evaluation) The domain of the objectives will exert profound influence over the planning of lecture.  

19. 3.Environment factors These exert a practical constraint over lecture planning as the environment may not contain such things as PowerPoint, chalkboard, OHP, movie projector, computer LCD etc.   4.Psychological factors The organization of the content must be logical and meaniful and the sequence should progress from simple to complex, from concrete to the abstract and from known to unknown. 1

20. FREQUENT CRITICISM IN LECTURE METHOD   1.Lecture is time consuming The lecture should supplement the book by adding to or clarifying its contents. It should not be a repetition on the book, it should not waste time by explaining self-explanatory information.   2.The lecture provides little student activity . Teacher prepares, organizes and presents the lecture and the student sit, listen and takes notes. If the teacher carefully planned and skillfully presented, the student will be thinking with the teacher. The teacher student will be taking part through mental activity which means listening, thinking, reasoning and judging therefore she is engaging in learning activity.

21. 3. Lecture requires special skill The teacher should have sufficient knowledge and skill; she should be a master of subject matter before a lecture can be successful. The essential factors i.e personality, voice, vocabulary is necessary for the teacher to deliver the lecture method . 4. The teacher is not readily analyzed and summarized by the student. The teacher should plan her lecture carefully, organizing it under subheadings and then delivering it slowly, stating the major points with emphasis, the student will be able to take good notes. Beginning students who aren’t accustomed to the lecture method at first may be need some instruction and help on note taking.  

22. 5. The lecture is sometimes poorly adapted to the perceptive ability of students . If the lecture had used the lecture properly, she would have been alert to the needs of the students, evaluated their progress throughout the term by means of tests and quiz and used similar method to ascertain whether they understood the subject. Unless the teaching in close touch with the students and is sensitive to their reactions and aware of their response, she cannot possible use the lecture method with success.

23. 6.The lecture is likely to become a sustained dictation exercise Poor lecturing was the reading or the dictation of the lecture or the textbook. Lecture conference groups offer students learning experience, which the lecture itself cannot provide. It supplements the lecture by digging into details providing exercise of application by follow up individual learning. 3

24. ADVANTAGES It is an efficient method of teaching where one teacher can communicate with a large number of students. It helps to apparent time savings and resources. The teacher can plan exactly presentation in advance. It provides better opportunity for clarification of important things. A well-presented lecture may increase student motivation.

25. Governs the large group of students. The presence of a teacher avoids interruption and disturbance and also gives a feeling of security. It provides flexibility as the teacher is in close contact with his/her students. 3

26. DISADVANTAGES Keeps the students in passive situation, provides only limited participation. It doesn’t facilitate learning problem solving. Lectures do not cater individual student’s needs. In lecture method less attention is paid to problem solving, feedback from learners, decision making and critical thinking. Pace of lecture doesn’t suit all students.

27. Student gets material second hand rather than from primary sources. It offers hardly any possibility of checking learning progress.

28. DISCUSSION