Religious Methods: Can you explain the lecture method of teaching

200193780-001CHAPTER TWO


2a ii). Explain the Lecture method of teaching?

Lecture Method

It is a technique of teaching by means of the spoken word where information is given orally generating and relating understanding in the learners (audience). Callahan and Clark (1990) define it as a method where the teacher tries verbally to give to the learner knowledge s/he possesses but the learner does not. Groenewegen (1993) concurs by defining it as an oral presentation of a pre-planned set of data, meanings, examples, summaries and evaluations, with or without visual support. There are two forms of lecturing: formal and informal. A formal lecture is purely verbal and communication is basically one-way, from the speaker to the audience. An informal lecture is a modified form of the conventional formal lecture. Communication is two-way from the speaker to the listener and from the listener to the speaker. Informal lecture is normally interrupted by questions, comments, suggestions, viewing, observations, demonstrations etc. Learners are given room to participate in various ways as the lecture progresses.

Although a good lecture, can be stimulating and challenging maintaining high interest level in audience, when given by a competent teacher, it can also be boring, uninspiring, and monotonous, and tends to make the audience passive. It is not the appropriate method to use when one intends to change the values and attitudes of his/her audience because in a lecture one is expected to accept the facts presented without question. It is important to note that materials taught thorough lecture is quickly forgotten. McCleish (1968) reported that 40 of the main points were recalled immediately after the lecture and only 20 a week later.

Given the importance of Religious Education, it would be important that the teacher avoids pure lectures by making them more informal .This can be realised by the teacher doing the following:

  • Preparing questions to be asked at key strategic places/points.
  • Adjusting the lecture to the, ability level and language level of the students.
  • Limiting the content to the experiences, interests, and aspirations of the learners.
  • Accompanying the lecture with the resources available such as posters, pictures, charts, objects, models, and audio-visual aids on the topic of discussion. This will increase the retention level of the material learnt.

One should also know what techniques should be utilized for the lecture to be effective both at the preparation and presentation stages. Below are some of the techniques.


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