History and Government: Which situations invite the use of the lecture method?


2 a ii). State situations which invite the use of the lecture method.

Situations which invite the use of lecture method

Situations which invite the use of lecture method Opinions may vary as to when a lecture should be given in history teaching and learning but the following situations seem to offer suitable opportunities.

At the beginning of a new topic, the method acts as a means of introduction. This is done by stating the objectives to be realized by the end of the topic, outlining the outstanding aspects such as definitions of terms, concepts, principles, persons, events and problems, identifying the main points of the topic, giving background information on a topic, etc.

  • When using small group technique When the teacher wants the class to discuss in groups, an explanation is given to the learners telling them how to go about with their discussion and presentation.
  • To interpret or clarify situations When the learners are having problems in a given topic or concept, the teacher should not hesitate to spend a few minutes explaining and/or clarifying the situation.
  • To synthesize many sources When there are limited resources for the learners, the teacher can save the learners from needless expenditure of energy by synthesizing several sources.
  • To review a discussion When the learners have been assigned tasks in groups, it is very important after they have presented their discussion, for the teacher to summarize the main points of the topic under discussion.
  • To expand content Through lecture method, the teacher is able to present additional materials based on extensive reading or one’s own experience, This information could otherwise not be available to the learners.
  • To conclude a lesson: After presentation, the teacher may conclude by summarizing the main points of the lesson through lecture method, This is what is known as recapitulation.
  • To give assignment When giving an assignment, some amount of lecture is unavoidable. This is because the teacher is required to explain what is expected of the learners in the given assignment. Although, the above situations are appropriate for lecture method, it is important for the history teacher to note that the success of any lecture depends on three main factors: ‘
  • Ability of the teacher The personality of the teacher, training, competence, resourcefulness, interest and imagination will contribute to a good lecture. The teacher has to think and dramatize related ideas, taking students from one generation to another, or from their nation to another. The readiness and the capacity for the learners to follow the lecture The teacher has to be aware of the ability of the class to understand. The younger the learners are, the more difficult it will be for them to concentrate on a lecture for long because their capacity of absorbing and concentrating on lectures diminish with time, for example, the form ones cannot concentrate on a lecture for a full forty (40) minutes period as university undergraduate students would.
  • The nature of the knowledge to be transmitted Before the teacher decides to use lecture method, it is important to weigh the nature of knowledge to be transmitted, e.g. is it a new and unfamiliar ground? Do students have access to relevant resources on the topic?

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