CHRISTIAN COLLEGE OF NURSING-NEYYOOR

INSTRUCTION STRATEGIES
ON
LECTURE

SUBMITTED TO, SUBMITTED BY,

DR.S.T.Jeba Nesa Mahiba, Vimaja V

Associate professor in M.Sc(N) 1st year
Obstetric and Gynecologic Department

SUBMITTED ON
24-02-2023
 MASTER PLAN
SUBJECT : NURSING EDUCATION

UNIT :

TOPIC : LECTURE

LEVEL OF STUDENTS : 7

DATE : 26-09-2023

TIME : 2-3 pm

DURATION :1 hour

VENEU : 1st year MSc Nursing Classroom

SUBMITTED TO: SUBMITTED BY:

DR.S.T.Jeba Nesa Mahiba, Vimaja.V,

Associate professor, Msc Nursing 1st year,

S.NO CONTENT PG.NO

INTRODUCTION:
The Lecture method is the oldest method of teaching
based on the philosophy of idealism and is an autocratic style
of teaching.In this method the teacher is more active while
students are passive listeners.
TERMINOLOGY:
• TALK-To speak in order to give information or to
express feelings.
• RAPPORT-A friendly relationship in which people
understand each other very well.
• PACE-The speed at which someone or something
moves or with which something happens or changes.
DEFINITION:
Lecture method is the teaching procedure compraising
the presentation of content ,classification of doubts and
explanation of facts ,principles and relationships
-Sharma
The lecture method is an excellent method for
presenting information to a large number of persons in a short
period of Time

-A adivireddy
Lecture method is talk giving specified information to
the class or long serious speech
-Oxford Dictionary
Lecture is a teaching activity where by the teacher
presents the content in a comprehensive manner by explaining
the facts ,principles and relationships during which the teacher
is expected to elect student participation by employing
appropriate technique
-B.Sankara Narayana
The lecture is a pedagogical method where by the
teacher formally delivers a carefully planned expository
address on some particular topic or problem
-James michal lee
MEANING:
The term lecture was derived from the latin word
Lecture means to read aloud.
HISRORY:
OBJECTIVES:
Develop the capacity of clear thinking.
Expands students interest.
PRINCIPLES:
The delivering of the lecture should in an active mode.
The lecture should think from the point of view of the
student.
The lecture should present in the subject matter in
systemic way.
TYPES OF LECTURE:
Formal lecture
Socratic lecture
Semi-formal lecture

STRENGTH OF LECTURE:
Providing new information to a large group in a
short period of time.
Stimulates thinking to open discussion.
PURPOSE:
To motivate
To explain
To review topic
DOMAINS:
Objectives
Activities
Nature
PLANING OF LECTURE:
 Articulate the goals
 Determine key points
 Develop an introduction ,body and
conclusion
FACTORS CONSIDERING WHILE PLANNING
LECTURE METHOD :
 Related to students
 Related to teachers
 Related to environment
PREPARATION OF LECTURE:
The objectives of the lecture should be kept in mind
The content should be in older
ORGANISING THE LECTURE:

TECNIQUES OF LEARNING:

Rapport

Voice

Voluntary disemination of information

Adequate pacing

Proper body language

Use of audio visual aids

COMPONENTS OF LECTURE:

 Introduction

 Body of the lecture

 Conclusion

EVALUATION OF LECTURE:

 The speakers content expertise

 The language used

 The degree of transparency of presentation

MERIRS:

 Stimulates and promotes students critical thinking

process
 It provides the presence of teacher with students

 It caters to a large group of learners at a time

DEMERITS:

 It keeps the pupil in a passive situation

 It does not allow for individual pace of learning

 Lecture is time consuming

STRATEGIES TO OVERCOME THE

DISADVANTAGES

 Emphasise higher level intelectual skills

 Make lecture more interactive

SUMMARY:

CONCLUSION
JOURNAL ABSTRACT

Toma Djudin(2018), The effect of leaching method

and lecture program on students satisfaction rats and academic

Achievement journal of Education teaching and learning

volume3 Page no.121-128.

BIBLIOGRAPHY
 LECTURE
INTRODUCTION

The lecture method is the oldest method if teaching based on the philosophy of idealism
and is an autocratic style of teaching .In this method the teacher is more active while students are
passive listeners .This method is centered on the presentation of content and does not consider the
learners abilities ,interests,andpersonality.The main focus of this method is on the presentation of
content as a whole .It is used to motivate ,clarify,expand and review of information.

TERMINOLOGY

 TALK-To speak in order to give information or to express feelings

 RAPPORT-A friendly relationship in which people understand each other very well

 PACE-The speed at which someone or something moves or with which something

happens or changes

DEFINITION

 Lecture method is the teaching procedure compraising the presentation of content

clarification of doubts and explanation of facts ,principles and relationships.

-Sharma

 The lecture is an excellent method for presenting information to a large number of

persons in a short period of time

-A adivireddy

 Lecture method is talk giving specified information to the class or long serious

speech.

-Oxford dictionary
  Lecture is a teaching activity where by the teacher presents the content in a

comprehensive manner by explaining the facts ,principles and relationships during

which the teacher is expected to elect student participation by employing

Appropriate technique

-B.Sankara Narayana

 The lecture is a pedagogical method by the teacher formally delivers a carefully

planned expository address on some particular topic or problem

-James micheal lee

MEANING

Lecture method is the oldest method of teaching .The term lecture was derived

from the Latin word Lecture which means to read aloud.

HISTORY

 The history of the lecture method dates back to the fifth century BC when the

Greeks first interested in it.

 It was widely adapted in the early Christian countries.

 Lectures are usually conveyed critical information ,history ,background

,theories and equations.

 The public lecture has a long history in the sciences and in social movements.

 Similarly churches ,community center libraries,museums and other

organizations have hosted lecturers in their constituents interest.

 Even in the twentieth century the lecture notes taken by students or prepared by

the scholar for a lecture.

  The use of multimedia presentation software such as Microsoft power point has

changed the form of lectureers,eg.video,graphics,websites etc.

 The modified lecture format ,generally presented in 5 to 15 minute short

segments.

 Educationalists has advanced several defences of the lecture.

OBJECTIVES:

 Aim at developing love for work.

 Inculcates the desire to do work with maximum efficiency.

 Develops the capacity of clear thinking .

 Provides adequate opportunities for participation .

 Expands students interst.

 General support of the profession .

 Team work and sense of security.

PRINCIPLES OF EFFECTIVE LEARNING:

 The delivering of the lecture should be in an active mode .

 The lecture should think from the point of view of the student.

 The lecture should present the subject matter in systemic way.

 The lecture should use the language which is easily understandable to each

student.

 The lecture should ensure continuous attention and reflection by the learner by

facing challenges situation .

TYPES OF LECTURES – PLANNING FOR INTERACTIVE TEACHING AND

LEARNING

Several authors describe different types of lecture (Bonwell & Eison, 1991; Broadwell,

1980; Woodring, 2004). In reviewing a range of different classifications of lecture, we believe

lectures may be categorized in terms of the level of student interaction, the classification of

content, and the medium by which information is disseminated.

Categorized by Levels of Student Interaction

Formal lecture:

The lecturer delivers a well-organized, tightly constructed, and highly polished

presentation. This type of lecture works well for teaching large groups of students and has been

popularized by outlets such as TED Talks (Donovan, 2013) and, more recently, massive open

online courses (MOOCs), such as those offered through Coursera or EdX. In the formal lecture,

students hold questions until the conclusion of the lecture.

Socratic lecture:

This type of lecture, which typically follows a reading assignment to give students a

baseline of knowledge, is structured around a series of carefully sequenced questions. The

instructor asks a single student a question sequence. The questions require the student to use logic

and inference skills.

Semi-formal lecture:

This is the most common type of lecture. Somewhat similar to the formal lecture, the

semiformal lecture is less elaborate in form and production. Occasionally, the lecturer entertains

student questions during the presentation of material.

Lecture-discussion:

This type of lecture encourages greater student participation. The instructor presents

the talk, but he or she stops frequently to ask students questions or to request that students read

their prepared materials. The direction of interaction can occur in one of three ways: (1) instructor

to class, (2) instructor to individual student, or (3) individual student to instructor.

Interactive lecture:

In this version of lecturing, the instructor uses mini-lectures about 20 minutes long,

and involves students in a range of brief content-related activities in between. Interaction may

occur between instructor and students or between and among students.

Categorized by Content

Expository lecture/oral essay:

The lecturer begins with a primary thesis or assertion and then proceeds to justify it,

typically putting the most important information or supporting examples first and proceeding in

descending order of importance.

Storytelling lecture:

The instructor presents concepts and content through a story to illustrate a concept.

The lecture proceeds in typical narrative form, with an exposition, rising action, climax, falling
action, and resolution. Characters are presented and developed through the presentation of the

story line. The goal is to present critical content in a way that students will remember it.

Point-by-point lecture:

In this type of lecture, the instructor presents information about a single concept,

question, or issue. The organizational structure is typically an outline format, with a hierarchical

organization of major and minor points.

Lecture-demonstration:

The content involves a demonstration of a process or activity. The lecture

typically proceeds in chronological order, with the demonstration presented in a sequence of

events that the lecturer highlights and explains.

Problem-solving lecture:

In this type of lecture, a problem serves as the focus. The lecturer outlines the

main problem, the key known elements, and the elements that remain to be discovered. During the

lecture, the instructor typically works through the problem and demonstrates a solution or various

possible solutions.

Categorization by Medium

Naked lecture:

The term “teaching naked” was popularized by Jose Bowen (2012) in his

similarly titled book. Bowen argues that teachers have much to gain by taking technology out of

their classrooms. He argues that teaching without technology, “naked,” will improve student

learning. Instructors who adapt this approach talk directly to students without the intervening
agency of technology; alternately, they use technology outside of the classroom and reserve in-

class time for direct communication with students.

Chalk and talk lecture:

This approach is so named because of early uses of lecture in a classroom

with a blackboard and chalk. While some professors still use a blackboard, whiteboards and

markers and smart boards are supplanting the earlier tools. Regardless of the tools used, the key

characteristic of this approach is that the instructor lectures while generating notes on a medium

that students can see.

Multimedia lecture:

A multimedia lecture, once called the slide lecture because of the slide-talk

approach, is one of the most commonly used approaches today. Instructors use audio-visual

software packages such as PowerPoint or Prezi to highlight key points of text. The term “death-

by-PowerPoint” is one that teachers should keep in mind, particularly as something to avoid, when

using this approach.

Video lecture:

This type of lecture is one in which an instructor lectures and is captured on

video as a talking head. At times, the video may alternate between showing headshots of the

instructor and full screen visuals of the slides. This type of lecture is often used in the service of

online learning and blended learning. More recently, this approach has seen increased usage as

part of the flipped classroom strategy (Ronchetti, 2010). Lectures across different categories work

together. Thus, an instructor may give a semiformal, problem-solving, chalk and talk lecture,

while another may offer a lecture-discussion, point-by-point, multimedia lecture. Although

different disciplines exhibit norms around a common combination, the full range of combinations

appear across college and university classrooms.

STRENGTHS OF LECTURE:

 Providing new information to a large group in a short period of time.

 Contains experiences which inspires.

 Stimulates thinking to open discussion.

 It useful for covering underlying concepts, principles and systems.

 It will use for future use.

PURPOSES:

 To stimulate thinking.

 To provide relevant knowledge .

 TO provide critical thinking .

 To motivates student to gain knowledge.

 To arouse students interest in a subject.

 Introduce students to new areas of learning

 To clarify difficult concepts.

 To develop problem solving on a factural basis.

 To corelate the subject with other subjects.

DOMAINS OF LECTURE METHOD:

Objectives-

To achieve the cognitive and affective objectives.

 Activities-

Knowing and telling.

Nature of the content-

It includes concepts,facts,rules,principles ,theories,problem solving and creativity.

FACTORS CONSIDERING WHILE PLANNING THE LECTURE METHOD:

Related to students:

 Capability and ability

 Interest and attitude

 Cognitive level

 Previous knowledge

 Type of programme

Eg.ANM,GNM,B.Sc(N),M.Sc(N) etc

Related to teachers:

 Knowledge and mastery over the subject matter

 Teaching tactics include voice gesture eye contact and manners

 Teacher learner relationship

 Preparation of lecture before presentation

Related to environment:

 Time of the day

Eg.Morning lecture seems superior afternoon lectures for recall information

 Duration and length

  Lecture more than 40 minutes can reduce the absorption and assimilation

power of students.

 Use of audio visual aids

 Good light facility

PREPARATION OF LECTURE

The goal of lecturing is communication and it is more effective if it is before hand.

• The objective of the course or immediate objective of the lecture should be kept in mind.

• The teachers should know exactly what points she should make in what order.

• The lecture should have a central theme carried to completion in each class.

• The main topic is divided into subtopics based on the behavioral objects.

• The plan should contain an introduction,body of content, summary and conclusion followed by list

of references,plan of assignment.

• The lecture should be written in outline form.plam should be include tha teaching learning

activities in tha form of questions, projection of audio visual aids which are to be planned and prepared

before the lecture.

• There should be definite limitation on the number of section in which the main topic is decided,too

many topics may hide tha main topic from view.

• The introduction may be preview of the main topic to be covered. It can serve as means of getting

the class started promptly.

• The lecture should be written in outline form.The amount of detail will vary with the teachers

experience in teaching .

• If illustrated materials are to be used it should be prepared and tested before lecture.

PLANNING OF LECTURES

There are important things to be kept in mind while planning for lecture.

1. Articulate the goals for every lecture to yourself and planning to share these goals with your
students at tha beginning of your presentation.

2. Determine which keys points can be effectively developed during the class session.

3. Develope an introduction,body and conclusion to the lecture to meet these goals and to help

students follow thoughts.

4. Stick to three to four main points in a 50 minutes period .

5. Vary your format of presenting every 15 minutes.

6. Organize materials in logical order.

ORGANIZING THE LECTURE :

Aim:

• To help students easily acquire knowledge.

• Match students expectations.

• Stimulate students interest in a subject.

Introduction:

• This is a first component of an effective lecture and the students perception and interest

depends on the stage .

• It usually lasts three to five minutes.

• In the first meeting with students teachers should introduce themselves and assess the students pre

existing knowledge related to the content.

Body:

• The body of the lecture covers the content in an organized way.

• The lecture is more active while students are passively participating in the class.

• The body of the lecture is divided into two

1. Example discussion

2. Demonstrations illustrations
 Example discussion:

Select the examples related to the lecture.

Discuss the examples with the students .

Ask them to give examples related to the lecture.

Demonstrations illustrations:

Select some demonstrative method related to the lecture.

Involve students in demonstrative activities.

Showing illustrative pictures to identify the topics.

Ask students to find out the topics.

Questions:

When planning questions keep in mind the course goals?

Aim for direct, specific questions.

Ask questions throughout the class and ask only one question at a time.

Ask open ended questions.

Conclusion:

Highlights the key points.

Summarise the topics.

Refer back the introduction.

Use powerful emotive language.

TECHNIQUES OF THE LECTURE

The techniques of the lecture guides the teacher in lecture.

1. Rapport

Teacher must establish rapport with the students.It will be done through an exchange with students in a

conversational tone about some event at the school,this will help to foster a sense of ease and give the

impression of interest.
2. Voice

The lecture should be presented in a clear,natural tone and voice. Lecturing in a mono tone makes

students more passive. Teachers can depend on recent developments in educational technologies to

maintain voice quality . If there is an deficiency in the voice quality teacher is free enough to use a

microphone attached to the sophisticated sound system in order to rectify the deficiency.

Voluntary dissemination of information or spontaneity:

This is the essence of lecturing. Instead of reading continuously from a prepared notes teachers has to

Converse freely with the students. Reading continuously from the note will hamper spontaneity and

reduce the interest of students. Student friendly vocabulary and language, effective preparation of lecture

notes , objective evaluation of life experiences and thorough practice are essential to develop spontaneity.

Adequate pacing:

Too slow a pace and too fast a pace are not advisable as a former creator boredom and the later leads

to confusion. The successful teacher always organize the content effectively and pace the lecture in a

comprehensible manner in accordance with the receptivity level of students. By adapting a student

friendly routine pace , students gets time to interact what the teacher has told and thereby teacher can

ensure successful learning.

Proper body language:

By practising principles of effective communication. Maintain eye to eye contact with the students is

very important. Move towards the students rather than continuously standing behind the podium. Avoid

keepi6the arms close or hands closed behind.

Judicious use of audio visual aids:

In addition to blackboards,charts and graphs advancement of educational technology offers help

through a handful of sophisticated audio visual aids to the teacher in facilitating learning by the way of the

lecture method.
Simple plans and key points:

When planning for a lecture always go for a simple plan instead of complicated ones. Select some of

the key points from the content and build the whole lecture around them.

Elicit feedback from students:

Eventhough feedback is a vital technique due to the hurry in finishing the content teachers may

neglect it while lecturing. Feedback assists the teacher to assist the amount of knowledge received by the

students and the progress they have achieved. After assising the defects lecturer can take appropriate

remedial measure.

Time management:

Time factor is very important in lecturing. Certain teachers cover the content within the time while

some others face difficulty on it. Hence,skill in managing time is essential for conducting lecture in a

smooth way.

COMPONENTS OF THE LECTURE METHOD:

Lecture as a teaching method include the following components.

Introduction to the lecture

It the first component of an effective lecture, and the students perception and interest depends on the

stage. The teacher should provide a general idea and a framework for the lectures content in the stage. So

the students gets familiar with the ongoing topics. It helps the teacher capture the students attention and

stimulate their interest. During the introduction of the lecture the teacher should ensure the following

1. The teacher should establish good rapport with students. The teachers tactics and personality should

generate interest in students.

2. In the first meeting with the students, teachers should introduce themselves by an eye breaker and

maintain a consistent and affectionate relationship with students. So that the students feel comfortable

while approaching the teacher.

3. Teacher should assist the students pre existing knowledge. They shouldn't simply announce the topics.

To make interest teacher should disclose the topic in the form of story situation or pictures or question.

For example,a nurse educator may begin a lecture on ventilators while showing pictures of patients on

ventilators in the ICU.

4. The teacher should clarify the objectives and purpose of the lecture.

5. The teacher should introduce the topic by raising some related issues for students participation.

Body of the lecture:

The body of the lecture covers the content in a organized way, since the components is allotted the

greatest amount of time in a classroom. It includes more teaching procedures than introduction and

conclusion. The teacher isore active while students are relatively passive participant's. The teacher use

question answer technique to keep the students attentive in class. The teacher generally uses maxims of

teaching to make the students understand the concept using various examples, situations etc..

Conclusion:

It helps the teacher and re emphasize the key points of the lecture and also get feedback from the

students . The teacher can motivate the students to ask questions by focusing there mind to specific points.

Students can also clarify their doubts and raise questions at this stage.

EVALUATION OF LECTURES:

The speakers content expertise

• The language used

• The degree of transparency of presentation

• Use of audio visual aids

• Attention and intellectual participation of people's.

MERITS

1. Lecture method stimulate students and promotes critical thinking process.

2. Lecture method meets the learning needs of the learners and it is based on need and interest of

the learner.
 3. It apparently saves resources.

4. It provides the presence of teacher with students.

5. It catches to a large group of learners at a time.

6. The teacher can adjust his / her technique in accordance with the learner abilities, aptitude and

interest.

DEMERITS

1. It keeps the pupil in a passive situation.

2. It doesn't allow for individual pace of learning.

3. Lecturing spoonfeeds the students without developing their power of reasoning.

4. Speed of the lecture may be too fast for the learner to group the line of thought.

5. Lecturing is time consuming.

6. A lecture is likely to cover more content without realising that the little learning takes place.

7. Lecture is likely to become a sustained dictation excercise.

STRATEGIES TO OVERCOME THE DISADVANTAGES:

• Emphasize higher level intellectual skills.

• Signposting for clear direction.

• Make lectures more interactive.

• Less memorizing of facts and more construction of meaning.

SUMMARY:

At the end of the class, the students gained knowledge regarding the lecture, definition, purpose,

history, principles, techniques, components, merits, demerits and strategies to overcome the

disadvantages.

CONCLUSION:

This method is suitable for teaching in higher classes where we aim to cover the prescribed

syllabus quickly and also this method will help them to prepare themselves for college where lecture
method of teaching is a dominant method of imparting instruction.

JOURNAL ABSTRACT

Toma Djudin (2018) " The effect of teaching method and lecture program on students

satisfaction rates and academic achievements ", journal of education technology and learning, volume 3,

University Tanjungpura, page no.121-128.

Abstract

The research examined the effects of teaching and lecture program on students satisfaction rates

and academic achievements of physics education development of education and teacher training of

Tanjungpura University Pontianke. The descriptive method with the casual comparative study was

employed in these research. Students response of fifth semester in academic year 2016 -17 which drawn

the unproporationed stratified random sample technique. A questionnaire of lecture academic service

statisfaction was administered.

Pritish Krishna raut, Sachin Gupta( 2018), " perspectives of medical students and teachers

regarding the use of different lecture methods", International journal of clinical and biomedical

research,Sumathi publications,page no.57

Abstract

Teaching method used for lectures are mostly teacher- centred and not learner- centred. The

method used for lectures is mainly determined by the teachers as per his/ her convince. The students are

never asked about the lecture method which helps them in better learning. This can lead to poor

understanding by students which inturn may hamper the learning process. A combination of traditional

and PowerPoint presentation is preferred by the students for better teaching learning process.

Mbirimtngerengi D Noel, FM Daniel's and P. Martines (2015)," The future of lecture

method as a teaching strategy in community nursing education", journal of family medicine and

community health,page no.1067.

Abstract

Increased disadvantages of the lecture of the lecture teaching strategy is creating an absurd

future particularly in community nursing education. Students keep on communicating using cellphone and

other devices to one another while the lecture is busy teaching. However use of lecture method is working

better when combined with other interactive teaching strategies like discussion questions and answer

among nurse tutors. There is need to start transitioning away from the teacher- centred teaching to

interactive teaching and learning .

Bibliography

1. B.Sankara Narayana, B.Sindhu,(2008), learning and teaching nursing,brainfill publications,page

no.135-137.

2. N.Kumar(2009), educational technology theory and practice, first edition,A.I.T.B.S publications, page

no.37-38.

3. Barbara A. moyar & Ruth A. Wittman Prince (2008), Nursing education foundations for practice

excellence, first edition, Jaypee publications, page no.186-188.

4. Anisha Maheshwari (2009), communication and educational technology for nurses, first

edition,N.R.Brothers, page no.262-264.

5. Veerabhadrappa G.M (2011), communication and educational technology, first edition, page no.106-

108.

6. Manipal manual of nursing education,Elsa Sanatombi Devi(2011),CBS publications, page no.320-

329.

7. Suresh K.Sharma(2014), communication and educational technology, second edition, Elsevier

publications, page no.226-228.

8. K.Tryphena Sheeba,M.Lakshmi Prasanna(2014), communication and educational technology, second

edition, Frontline Publications, page no.136-138.

Journal

• Toma Djudin(2018)," The effect of teaching method and lecture program on students satisfaction rates

and academic achievements", journal of education teaching and learning, volume 3, University

Tanjungpura, page no.121-128.

• Mbirimtngerengi D Noel, FM Daniel's and P Martins (2015)," The future of lecture method on a

teaching strategy in community nursing education, journal of family medicine and community health,

page no.1067.

• Pritish Krishna Raut, Sachin Gupta (2018), perspectives of medical students and teachers regarding the

use of different lecture methods, International journal of clinical and biomedical research, Sumathi

publications page no.57.

Webliography

1.https://www.slideshare.net

2.https://www.slideplayer.com
,