Page 205 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 22: Meaning, Nature and Strategies of Teacher Controlled Instruction

The defects of the lecture method falling in the second category are: Notes
• Poor command over language;
• Providing too many facts without linking them properly to a concept, generalization. theory,
etc.;
• Use of ambiguous words;
• Poorly structured lecture:
• Lack of logical and psychological sequence in the various parts of the lesson;
• Use of monotonous voice during lecture; and
• Distracting mannerism. For example, very frequent use of phrases like 'You see', 'O.K.', 'I
mean', etc., distracts the student's attention from the learning process.
Suggested improvements: To bring improvement in the use of the lecture method, the following
suggestions can be useful:
• Success in lecturing depends on its appropriate planning. It is, therefore, essential that the
lecture be planned properly.
• Before planning the lesson, the teacher should try to collect as much information as possible
about the entry level behaviour of the students. Enhy level behaviour refers to the amount
of knowledge and skills, experiences, attitudes, aptitude, competence in language, etc. that
the students possess. This background information helps the teacher in frming appropriate
instructional objectives, selection of content, teaching - aids and proper structuring of the
lecture.
• Effectiveness of a lecture increases if it is properly structured Structure of the lecture relates
to the arrangement of the key conceptslpoints to be dealt with. Brown (1978) compares a set
of key points with the keys in music. Just as by changing the order of keys in music one can
provide variations upon the theme, changing order of key points results in a different
structure of a lecture. Brown classifies a lecture into five main types. Abrief description of
each is given below:
(i) The classical lecture: A classical lecture is divided into broad sections. Each section is
further divided into sub-sections, which in turn are divided into smaller segments. Each
sub-section contains a key point ~o be explained and illustrated The whole structure of
the lecture may be diagrammatically represented in a hierarchical form.
(ii) The prablem-centred lecture: This lecture is structured around problems. In this lecture,
the teacher first makes the problem clear and identifies the issues and related components
of the problem. For arriving at the solution each issue is throughly examined by the
teacher. Alternative solutions to the problems are also critically examined in the light of
available facts and evidence. At the end the teacher summarizes the information into a
coherent structure.
(iii) The sequential lecture: This kind of lecture consists of arrafiging the subject matter in a
sequential form leading usually to a conclusion. This type of lecture is used in teaching
almost all subjects. The teacher may sequence the subject matter in a logical or psychological
order. While sequencing the subject matter in a logical order, the teacher takes into
account the inherent structure of the subject but in a psychological order the main
consideration is how best the students can understand the subject matter.
(iv) The comparative lecture: The comparative lecture is based on comparison of similarities
and dissimilarities of different ideas, views, characteristics, etc.. on some criteria. Such a
lecture can be applied to different subjects such as Economics, History. Literature, etc.
Before using this variety of lecture, the teacher should make explicit the criteria to be
used for comparison and contrast.
(v) The thesis lecture: This lecture begins by presenting a proposition such as privatisation of
Indian economy which will help solve major economic problems. This is followed by
presentation of a wide range of evidence and arguments that support or reject the assertion.

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