As a Teaching StrategyEllen Plummer, RNMelissa Lewis, RN

Origins and Progression of the Lecture StrategyEstablished formally centuries agoLiteral reading of important passages by a

“master”“Master’s” interpretation of the textStudents expected to sit, listen, and take notesToday, most common form of transferring

information to students (“didactic”)Used extensively in medical and legal educationMany questions regarding its effectiveness

Lecture Strategy and The Cognitive Learning TheoryWhat goes on inside the learnerMemory, thought, processing of information

based on learner’s own knowledgeNeed to consider learner’s expectations and

goals that will motivate them to learnLearner must act on informationExperiences of learning play key role in

continued learningGestalt perspective of learner

Appropriate Use of the Lecture Strategy• Disseminating information quickly to a large

audience• Presenting new information before using other

strategies such as group discussion or role playing

• Providing an overview of a topic• To stimulate interest in a topic• Lecture must include:

• Introduction• Body• Summary• Offer examples, use analogies, present key terms

Teacher – Learner Connection in Lecture Strategy Teacher has in depth knowledge of the topicInformation is relevantTeacher asks questions –> students ask

questionsTeacher encourages active participation of

studentsLecture is directed to the whole class/group

rather than just one student (everyone is expected to contribute to discussion)

Teacher provides constructive feedback to learners; do not confuse feedback with praise

Both must be flexible, creative, and humanistic

Inappropriate use of the Lecture StrategyIf teacher is not prepared or if lecture is not

practicedIf students are not or do not become engaged

in contentIf presenting complicated, complex, or

detailed informationTraining sessions in hands-on skillsTeaching high level skillsWithout the use of other interactive

strategies

Pros of Lectures Allow instructors to:

Demonstrate patterns Clarify concepts Organize thinking Promote problem-solving Summarize data

Allow instructors to efficiently transmit large volumes of information to large groups at the same time

Pros of Lectures Can be easily supplemented with:

Handouts Audiovisual aids

Provides a basis of information prior to other learning activities such as: Group discussions Demonstrations

Cons of Lectures May flow more rapidly than learners

can receive information Do not account for differences

among learners such as: Learning needs Learning style Abilities Background

Cons of Lectures Limits participation and feedback of

learners Does not influence affective and

psychomotor behaviors, as learner participation is limited

Adaptations Allow for questions, sharing of

experiences, suggestions and contributions from learners

Incorporate handouts & audiovisual aids

Provide basic knowledge before group discussion or other learner involved activities

Evaluating EffectivenessSeek and use feedback from peersSeek feedback from learnersConsider the performance of the

learners on measures of knowledge, such as tests or assignments Remember that low ratings may indicate their own resistance to change

Conclusions Lecture can be an efficient, effective

way to communicate large amounts of material to large groups.

By incorporating other teaching strategies with lecture (handouts, discussion), it can stimulate critical thinking and promote learner participation.

“Tell me and I forget. Show me and I remember. Involve me and I understand.”

---- Chinese Proverb

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