DEFINITION- The method of teaching is in

which approaches must likely to the

method of investigation.”Burke

“A devices implies the external mode or

form, which teaching may take time to

time.”-Burton

Develop

love for work

Make capable

for clear thinking

Expand

student

interest

Apply practical

knowledge

Adapt 3 A – Age

ability and

aptitude

Do work with

maximum efficiency

Eagerness to

inspectorate

Objectives and

Content of course

Accord sound

psychological

principles

Capacity of

students

Teacher

personality and

assets

Should use

creativity

Impart

knowledgeInculcates values

attitude and habits

for work

Create genuine

attachment to

work

Principle of

verbalism and

memorizationTo learn

actively and

apply

practically

Clear in speech

and writing

Train the

teacher

Provide benefit in

all categories

INSPIRATIONAL METHODS

EXPOSITORY METHODS

NATURAL LEARNING METHOD

INDIVIDUALIZED METHODS

ENCOUNTER METHODS

DISCOVERY METHODS

GROUP METHODS

LECTURE METHOD

SEMINAR METHOD

PROJECT METHOD

WORKSHOP METHOD

SELF DIRECTED METHOD

STIMULATION METHOD

LABORATORY METHOD

SYMPOSIUM METHOD

CLINICAL TEACHING METHOD

PANNEL DISCUSSION METHOD

DEMONSTRATION METHOD

PROBLEM SOLVING METHOD

GROUP DISCUSSION METHOD

ROLE PLAY [SOCIODRAMA]

MICRO TEACHING METHOD

COMPUTER ASSISTED INSTRUCTION [CAI]

PROGRAMMED INSTRUCTION METHOD

Lecture method is talk givingspecified information to theclass or long serious speech-oxford dictionary

The lecture is an excellentmethod for presentinginformation to a large numberof persons in a short period oftime.- A Adivi Reddy

The lecture is essentially aformal exposition, which makesonly incidental use of narrativedescription in setting forth thebasic and all inclusive structureof an entire topic.

Stimulates

the process

of thinking

Develop

teaching

skills

Draw attention

of students

Material will

be long time

Reflect understanding

through suitable

examples

Improve the

knowledge of

teacher

Organize the

content

Analysis by using

scientific principle

Create interest and

enthusiasm

Student will able to generalize

able and conclusion

PRINCIPLES OF AIM

PRINCIPLES OF ACTIVITY

PRINCIPLES OF CORELATION

PRINCIPLES OF LOOKING AHEAD

PRINCIPLES OF

EFFECTIVE PREPARATION

organized

preparation

Cover thoroughly

the subject

content

Adaptable to large

group

Results are easy

to cheek

Conserves

time

Sometime

absorb

information

without thinking

Provide new

information

Present large

fact in short

time

Advanced

the students

Integrate different

ideas and concept

in orderly system

Develop professional

relationship

between teacher

and students

It useful to relate past

present and future

content

QUESTION

LEARNER PREPARATION

NOTE TAKING

STRUCTURE

TECHNOLOGY AND VISUAL AIDS

PREPARATION OF THE GROUP

ADVANTAGE DISADVANTAGE

1)Apparent saving of time and

resources

It is the wastage of time to

repeat the material present in

books.

2) Presence of teacher. Keep the student in passive

situation.

3) Covers a large group of

students.

Don’t facilitate how to solve

the problem.

4) Give a feeling of security. Low receptivity.

5) It has more weight than

mute appeal.

Hard to check teaching

learning process.

Teacher not only

to talk but work

with students

Teacher establish the

contact very soon

with students so she

deliver the content

according to student

capacity

Allow for

note

taking

Important points

are clear first

before moving to

next

Illustrate

and interject

questions to clarify

the doubts

Provide

clarification of

thoughts and

assimilation of

ideas

Teacher will

compensate

for the

restrictions of

student verbal

expressions

rapport

voice

gestures

Lecture

outline and

students note

eye contact

Time

consume

Little student

activity

Require special

skill

It is not readily

analyzed and

summarized by

students

Poorly adapted to

the perceptive

ability of students

Is likely to become a

sustained dictation

exercise

People have now days . . . got a strange opinion that everything should be taught by

lecturesNow, I cannot see that lectures can do so much good as reading the books

from which the lectures are taken. . . . Lectures were once useful, but now, when all

can read, and books are so numerous, lectures are unnecessary

(Boswell's Life of Samuel Johnson, LL.D., pp. 144, 471). More Samuel Johnson

(1709-1784)

Further two of the studies reviewed conclude that the process of trying to to take

notes from a lecture, although useful for aiding recall later on and in raising test

scores, can interfere with immediate retention of information communicated in a

lecture (Davis and Alexander 1977a)

Since the medieval universities of Paris and Bologna (Haskins 1957), the lecture hasshown remarkable durability in the face of technological advances and the often

sharp attacks of its critics, themselves dating back almost as far (McLeish 1968).

A report by the Association of American Medical Colleges points out that 37 percent

of North American medical schools scheduled over 1,000 hours of lectures for the first

two-year, preclinical medicine curriculum, With "abundant evidence [indicating] that

the educational yield from lectures is generally low" (p. 12), the report recommends

reducing scheduled lectures by one-third to one-half and allowing students

unscheduled time for more productive learning activitie

Neeraja KP “Textbook Of NursingEducation”[2009] 1STEedition Pp-255-258Published by Jaypee Brothers.

Sharma Kumar Dinesh “Communicationand Educational Technology”[2008] 1st

edition Pp-183 -192 Published by LotusPublisher

Clement I “ General Textbook Of NursingAnd Midwifery”[2010] 1STEdition Pp-29 to 32Published by Jaypee brothers.

Chanda Eshita “Introduction To NursingEducation”[2011] 1st edition Pp-74 to 77Published by PV brother.

http://www.hi.is/~joner/eaps/wh_lecte.htm

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