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  • Carla Andrea posted an update 1 week, 2 days ago

    The traditional lecture method is the kind of method where teachers use oral language to impart knowledge to students in ways such as the telling method, interpretation method, speak pronunciation, and speech method. By definition, a lecture is an instructor’s period of
    continuous exposition with the consideration of the instructor’s strengths, students’ intellectual
    capabilities and learning preferences, the nature and objectives of the course, and environmental
    factors.

    In this teaching method, teachers are the controller of the class who takes complete
    responsibility for learning and is the decision maker who weighs the option on what and how to
    teach.

    Since this is teacher-centric, teachers are the source of knowledge. Their role is knowledge
    dispensers rather than facilitators, the teaching process happens inside the classroom, and
    students learn the course content, master theories, and further apply knowledge into practice.

    One of the most evident advantages of the traditional lecture method in teaching and
    learning is:

    Efficient lectures can disseminate foundational knowledge. Instructors use discussion to aid
    students in acquiring knowledge of terms, basic facts, and simple concepts easier. Through such,
    exhibit academic skills, methods, and dispositions to learners. In this way, instructors consider
    weighing evidence, presenting logical arguments and counterarguments, and demonstrating how
    the subject has relatable meanings.

    Lectures make students feel comfortable. This method could match students’ expectations of
    their roles as students and teachers’ responsibilities as instructors rather than a facilitator.
    Besides, some students are more comfortable with an authoritative lecture style than discursive
    instruction. Wherein they listen to thorough lecture discussions to comprehend the topic at hand.

    Lectures provide control and consistency. When delivering crucial information and course
    content, the monologue nature of discussions is more effective. Organization and consistency in
    the presentation of information may give learners a clearer mental picture of the lesson.
    Moreover, if there is coherence, students may tend to understand the relationship between the old
    and new concepts.

    But, there are limitations to the traditional lecture method such as losing students’ attention
    where attention lapses occur with increasing frequency throughout a lecture, do not address
    misunderstandings since it discourages questioning, presenting too much information and/or
    irrelevant information which cause slow learning and impede understanding, and ignoring the
    social dimension of learning which can affect their motivation to learn, and in creating higher
    standards of achievement.

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