In lectures students are often passive because there is no mechanism to ensure that they are intellectually engaged with the material. Students' attention wanes quickly after fifteen to twenty-five minutes. Information tends to be forgotten quickly when students are passive.
Lectures presume that all students learn at the same pace and are at the same level of understanding. Lectures are not suited for teaching higher orders of thinking such as application, analysis, synthesis, or evaluation; for teaching motor skills, or for influencing attitudes or values.
Lectures are not well suited for teaching complex, abstract material. Lectures requires effective speakers. I'm awed by someone who can speak for more than 5 minutes and keep my attention.
It's not easy. I've given my share of talks and keynotes and I realize that I'm not sure I've ever accomplished it. However, I learn a lot by listening to others. I'm also in favour of using new technologies to allow interaction and pushback. The concept of a backchannel can be very powerful and it adds an important layer on a traditional lecture. But even without it, a lecture can be good. When we read the brain is doing very similar things it does when you're watching or listening to someone speak.
Some folks argue that ideas like the flipped classroom are bad because it still promotes the element of a lecture. So what? If you agree at all with my premise, lectures are important. What I like about the flipped classroom is that it better utilizes time and space and makes use of the fact that people are in a room together and should have equal opportunity to share, interact and even lecture themselves.
So please consider this the next time you denounce lectures. Khan academy videos and TED talks are examples of common educational lectures available to the public. There are many drawbacks to lecturing that make it nonideal. The following list includes disadvantageous features of traditional lectures:. Lectures are very taxing for students.
In order for a student to get as much as possible from a lecture, they must take detailed notes. This skill must be taught and takes a lot of time to master.
Most students don't know what they should take away from lectures and do not successfully learn the material. Lectures are not engaging. Lectures are often long and monotonous, making it difficult for even the most dedicated students to engage.
They cause students to quickly grow bored and tune out and they also don't leave room for questions, making confused students even more likely to shut down. Lectures are teacher-centered. They do not bring students into the conversation to ask questions, debate ideas, or share valuable personal experiences.
Lectures are built on a teacher's agenda only with almost no student inquiry or contribution. In addition, a teacher has no way of telling whether students are learning. Lectures do not accommodate individual needs. Lectures allow for little to no differentiation. They follow a specific format of delivery that does not account for learning disabilities or other needs.
Lectures leave many students feeling frustrated and confused. Lectures cause students to rely on their teachers. The one-sided format of lectures often leads students to develop a dependency on their teachers. Students accustomed to lectures lack self-directed learning skills and are unable to teach themselves. This fails them because teaching students to learn is the very purpose of education in the first place.
Though standard lecturing has more or less become obsolete, that doesn't mean that lecturing can't be made more effective. With the help of technological advances and the latest, most productive teaching strategies, lectures can be revamped into much more meaningful teaching and learning experiences. As with any other teaching practice in an instructional arsenal, teachers should exercise discretion and selectivity when deciding whether to lecture. After all, lecturing is only one tool out of many.
For these reasons, lecturing should be used in moderation only when it is more appropriate than any other teaching method.
To create the most effective lecture possible, keep these tips in mind. Lectures need to have a little wiggle room. Organization is critical but a well-planned lecture is only successful as long as it stays completely on track. Because of this, instructors must plan for any scenario and be open-minded when it comes time to lecture. If a student says or does something that changes your plans, go with it. Practice responsive teaching by listening to what your students are saying and adjusting to meet their needs in the moment.
Before a lecture even begins, decide exactly what it should accomplish. This is the case for any lesson and lectures are no exception.
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