• Corpus ID: 31335289

Study and Analysis of Lecture Model of Teaching

@inproceedings{Kaur2013StudyAA,
  title={Study and Analysis of Lecture Model of Teaching},
  author={Gurpreet Kaur},
  year={2013}
}

• Gurpreet Kaur
• Published 2013
• Education

Lecture as a model of teaching is frequently criticized, but this is a fact that it has managed to survive so long in pace of many technological developments (Howe,. 1980). Lectures are often used to teach organized bodies of knowledge which is an important part of the school curriculum at all levels, and they have continued as a primary form of instruction in colleges and universities even at different school stages (Cuban, 1984, Goodlod, 1984). According to Perrott (1982) in almost all lessons or learning sequences, the teacher has to present information and ideas. He has to introduce topics, summarize the main points of the learning activity and stimulate further learning. All these activities require the use of lecture-explanation techniques. As Kauchak and Eggen (1988) concluded, lectures remain popular for several reasons as follows: 1. They are efficient, planning time is devoted to organizing the context. Less attention has to be devoted to teaching strategy. 2. They are flexible and can be adapted to a wide range of subjects. 3. Most people can learn to lecture well enough to survive in a classroom. Lectures are easier to learn than most other instructional strategies. 4. They are easier for teacher due to simply “telling” students about the subject.