Pros & Cons despre metoda de predare prin “lecturing”

Posted on: Mai 2, 2008

Am ales sa postez acest articol in limba engleza nu din comoditate ci din dorinta de a nu altera anumite sensuri date de autor printr-o posibila traducere in limba romana.

Some Pros and Cons of the Lecture Method

Lecturing is one of the most widely used teaching methods in higher education. The format is simple and straightforward: the instructor talks (and illustrates, demonstrates, etc.) and students are held responsible for obtaining, remembering, and using the most important content from the lecture at a later time—most often on a quiz or an exam.


Advantages of Lecturing

Although some educators consider the lecture method outdated and ineffective, it offers several advantages and reasons for its continued use (Barbetta & Scaruppa, 1995; Michael, 1994).


• Lecturing is an efficient use of the instructor’s time. A good lecture can be presented from one semester to the next, reducing subsequent planning and preparation time to review and update.


• Lecturing is versatile. It can be used with large or small groups, for any curriculum area, and can last from a few minutes to several hours.


• The instructor has complete control of course content. When lecturing, the instructor has complete control over the level of detail and degree of emphasis with which course content is covered.


• Lecturing enables coverage of content not available in published form. For example, findings from just-completed or on-going research projects may be presented to students via lecture.


• The lecture method can be used to supplement or elaborate course content. Content that is particularly important or difficult for students to learn directly through text-, web-, or field-based activities can be highlighted during the lecture.


• The lecture method provides flexibility. The instructor can probe students’ understanding and make on-the-spot adjustments to the lecture if warranted.


• Lectures can be personalized. Instructors can customize lectures to meet students’ interests and backgrounds.


• Lectures can be motivating for students. Students can see and hear their instructor’s level of enthusiasm for and commitment to the discipline.



Disadvantages of Lecturing


The lecture method also poses some significant challenges for students and instructors.

• Course content is often presented via lecture in unorganized and uneven fashion. This makes it difficult for students to determine the most important aspects of the lecture (i.e., What’s going to be on the exam?).


• Students can be passive observers. The typical lecture does not require students to actively participate. One of the most consistent and important educational research findings is that students who make frequent, relevant responses during a lesson learn more than students who are passive observers. (Brophy & Good, 1986; Fisher & Berliner, 1985; Greenwood, Delquadri, & Hall, 1984).

• Many college students do not know how to take effective notes. Although various strategies and formats for effective notetaking have been identified (e.g., Saski, Swicegood, & Carter, 1983), notetaking is seldom taught to students.

• The listening, language, and/or motor skill deficits of some students with disabilities make it difficult for them to identify important lecture content and write it down correctly and quickly enough during a lecture. While writing one concept in his notebook, the student with learning disabilities might miss the next two points (Hughes & Suritsky, 1994).


• Instructors sometimes get off-track from the primary objectives of the lecture. Professors—especially those who really know and love their disciplines—are famous (infamous!) for going off on tangents during lecture. Although anecdotes are interesting and provide enriching context, they can make it difficult for even the most skilled notetakers to determine the most important content. “


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