Unlocking Knowledge: The Power of the Lecture Method

The  lecture  is  still  the  most  frequently  used method   of   instruction.   However,   presenting   a lecture without pausing for interaction with trainees can be ineffective regardless of your skill as a speaker. The use of pauses during the lecture for direct oral questioning creates interaction between instructor and trainee.

Unfortunately, when classes  are  large,  the  instructor  cannot possibly interact with all trainees on each point. The learning effectiveness of the lecture method has been questioned because of the lack of interaction;  but  it  continues  as  a  means  of  reaching a  large  group  at  one  time  with  a  condensed, organized  body  of  information.  Providing  trainees with   lesson   objectives   before   the   lecture   will enable  them  to  listen  more  effectively.  It  will  help them to take concise, brief notes concerning the objectives  rather  than  writing  feverishly  through- out the lecture. We  discuss  the  lecture  method  first  because the techniques involved serve as the basis for other methods of training. Those techniques apply not only  to  lectures,  but  to  many  other  kinds  of presentations in which oral explanations play a secondary,  but  important,  role.  Every  method depends on oral instruction to give information, to arouse attention and interest, and to develop receptive  attitudes  on  the  part  of  the  trainees.

Therefore,  as  an  instructor,  organize  your  oral presentations  with  the  following  techniques  in mind:

1. Maintain good eye contact. As you speak, shift   your   gaze   about   the   class,   pausing momentarily  to  meet  the  gaze  of  each  trainee. Make  the  trainees  feel  what  you  have  to  say  is directed  to  each  one  personally.  Your  eyes  as well  as  your  voice  communicate  to  them;  and their  eyes,  facial  expressions,  and  reactions communicate  to  you.  Watch  for  indications  of doubt, misunderstanding, a desire to participate, fatigue,  or  a  lack  of  interest.  If  you  are  dealing with young trainees, you may sometimes need to remind them that they must give undivided attention  to  the  instruction.

2.  Maintain  a  high  degree  of  enthusiasm.

3.  Speak  in  a  natural,  conversational  voice.’ Enunciate your words clearly. Make certain the trainees  can  hear  every  spoken  word.

4. Emphasize important points by the use of gestures,   repetition,   and   variation   in   voice inflection.

5.   Check   trainee   comprehension   carefully throughout  the  presentation  by  watching  the  faces of  the  trainees  and  by  questioning. Observing facial expressions as an indication of doubt or misunderstanding is not a sure way of   checking   on   trainee   comprehension.   Some trainees  may  appear  to  be  comprehending  the subject   matter   when,   in   reality,   they   are completely confused. Trainees who are in doubt often  hesitate  to  make  their  difficulty  known. They  may  hesitate  because  of  natural  timidity, fear  of  being  classified  as  stupid,  or  failure  to understand  the  subject  matter  well  enough  to explain  where  their  difficulty  lies. Frequently ask if the class has any questions, thus  giving  the  trainees  an  opportunity  to  express any doubts or misunderstandings on their part. Based   on   your   personal   knowledge   and   past experiences,  ask  specific  questions  about  those areas  which  might  give  trainees  the  most  trouble. Some  instructors  make  the  mistake  of  waiting until  the  end  of  the  presentation  to  ask  questions. The best time to clear away mental fog is when the  fog  develops.  Mental  fog  tends  to  create  a mental   block   that   prevents   the   trainee   from concentrating  on  the  subject  matter  being presented.

6.  Instruct  on  the  class  level.  Use  words, explanations, visual illustrations, questions, and the  like,  directed  to  the  needs  of  the  average trainee in the class.

7. Stimulate trainees to think. Think, as used here, refers to creative thinking rather than to a mere  recall  of  facts  previously  learned.  Use  a number  of  instructional  devices  for  stimulating trainee   thinking.    Among  those  devices  are thought-provoking  questions,  class  discussions, problem  situations,  challenging  statements,  and rhetorical   questions   (a   question   to   which   no answer is expected). Another device is the use of suggestions, such as  “I  want  you  to  think  along with   me,”  and  “Consider  your  reaction  to  this situation.”

DISCUSSION  METHOD Discussion  methods  are  effective  in  getting  the trainees to think constructively while interacting with  the  rest  of  the  group.  Conduct  discussions with  large  or  small  groups;  however,  small  groups are  more  desirable.  You  can  control  and  direct a  small  group  more  easily  than  you  can  larger groups  of  10  or  more  trainees.  If  a  group  is extremely  large,  break  it  into  smaller  groups  or teams  with  a  discussion  leader  for  each  team. The  use  of  the  terms  class   discussion   and directed   discussion   in  this  text  refer  to  a method  in  which  you  direct  and  control  the  verbal exchange  of  the  class.  To  use  this  method,  first lay  a  suitable  foundation  for  the  discussion  by asking one or more challenging questions. Then stimulate   the   trainees   to   discuss   the   basic questions;  finally,  guide  the  discussion  to  a  logical conclusion. In  the  directed  discussion,  you  act  as  the chairman  or  moderator.  As  a  result  of  your questions,  suggestions,  and  redirection  of  ideas, the  trainees  in  the  class  become  genuinely  in- terested  in  exploiting  all  angles  of  the  central problem.  They  forget  the  normal  classroom  re- straints  and  begin  to  talk  to  each  other  as  they would  when  carrying  on  an  ordinary  conversation. A true class discussion requires a trainee-to-trainee interchange   of   ideas.   An   instructor-to-trainee interchange of ideas during a typical question-and- answer  period  is  not a  class  discussion. To conduct a class discussion, you must make more extensive and more thorough preparations than  you  would  for  a  lecture.  Although  the trainees  supply  the  ideas,  you  must  have  a thorough  knowledge  of  the  subject  matter  to  be able to sift out pertinent ideas. Be aware of ideas that may lead the trainees off on a tangent; steer the discussion away from these ideas. Guide the trainees away from irrelevant ideas and toward the   desired   goals   without   dominating   the discussion. You  can  adapt  certain  ideas  to  discussions more easily than others. The most easily adaptable require trainees to compare, contrast, and weigh facts,   concepts,   and   ideas.   They   also   require trainees   to   solve   problems,   particularly   those dealing with human relations, and to glean hidden or  obscure  information  from  scattered  sources. To  receive  full  benefit  from  the  discussion,  the trainees  should  have  some  previous  familiarity with  the  subject  matter.  They  could  be  familiar with  the  subject  matter  as  a  result  of  outside reading,  prior  Navy  training  and  experience,  or civilian  training  and  experience. To help make the class discussion a success, arrange the classroom in such a manner that you are  a  part  of  the  group.  If  possible,  arrange  for the group to sit around a table so that all of the trainees  can  see  each  other  and  you.  Use  the discussion  method  only  when  classes  are  small enough to allow everyone a chance to take part. Use the following techniques in conducting a classroom   discussion: 1. 2. 3. 4. 5. 6. 7. Build a background for the discussion. The development  of  an  appropriate  background tends to focus the trainees’ attention upon the central problem. An appropriate back- ground also limits the problem to an area that can be covered in a reasonable length of time and creates interest in the solution of  the  problem. Ask   thought-provoking   discussion   ques- tions. Ask  questions  to  keep  the  discussion  in bounds, to bring out the desired aspects of the  main  problem,  and  to  guide  the discussion  toward  the  desired  conclusion. Encourage  the  timid,  restrain  the  talkative, and  maintain  a  standard  of  discipline  in keeping  with  the  maturity  level  of  the trainees. Be   willing   to   accept,   temporarily,   an incorrect  idea.  A  hasty  “No!”  or’  ‘You’re wrong!” can bring sudden death to any dis- cussion. Avoid expressing your own ideas until the trainees  have  had  ample  opportunity  to express theirs. Summarize  the  discussion  at  intervals.  Use the chalkboard for this purpose. Give due credit  to  the  trainees  for  their  contribu- tions.   Clear   up   misunderstandings   and emphasize  correct  ideas. DEMONSTRATION   METHOD Use  the  demonstration  or  “doing”  method  to teach   skills.   Demonstrate   step-by-step   the procedures in a job task, using the exact physical procedures  if  possible.

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