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• W133050742 abstract "Lecture Method Several writers have written in journal articles that bad teachers and thus students fail in achieving objectives. Reiske (1990) in a conversation mentioned how on the university level, his favorite way of learning was the lecture. Why? A well-prepared lecture by a competent professor contained only the salient ideas necessary to understand course content. Why was Dr. Reiske lacking enthusiasm for discussions? Students so often would stray to irrelevant, unimportant ideas. writer, also a strong supporter of a well-prepared, competent lecture in higher education, interprets lecture methods to include explanation because there is a one-way street of communication involved. message then goes from the instructor to students. Thus for primary school students, lecture (explanations) are essential to students achieving, developing, and growing. In attending a recent National Science Teachers Association Meeting, a speaker mentioned he never told students anything in his physics classes. If there was a question from students, he would merely raise another question so that students would need to discover the answer. writer would have been a very frustrated student in his physics class since a short explanation of one or two sentences might have been all that was needed to move forward independently. It might be very time consuming to merely respond to a student's question with another question. Guidelines for using lecture methods of instruction include the following: 1. Observe the attention span of students. Change to a different method when learner interest in waning. 2. Make content meaningful to students so that understanding and comprehension is in the offing. 3. Use appropriate stress, pitch, and juncture when communicating ideas. 4. Have appropriate eye contact in the communication process. (Ediger, 2000, pp 23-29) Memorization Methods Memorization as a method of instruction has a very bad name in the educational literature as well as in speeches given by educators. To be sure, it can be overdone and meaningless. author's reflections upon memorization of content in grade school, 1934-1942, was rather pleasant. He memorized as requirements several poems which can still be recited today, such as Old Ironsides, The Vision of Sir Launfall, Hiawatha, My Shadow, and The Village Blacksmith, among others. Memorization was easy for the author. When talking to one of my capable colleagues and mentioning that memorization had been very easy as a method of learning, he stated that it had been very difficult for him and continued with, I was never good at that! Perhaps, it is a learning style. There are definite needs to memorize selected items, such as one's phone number, social security number, and street number. As a classroom teacher in the early 1950s, the author found that many students needed to commit to memory the basic addition, subtraction, multiplication, and division facts. Students first attached meaning to these basic facts with the use of concrete/semi-concrete materials in making practical application of each fact. Sometime ago, the author in the home setting answered correctly from a TV quiz show, what the names of the Great Lakes are by having remembered through the pneumonic device -- HOMES, e.g.: Huron, Ontario, Michigan, Erie, Superior. There is something joyful and exhilarating about being able to recall information. In fact, being able to recall what has been memorized in one way or another provides content for thinking. Any fact recalled can provide subject matter for asking an endless number of questions for problem solving or reflection. There are certain things to watch in memorizing of subject matter: 1. Use higher levels of cognition together with recall of information. 2. Encourage students to memorize things such as poetry. …" @default.
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• W133050742 date "2001-09-22" @default.
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• W133050742 title "Assessing Methods of Teaching in the School Setting" @default.
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