Benefits of Lecture as a Teaching Method

1. The lecture is ideal for use in large groups.

Talking to a significant number of people can be difficult and burdensome. A lecture is the only effective way to quickly and effectively communicate with a large group. There are only two factors that limit the number of listeners to a lecture – the capacity of the room in which the lecture is held, and its acoustics.

2. Does not require large expenses.

Being able to give a lecture to a large group of people makes it a very economical form of learning. From a financial point of view, it is much more profitable to give one lecture for fifty people than to hold five trainings in the same timeframe, each of which will involve ten people.

3. Content lends itself to structuring.

The very fact of preparing for a lecture gives us confidence that the information will be structured in some way and presented in a logical sequence. The more logical the material, the easier it is to understand and assimilate it.

4. Allows you to control the content.

One of the advantages of a logical structure is the ability to control the content of the lecture and plan which issues to include in it and which it is better not to touch on. This means that the Trainer can determine in advance the points that deserve special attention and the order of presentation of information, without the risk of missing something or, conversely, presenting redundantly.

5. The ability to accurately allocate time.

Disadvantages of Lecture as a Teaching Method

1. Passivity of learning.

The most important limitation of the use of lectures is the minimal involvement of the audience in the process of working with information. This problem can be dealt with by arranging a question and answer session after the lecture.

2. Lack of reinforcements.

The consequence of the lack of interpersonal interaction is the difficulty in assessing what the audience understood and learned.

3. Requirements for a coach.

The lecture, in comparison with other training methods, makes the most serious demands on the personal qualities of the trainer. It is these qualities that determine the success of this method.

A presentation by a brilliant lecturer will motivate learning, encourage reflection and retain information in memory. If he is not so talented, this will most likely lead to insufficient attention, absent-mindedness and low memorability.

A lecture is a responsible process that requires effort on the part of the trainer and the audience.

Application

Almost any question can be made the topic of a lecture or conversation. However, lectures should be avoided if the group requires active work or if learning is carried out through the exchange of experience.

Case method: rules of conducting, advantages and disadvantages of the method.

Description

The use of the case method as a learning tool in training has become extremely popular in recent years. In most cases, when using this method, participants are presented with a record of a set of circumstances, which may be based on a real or imagined situation.

An approach

There are three main applications of the case method:

1. Diagnosis of the problem.

2. Diagnosis of one or more problems and development by the participants of methods for their resolution.

3. Evaluation by the participants of the actions taken to solve the problem and their consequences (the problem and its solution are reported in the instructions).

Once an appropriate use case has been selected, a decision can be made whether the case method will include a single task or a series of tasks.

Depending on the complexity of these tasks, the method will be applied either as a short exercise for 30-60 minutes, or in a more expanded form.

In some cases, a whole course can be built around the study of some important situation, lasting several days.

In each of these options, learning occurs through the presentation of information in the form of a problem or a series of problems. This information may be in documentary form (eg a message) or may be presented using verbal or visual means (such as video and/or slide shows).

Once the team has a set of data to check, the process of analyzing it and further detailing begins.

The coach can provide control through −

o increasing or decreasing the working time;

o setting certain limits within which the group must operate, for example: “no additional information should be used” or “the group should undertake any additional research”;

o limiting or expanding the requirements for completing the task, for example: detailed report, key recommendations, presentation, etc.;

o increasing or decreasing pressure, initiating competition between groups, introducing unexpected elements, etc. At the end of the exercise, the group needs to get together, discuss the reasons for their actions and summarize the lessons learned.

Tips & Techniques

1. Choosing the right material.

The material selected for the case method should reflect the problems that participants may face in reality. It should contain enough detail so that the group has all the necessary data at its disposal, but does not feel overwhelmed with information. Additional information can always be provided later. This can happen either automatically or depending on the requirements of the group.

2. Availability of alternatives.

The chosen question should be broad enough to cover different areas of expertise of the participants and have different solutions. Problems with only one “correct” answer are the least suitable for use in this method.

3. Small number of participants in the group.

The larger the group, the more cumbersome and clumsy the exercise can become. To obtain optimal results using the case method, limit the number of people in a group to ten people. If the group is large, it is divided into several small ones, each of which will deal with one aspect of the given problem. A competitive element can be introduced by inviting each group to try to solve the problem faster than the rivals.

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