Lecture method

 Oldest teaching method based on the philosophy of idealism.

Teacher centered teaching method.

The student teacher ratio can be large.

Psychological principles leading to effective lecturing

• The delivering of lecture should be in an active mode.
• A lecturer should think from the student point of view. It should not be an expression of his subject mastery.
• The lecturer should present the subject matter in a systematic way. All the concepts should be sequentially arranged and clearly explained.
• Use easily understandable simple language.
• The lecturer should ensure continuous attention and reflection by the learning by posing challenging situations (examples, anecdotes and through stimulus variation)

Three phases of lecture

Preparatory phase

• Prepare students to receive the content of lecture.
• Asking questions to infer the level of knowledge of students; direct to all corners of classroom randomly relating the new topic to the topic already learnt.

Developmental phase

• Using analogies to reduce complexity
• Using appropriate illustration
• Explain with aids

Consolidation phase

• Reviewing or summarizing
• Checking outcomes
• Giving assignments
• Relating topics to future learning

Skills associated with delivery of a lecture

• Use of body language
• Use of communication boosters : humour , thought provoking questions, 
• visual aids like photos cartoons etc.
• Varying stimulus
• Voice modulation

Lecture method are more effective

• In the introduction of a new topic.
• Revising and summarizing lessons.
• Presentation of supplementary information.
• Covering the syllabus quickly.
• Rescinding the history biography of topics and scientists.
• Presentation of factual information.

Merits

• It is easy for the teacher to prepare and execute.
• Large number of students can be handled at the same time.
• It economize time and effort: lengthy lessons can be covered in the limited time
• It provides better opportunity for clarification of important things.

Demerits

• Lengthy lecture leads to boredom
• This method is against the principle of learning by doing and doesn't encourage the habit of independent thinking.
• Students are generally passive recipients
• More content may be covered by a teacher but less learning occurs.
• It doesn't provide training in scientific method and does not help in inculcation of scientific attitude in pupils.
• There is no assurance for the teacher whether the student have understood what he had taught in the class.
• The interest attitude and capabilities of pupils are ignored
• Teacher is active participant while the students are passive listeners which is against the principle of psychology.