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There are a number of advantages to lectures. For example,
a lecture is a convenient way to instruct large groups. If
necessary, a public address system can be used to amplify the
speaker’s voice. Lectures can be used to present information
that would be difficult for the students to get in other ways,
particularly if the students do not have the time required for
research, or if they do not have access to reference material.
Lectures also can usefully and successfully supplement other
teaching devices and methods. A brief introductory lecture
can give direction and purpose to a demonstration or prepare
students for a discussion by telling them something about the
subject matter to be covered.
In a lecture, the instructor can present many ideas in a
relatively short time. Facts and ideas that have been logically
organized can be concisely presented in rapid sequence.
Lecturing is unquestionably the most economical of all
teaching methods in terms of the time required to present a
given amount of material.
The lecture is particularly suitable for introducing a new subject
and for explaining the necessary background information. By
using a lecture in this way, the instructor can offer students
with varied backgrounds a common understanding of essential
principles and facts. Although the lecture method is useful in
providing information, it is not an effective method of learning
large amounts of information in a short time. Nor do lectures
easily allow an instructor to estimate student understanding
of the material covered. Within a single period, the instructor
may unwittingly present more information than students can
absorb, and the lecture method provides no accurate means
of checking student progress.
Many instructors find it difficult to hold the attention of
all students in a lecture throughout the class period. To
achieve desired learning outcomes through the lecture
method, an instructor needs considerable skill in speaking.
4-13
As indicated in chapter 2, a student’s rate of retention drops
off significantly after the first 10-15 minutes of a lecture and
improves at the end. The pure lecture format also inhibits
student participation. Research has shown that learning is an
active process—the more involved students are in the process,
the better they learn. On the other hand, a student needs
knowledge in order to build understanding of a subject.
One last disadvantage of the lecture is that it does not foster
attainment of certain types of learning outcome, such as
motor skills, need to be perfected via hands-on practice. Thus,
an instructor who introduces some form of active student
participation in the middle of a lecture greatly increases
student retention. One way to increase retention during a
lecture is to use the discussion method of training delivery.
Discussion Method
The discussion method modifies the pure lecture form by
using lecture and then discussion to actively integrate the
student into the learning process. In the discussion method,
the instructor provides a short lecture, no more than 20
minutes in length, which gives basic knowledge to the
students. This short lecture is followed by instructor-student
and student-student discussion.
This method relies on discussion and the exchange of ideas.
Everyone has the opportunity to comment, listen, think, and
participate. By being actively engaged in discussing the
lecture, students improve their recall and ability to use the
information in the future.
It is important for the instructor to play the part of guide,
keeping the discussion focused on the subject matter. That
may mean the instructor needs to initiate leading questions,
referee if the discussions cause conflict, ensure that all
students participate, and at the end summarize what has
been learned.
Tying the discussion method into the lecture method not only
provides active student participation, it also allows students
to develop higher order thinking skills (HOTS). The give
and take of the discussion method also helps students learn
to evaluate ideas, concepts, and principles. When using this
method, instructors should keep their own discussion to a
minimum since the goal is student participation.
Instructors can also use another form of discussion, the
guided discussion method, to ensure the student has correctly
received and interpreted subject information.
Guided Discussion Method
The guided discussion method relies on student possession
of a level of knowledge about the topic to be discussed,
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Aviation Instructor's Handbook航空教员手册(75)
