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LECTURING AS A METHOD OF COMMUNICATION
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LECTURING AS A METHOD OF COMMUNICATION

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  • 1. LECTURING AS A METHOD OF COMMUNICATION BR.SARATH THOMAS CHAMAKALAYIL ,MARIAN COLLEGE KUTTIKANAM, sarathcthomas@gmail.com
  • 2. WHAT IS A LECTURE.? • A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. • Lectures are used to convey critical information, history, background, theories and equations
  • 3. ETYMOLOGY OF LECTURE • The noun "lecture" dates from 14th century, Latin lectus, pp. of legere "to read.“ • Its subsequent meaning as "oral discourse on a given subject before an audience for purposes of instruction" • The noun "lectern" refers to the reading desk used by lecturers
  • 4. LECTURING AS A MEANS OF GROUP COMMUNICATION • “Lecturing is not simply a matter of standing in front of a class and reciting what you know. • The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. • No matter what your topic, your delivery and manner of speaking immeasurably influence your students’ attentiveness and learning.”
  • 5. BASIC ADVANTAGES OF THE LECTURE AS A GROUP METHOD: • It provides an economical and efficient method for delivering substantial amounts of information to large numbers of students. • It affords a necessary framework or overview for subsequent learning, e.g., reading assignments, small group activities, discussion. • It offers current information (more up to date than most texts) from many sources. • It provides a summary or synthesis of information from different sources. • It creates interest in a subject as lecturers transmit enthusiasm about their discipline.
  • 6. DISADVANTAGES • It does not afford the instructor with ways to provide students with individual feedback. • It is difficult to adapt to individual learning differences. • It may fail to promote active learning unless other teaching strategies, such as questioning and problem-solving activities, are incorporated into the lecture. • It does not promote independent learning.
  • 7. HOW LECTURING CAN MAKE MORE EFECTIVE When planning a lecture, keep in mind that you have control or influence over several elements of your classroom.
  • 8. • 1. Visual Message – The slides and other visual aids you use can either complement or confuse your verbal message, depending on how you design them. Consider how photos and other images might function as metaphors that make your points more memorable.
  • 9. 2.Physical Presence – While some instructors are naturally gifted public speakers, we can all be more aware of and leverage our physical presence to better communicate to our audiences.
  • 10. 3. Students’ Notes – Students can often spend more mental energy taking notes during class than thinking about your content. Consider ways you can make it easier for your students to take notes so they can focus more on engaging with your material
  • 11. 4. What Students Think – As Angelo and Cross say in their classic book Classroom Assessment Techniques, "teaching without learning is just talking.” How can you help your students mentally grapple with your material during class?
  • 12. 5. What Students Say & Do – Keep in mind that even in a so-called lecture class, you don’t have to lecture the whole time. Consider small-group and whole-class activities that might enhance your students learning.
  • 13. Additional hints for a successful lecture include the following: • Present an outline of the lecture (use the blackboard, overhead transparency or handout) and refer to it as you move from point to point. • Repeat points in several different ways. Include examples and concrete ideas. • Use short sentences. • Stress important points (through your tone or explicit comments). • Pause to give listeners time to think and write.
  • 14. • Use lectures to complement, not simply repeat, the text. • Learn students’ names and make contact with them during the lecture. • Avoid racing through the last part of the lecture. This is a common error made by instructors wishing to cram too much information into the allotted time.
  • 15. as social workers or being to be social workers we need to be the knowledge providers of the society. Some may be efficient lecturers or some may be most profound speakers ….but it must start form here …from this class itself…..
  • 16. THANK YOU