It isn’t surprising, either. To this effect the main aim of this concept review paper is to enlighten all nurses on the future of lecture method in community nursing … It is for this reason that it has served the educative purpose for centuries. Socratic irony is the position that the inquisitor takes that he knows nothing while leading the questioning. increased disadvantages of the lecture teaching strategy is creating an absurd future particularly in community nursing education [3]. CONCLUSION This method is suitable for teaching in higher classes (XI, XII) where we aim to cover the prescribed syllabus quickly ,and also this method will help them to prepare themselves for college where lecture method of teaching is a dominant method of imparting instruction. Students’ involvement in this teaching method is just to listen and sometimes pen down some notes if necessary during the lecture , combine the information and organized it. The approach which this paper takes is to define the lecture method, and to examine the factors that have contributed to … Lecture method of teaching is the oldest teaching method applied in educational institution. Noel MD, Daniels FM, Martins P (2015) The Future of Lecture Method as a T eaching Strategy in Community Nursing Education. The teacher should be skilled in framing proper questions and language of the questions should be clear and unambiguous. The term 'Teaching method' refers to the general principle, pedagogy and management strategies used for the classroom program. It is one of the oldest methods in use. e. This method does not lead to wastage of time and money in any form as there is no student participation in the teaching process. The Lecture Method CIDDE methods. The lecture method of teaching has among others the following merits: 1. is probably the oldest method of teaching, and remains the most common (if not the most popular) in many fields of education. Assignment Method. The Lecture Method Teaching in the modem university is heavily orient- ed toward the lecture: in fact we can say it is without doubt the most important formal teaching method used. Just asking a lot of questions does not automatically constitute a use of the Socratic Method. and inferential statistical techniques to examine the effectiveness of five teaching methods (lecture, lecture/discussion combination, jigsaw, case study, team project) in a large class setting. commonly-used teaching methods (lecture, lecture/discussion combination, jigsaw, case study, team project) were applied and evaluated in a large class setting. It is a technique which can be usually used in teaching and learning process. It easily fits in when introducing a new concept or topic 4. Baddeley, A. Lecture method of teaching pdf Whangarei. However lecture teaching method, although very popular encourages one-way communication [1]; therefore, the lecturer must make a conscious effort to become aware of student (1992). Lecture notes on Teaching of Science (Part: Methodology)., Source Book., D.T.Ed., First Year. 31. Lecture Method is a process of teaching whereby the teacher tells the students his planned facts. The content of the lecture should be logical and according to the standard of the students. For these reasons, lecturing should be used in moderation only when it is more appropriate than any other teaching method. Links and References for Teaching with Lectures. In addition, information on student feelings about large versus small classes and student opinions of the teaching methods was gathered. Science, 255, 556-559. It's time-saving thus enables the lecturer to finish the course outline in time; many facts or ideas in a relatively short time 2. Two different Teaching Strategies, one with demonstration strategy using working models and the other with lecture strategy were adopted. As you reflect on how best to prepare and deliver lectures, keep in mind that a primary goal should be to foster critical thinking and active learning. SOCRATIC METHOD Teaching by asking instead by telling. The success of this method depends on the ability of the teacher to speak fluently in good tone and style.