The Lecture Teaching Method

Lecture Method

All educators should be prepared, if necessary, to pass information to students by using the lecture method but they should also understand the advantages and disadvantages of this type of instruction.  The use of lecture is historically documented as one of the oldest forms of teaching and is derived from the French word ‘lecture’ which means reading [process]; which is intended to orally pass information about a particular topic to students.  It is also the most criticized of all instruction as lecturing is considered a one-way form of communication that is accomplished in a passive environment as opposed to an active learning environment.  Sadly, most schools still provide this type of instruction making it normal and easy to fall into the habit of using.

Lecture is primarily used to introduce new topics, summarizing ideas, or reemphasizing main points of instruction.  Lectures have several advantages in that it is adaptable to small or large groups, can be used for introduction or conclusion, and can be combined with other teaching methods to concentrate on an idea or meaning.

Types of Lectures

The lecturing method of oral presentation may take different forms depending on the purpose of the instruction.  The most common forms are 1) the illustrated lecture, where the speaker relies on visual aids to convey an idea to the students; 2) the briefing type of lecture, where the speaker presents the information without any elaborate material to support the ideas; 3) a formal speech where the purpose is to inform, entertain, or persuade the audience; or 4) the teaching lecture for which the instructor must plan and deliver a concise oral presentation in order for the students to achieve the desired learning outcomes.

From a coaching perspective speaking exclusively in relation to motorcycle education, the lecture method is not the most conducive way to discuss motorcycles.  This is especially true when the student is a novice or has never ridden a motorcycle before.  Students may be comfortable (to an extent) learning through lecture from previous experiences, as it is the most common type of pedagogy in formal schooling.  Even universities have yet to formalize a different method when passing information to large groups of students because of how efficient it is.  But to fully grasp the concept of riding a motorcycle a hands-on more andragogical method of learning appears to be a more favored method that we will get to in a later article.

Advantages

In a lecture, the coach can cover an extremely large amount of information in a very short time.  The information should have been logically organized, traditionally in a sequential manner, to present the information quickly so it will be followed by the student.  This is helpful in introducing new material in a manner that is congruent with a common knowledge of students entering the class from various backgrounds.  Because this is essentially a one-way form of communication, the size of the class can be large so that as many students as possible receive the same information.  This is very applicable when preparing for a discussion by opening up a new topic to be covered.  The lecture should not only cover key points of the material but should also cover information or connections that would normally not be received in another way – like a normal reading an assignment.

Disadvantages

Because a lecture can supplement other methods, it can sometimes have drawbacks like becoming a distraction to other methods that may have more impact on learning outcomes.  A Coach should be careful not to become the running faucet of knowledge when the students only have a small cup.  Too often a lecture leaves out student input and participation, creating an environment where only the coach is listening and doing all the work necessary to learn.  Because learning is considered an active process, lecture has a tendency to create a passiveness and teacher-dependence in the classroom.  When students depend on a sage-on-the-stage for answers, learning stops and connections that would otherwise be made through self-direction are lost.

Furthermore, learning motor skills like those found in motorcycle education, are not easily gained by listening to a lecture.  The only way to perfect such skill is through hands-on practice and performance of the task until understood and displayed.  This also makes it difficult for a coach to diagnose a student’s capabilities prior to an explanation being given without creating another common issue where a coach inadvertently presents more information than a student can absorb.  The lecture method used by an unskilled coach provides no accurate way of checking on student learning.  It can also be difficult to acquire the continuous attention of all students in a lecture that lasts longer than a normal attention span.

Conclusion

Use of the lecture method should be reduced as much as possible to give only pertinent information or instructions to students that is necessary for decreasing risk in the course.  It can be extremely easy to fall into the trap of spewing too much information because that is a normal pedagogical learned behavior.  If someone is going to use the lecture method, it should have already been practiced developing the considerable skill necessary to clearly provide information that enhances a student’s learning outcome.

In the next article we will cover the Guided Discussion Method for coaching riders.

Until then, ride and coach safe!