Resources: http://archive.wceruw.org/cl1/cl/doingcl/advlec.

htm

Advantages of the lecture

Effective lecturers can communicate the intrinsic interest of a subject through their enthusiasm.
Lectures can present material not otherwise available to students.
Lectures can be specifically organized to meet the needs of particular audiences.
Lectures can present large amounts of information.
Lectures can be presented to large audiences.
Lecturers can model how professionals work through disciplinary questions or problems.
Lectures allow the instructor maximum control of the learning experience.
Lectures present little risk for students.
Lectures appeal to those who learn by listening.

Disadvantages of the lecture

Lectures fail to provide instructors with feedback about the extent of student learning.
In lectures students are often passive because there is no mechanism to ensure that they are
intellectually engaged with the material.
Students' attention wanes quickly after fifteen to twenty-five minutes.
Information tends to be forgotten quickly when students are passive.
Lectures presume that all students learn at the same pace and are at the same level of understanding.
Lectures are not suited for teaching higher orders of thinking such as application, analysis, synthesis, or
evaluation; for teaching motor skills, or for influencing attitudes or values.
Lectures are not well suited for teaching complex, abstract material.
Lectures requires effective speakers.
Lectures emphasize learning by listening, which is a disadvantage for students who have other learning
styles..
Resources:https://tophat.com/blog/how-to-organize-a-lecture/
Organizing lecture
organize your approaches towards engaging lectures that make the most of in-class time and promote
deeper interaction among students and their peers, yet still focus on your instructional learning
outcomes,
there are three fields that we think merit particular attention:
*Learning outcome
This is the driving force behind your pedagogical lesson—which is why it’s one of the larger fields.
*Input from you
This is where you clarify what strategies you, as an educator, can demonstrate via pedagogical lessons
for learners through your instruction of an assignment
*Assessment
How will you assess student work, and student learning through their knowledge and mastery of the
subject? While considering formative and summative assessment for students in an ever-evolving
student population, it’s also worth thinking about other methods of instruction to use in your teaching.

Resources: https://www.mdedge.com/dermatology/article/140431/practice-management/five-steps-
delivering-effective-and-educational
Delivering lectures:
This article highlights 5 essential components of creating and effectively delivering an educational
lecture in the medical arena.
Step 1: Know Your Key Message
First and foremost, one should ruminate over the overall message of the lecture. Consider at least 3
main points you want the learner to gain and remember on completion of the lecture. Additionally, it is
crucial to think about the audience who will be present for your message and how to deliver your ideas
clearly and effectively.
Step 2: Prepare
Preparation is of utmost importance. Reading over the slides several times prior to the presentation is
vital. You are the assumed expert on the topic and meticulously knowing the subject matter helps with
the confidence of your delivery. Ease of subject matter also helps you, as the presenter, to rely less on
verbatim reading of the slides and allows you to interact more with your audience.
Step 3: Be Animated
You are the main attraction and the performer of this lecture. Radiate the confidence you gained from
being prepared with the ability to engage in eye contact and gestures as needed to convey your point.
Regularly shift your focus around the room to attempt to involve as many people as possible in your talk.
Step 4: Encourage Active Participation
Active audience participation is shown by a multitude of studies to provide the highest level of
comprehension.4,5 In a crossover study conducted by Bleske et al,4 30 students were divided into 2
groups and were taught 6 therapeutic topics, with 3 topics provided by conventional lecture and 3 topics
taught by team-based learning.

Step 5: Summarize
Lastly, conclude your presentation with at least 3 memorable points. What was the point of the
presentation? What message do you want your audience to take with them and apply to clinical care?
Reiterating the key points through repetition is crucial for long-term memory.

Resources:https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/discussions.html
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/discussions.html
What is discussion?
Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility,
and encouraging democratic habits. They create opportunities for students to practice and sharpen a
number of skills, including the ability to articulate and defend positions, consider different points of
view, and enlist and evaluate evidence.

Resources:https://www.managementstudyhq.com/types-of-group-discussion.html
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/discussions.html
https://www.edutopia.org/blog/make-class-discussions-more-exciting-richard-curwin
Discussions
(Some sections adapted from Davis, 1993; Brookfield and Preskill, 1999)
Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility,
and encouraging democratic habits. They create opportunities for students to practice and sharpen a
number of skills, including the ability to articulate and defend position
s, consider different points of view, and enlist and evaluate evidence.
Some examples of discussion
Structured Group Discussion: In this type of group discussion, the topic is given to the participants by
the selectors and a time-frame is allotted to complete the discussion.
Role Play: In this type of group discussion, the candidates are given specific roles to play in the backdrop
of a given situation. Within the framework of their role, the participants have to solve the problems
inherent in the situation given to them.
THROW THE BALL
When you ask a discussion question, call on students by letting them catch a ball. With young children,
you can use a beach ball and roll it to students in a circle. Older students can catch a beach ball or nerf
football.

Resources:https://citl.indiana.edu/teaching-resources/teaching-strategies/discussions/index.html
Purpose of discussion
Discussion is important to learning in all disciplines because it helps students process information rather
than simply receive it. Leading a discussion requires skills different from lecturing. The goal of a
discussion is to get students to practice thinking about the course material.

Resources: http://teachingonpurpose.org/journal/discussion-in-the-classroom-why-to-do-it-how-to-do-
it-and-how-to-assess-it/
Uses of discussion
Discussions help students develop and strengthen interpersonal communication skills as well as
analytical and critical thinking skills. Research shows a positive correlation between the quality of
classroom discussion and the how well students understand what they have learned (Murphy et al,
2009). It also suggests that improved discussion in the classroom will help students build better problem
solving skills. (Murphy, et. al, 2009)
Discussions help to summarize what students have learned and strengthens conceptual and procedural
knowledge. When students have problems understanding something, having a discussion makes it
clearer to both the teacher and the student exactly what the student is struggling with and then the
teacher can address the problem and fix it (de Garcia, 2013). There are lots of benefits associated with
the use of discussion in education, yet it is not something that enough teachers take advantage of.