Traditional

Teaching Strategy
Lecture and Discussion
Antugon, Jea
Limbaga, Princess Mae
Lobitania, Arvee
Mapili, Mae Ann
Contents
1 Objectives 6 Disadvantages

2 Definition of terms 7 Techniques

3 Meaning 8 Variations/Types

4 Purposes 9 Summary

5 Advantages 10 References
 Objective
Objective
Objective
s
s s learners are expected to:
At the end of this report,
• Learn about the Traditional Teaching Strategies;
• Know its purposes, advantages and disadvantages, techniques, and variations;
• and be able to apply some of the techniques in teaching.
 Definition of Terms
Definition of Terms
Definition of Terms
• Discussion - a constructive process involving listening, thinking, as well
as the speaking ability of the student.
• Lecture - an oral presentation intended to present information or teach
people about a particular subject, for example by a university or college
teacher.
 • Teaching Strategy - a generalized plan for a lesson(s) which include structure
desired learner behavior in terms of goals of instructions and an outline of planned
tactics necessary to implement the strategy.
• Traditional Teaching - concerned with the teacher being the controller of the
learning environment. Power and responsibility are held by the teacher and they
play the role of instructor (in the form of lectures) and decision maker (in regards
to curriculum content and specific outcomes).

Definition of Terms
Definition of Terms
Definition of Terms
Meaning
• Lecturing - A lecture is an organized verbal presentation of subject matter
often augmented by visual aids. According to Bligh (1972), a lecture is a
period of more or less uninterrupted talk from a teacher. A more detailed
definition is found in Percival and Ellington (1988) who state that a lecture is
'a didactic instructional method, involving one-way communication from the
active presenter to the more or less passive audience'.

Meaning
 Meaning
• Discussion - It is a learning strategy which refers to the exchange of ideas
between the teacher and students, or among the students. It consists of
variety of forums for open-ended, collaborative interaction. It is different
from lecturing as it helps students process information rather than to simply
receive it.

Meaning
Purposes
Lecture:
Purposes • Tell students what they need to know (note-
taking lectures);
Purposes • Promote understanding and learning in depth
(problem-solving lectures);
Purposes • Provide an introduction to a topic (overview
lectures);

Purposes • Stimulate student interest in a topic

(motivational lectures).

Purposes
Discussion: Purposes
• To enhance student motivation, foster intellectual
agility, and encourage democratic habits;
• Creates opportunities for students to practice and
Purposes
sharpen a number of skills, including the ability to
articulate and defend positions, consider different points Purposes
Purposes
of view, and evaluate evidence;
• Helps to summarize what students have learned and
strengthens conceptual and procedural knowledge.

Purposes
Purposes
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages

Advantages of Traditional
Teaching Strategy
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages
advantages advantages advantages advantages advantages advantages
 What makes traditional
learning or old learning (eg.
lecture, discussion) so
important and why it cannot
be completely eliminated?
Advantages Advantages Advantages
• Lecture and discussions can efficiently disseminate foundational knowledge –
help students easily acquire knowledge of terms, basic facts, and simple concepts
(Bligh, 2000).
Advantages Advantages Advantages
• Lecture and discussions make students feel comfortable – students sometimes
have an initial resistance to “active” learning, which may suggest greater comfort
with the familiar lecture and discussion style.
Advantages Advantages Advantages
• Lecture and discussions provide control and consistency – the content and pace
are completely controlled by the speaker; unaffected by changes in class size.
Advantages Advantages Advantages
• Lecture and discussions can demonstrate academic skills, methods, and
dispositions – lecturing and discussion can be a way to model attitudes and
behaviors the instructor values.
Advantages Advantages Advantages
• Lectures can present material not otherwise available to students – easy
access
disadvantages disadvantages disadvantages disadvantages
disadvantages disadvantages disadvantages disadvantages
disadvantages disadvantages disadvantages disadvantages

Disadvantages of Traditional
Teaching Strategy
disadvantages disadvantages disadvantages disadvantages
disadvantages disadvantages disadvantages disadvantages
disadvantages disadvantages disadvantages disadvantages
What makes traditional
learning or old learning
(eg. lecture, discussion)
devalued and why it
should be completely
eliminated?
disadvantages disadvantages disadvantages disadvantages

• Lecture and discussion risk losing students’ attention – The primary effect of
attention loss is on what students will note rather than their recall abilities
(Wilson and Korn, 2007).
disadvantages disadvantages disadvantages disadvantages

• Lectures do not generally stimulate higher-order thinking prior to Bloom’s

Taxonomy – discussion is better than lecture at promoting thought, affecting
attitudes and behavior, and generating enthusiasm for a subject. 
disadvantages disadvantages disadvantages disadvantages

• Lectures and discussions may discourage questioning – without opportunities

to ask questions, students’ misunderstandings may not be corrected (Sekhri,
2012).
disadvantages disadvantages disadvantages disadvantages

• Lecture and discussions may present too much information, irrelevant

information, and too quickly – instructors may assume that students learn
information at the rate instructors deliver it. 
disadvantages disadvantages disadvantages disadvantages

• Lecture and discussions may ignore the social dimension of learning – Greater
social interaction in a classroom can also increase motivation to learn, create
higher standards of achievement, and increase student retention (Astin, 2003;
Brufee, 1999).
Techniques
Technique
Techniques
LECTURE: s
• Voluntary dissemination of information or spontaneity
• Voice gradation and voice quality
• Proper body language
• Control annoying mannerisms
Techniques
Technique
Techniques
•
s
Judicious use of audiovisual aids
• Simple plans and key points
• Elicit feedback from students
• Providing further clarification
• Time management
DISCUSSION:

• Make expectations clear

• Set ground rules
• Arrange physical space
• Plan a discussion starter
• Watch group progress and keep everyone engaged in discussions

Techniques
Technique
Techniques
• Give direct, simple questions
• Make eye contact and smile
• Be blunt when needed
• Keep the discussion on track
• Tolerate some silence
• Summarize when appropriate

Techniques
Technique
Techniques
Variations/Types
Variations/Types
Variations/Types
TYPES OF LECTURE:
• Visual Lecture- integrates verbal lectures with visual aids. The teacher may
speak like a traditional lecturer, but also provide PowerPoint presentations,
diagrams, or flow charts to supplement the lecture.
• Formal or Oral Lecture- involves the teacher standing at the podium and
verbally delivering information to students. Oral lecturers expect students
to follow along by listening.
 Variations/Types
Variations/Types
Variations/Types

• Amorphous Lecture- it has no clear learning objectives. The teacher may be

confident in their speaking, but the lecture itself will be unclear.
• Group Work- the teacher does not take center of the stage at the lecture.
Rather, they spend some time at the beginning of delivering the lecture then
hand it over to the students.
 Variations/Types
Variations/Types
Variations/Types
• Tutorial- the basis of this lecture method is to have students “learn
by doing”. This lecture method is popular for subjects such as
mathematics, but also commonly used for teaching physics.
 TYPES OF DISCUSSION:
• Closed Group- allows people to discuss sensitive topics with a restricted circle of
other people and only grant access to those members who are genuinely
interested in these particular topics.
• Study group
• Workshop
• Staff meeting
• Round table

Variations/Types
Variations/Types
Variations/Types
• Small Group- provide students the opportunity to share ideas or opinions without

having to address the entire class

• Class group discussion
• Research group
• Role play
• Case study
• Large Group - involves class sizes of 25 or more students and is often in a big lecture
hall setting.
• Symposium Variations/Types
Variations/Types
Variations/Types
S S S In summation, The way in which traditional methods were taught ensured that
students were rewarded for their efforts, used class periods efficiently and

UUU exercised clear rules to manage students’ behaviour. They were based on
established customs that had been used successfully in schools over many years.

MMM
The teachers communicated the knowledge and enforced standards of
behaviour.they regard students as having ‘knowledge holes’ that need to be filled
with information. In short, the traditional teacher views that it is the teacher that

MMM causes learning to occur (Novak, 1998). Learning is chiefly associated within the
classroom and is often competitive. The lesson’s content and delivery are

AAA considered to be most important and students master knowledge through drill and
practice (such as rote learning). Content need not be learned in context. (Theroux

R R R
2002, Johnson &Johnson 1991).

Y Y Y
R R R
• Astin, A. W. (2003). What matters in college? Four critical years revisited. San Francisco:
E E E Jossey-Bass.

F F F
• Bligh, D. A. (2000). What’s the use of lectures? San Francisco: Jossey-Bass.
• Brufee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the

E E E authority of knowledge (2nd ed.). Baltimore: The Johns Hopkins University Press.

• Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition

R R R and Instruction, 8, 293–332.

• Gill, E. (2020). Teaching Styles: Different Teaching Methods & Strategies. Resilient Educator.
E E E https://resilienteducator.com/classroom-resources/5-types-of-classroom-teaching-styles/
• Guitguiten, G. (2013). Teaching Strategies. Scribd.
NNN https://www.scribd.com/presentation/157429062/Teaching-Strategies-ppt

C C C
• Wilson, K., & Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of
Psychology, 34(2), 85-89.

E E E
S S S