The Lecture and Discussion Method of Teaching

Kelompok 1
Putri Azizah (4301415006)
Isnana Fini’matillah (4301415065)
Levina Ayu Arastika (4301415095)

Jun Akizaki
The Power of PowerPoint | thepopp.com
 The Lecture Method
The lecture is defined loosely
as a continuing oral
presentation of information and
ideas by the professor; it is
presumably a synthesis of his
own reading, research. and
experiences, interpreted in light
of his own insights.
A lecture can be an The basic purpose of lecturing
effective method for is the dissemination of
information. As an expert in
communicating theories,
your field, you identify
ideas, and facts to
important information for the
students.
learner and transmit this
knowledge in the lecture.
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 The reason using Lecturing method

1 2 3

to transmit to simulate to foster

information to interest among understanding
students students among students

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 An effective lecture is composed of three components

1. Introduction

The introduction usually is The main purpose is to It is also necessary to gain

the first three to five minutes provide a framework for students’ attention. If we
of the lecture. This time is students’ learning, providing fail to capture students’
crucial in determining how the structure for the lecture’s attention during the
well students learn and content information. introduction, it is unlikely
retain the information to be that we will retain it during
presented. the rest of the lecture.
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One of the aims of In addition to creating as well as help them
the lecture opening is interest, a good lecture determine what they
to “hook” the students opening will focus the are supposed to take
attention of your
by grabbing their away from the lecture
students on the
attention and interest.
important aspects of the
material
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 2. The Body of the Lecture

One of the most important

The body of the lecture covers By including too much detail,
points to keep in mind when
the content in an organized way. you risk overwhelming your
designing the body of your
Since this component is allotted students with information
lecture is not to include too
the greatest amount of class which, in turn, may cause
much material. One of the
time, it includes many more them to lose sight of the
most important points to keep
teaching procedures than the major concepts you want
in mind when designing the
introduction and conclusion. them to take away and/or to
body of your lecture is not to
tune out of the lecture.
include too much material. 8
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 3. The Conclusion

should be used to Closing the lecture will

The conclusion, the
reinforce students’ give you an opportunity to:
most frequently
fill in any gaps you may
neglected component of learning of the information
have missed; present a
the lecture as well as to clarify any
concluding summary; and
misconceptions regarding
ask or respond to any final
their understanding of the
questions
concepts presented
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 There are several points to keep in mind when closing your lecture:

1. connect the main 3. answer new questions 5. preview the next lecture;

concepts and ideas; and/or questions that and

6. finish the lecture with a
2. restate what has been arose during the lecture;
question, quotation,
learned with some new 4.tie up any loose ends
analogy, or story – something
examples; to provoke thinking and
foreshadow the next lecture.
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 The Discussion Method

Discussion-Based Learning
is a learning style that
challenges students to be
responsible for their own
education
Students are required to sit
around an oval-discussion
table and are tasked to find
new information together,
talk, wait for answers, and
ultimately think for
themselves
The teacher plays the role
of facilitator as the students
engage in dynamic
discussions and questions
about the subject matter

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Discussion-based learning This requires that students
enables student contribute and learn from
involvement through each other in an
instructor-directed environment that is directed
questions and student by prepared instructors
participation

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The Academy includes this method of learning in its curriculum as it allows
students to uncover a deeper understanding of the material while thinking
critically and independently. The Academy believes these are skills that are
necessary to survive in college and the world beyond

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 Advantages :

1. Emphasis on Learning 4. Training in Reflective 6. Spirit of Tolerance is

instead of Teaching, Thinking. inculcated.
2. Participation by 5. Training in Self 7. Learning is made
Everybody. expression. Interesting.
3. Development of
Democratic way of
Thinking.
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 Disadvantages :

1. All types of topics 3. The students may not 5. The teacher may not be
cannot be taught by follow the rules of able to guide and
Discussion Method.
discussion. provide true leadership
2. This method cannot be
4. Some students may not in the discussion.
used for teaching small
take part while others
children.
may try to dominate.

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 PLANNING THE DISCUSSION

1 2 3

Define the objectives Explain the Define terms and

of the discussion discussion format to state assumptions.
group. the class.

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PLANNING THE DISCUSSION
1. GENERATING DISCUSSION:

Asking questions

1. Ask students ahead of time (in a previous class) to prepare one or two questions about their
reading.
2. As students walk into the classroom ask them to write down discussion questions. Hand all the
questions to one student (a shy one perhaps) who, at random, selects questions for class
attention.
3. Divide the class into pairs or small groups (the size of the class will influence the size and number
of small groups) and ask each group to decide upon one salient question to put to the rest of the
class.
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 Some reasons for asking questions:

1. To diagnose student difficulties

2. To introduce a topic
3. To stimulate analytical thinking
4. To give direction to problem solving
5. To encourage imaginative thinking
6. To help students discover connections between concepts and ideas (e.g., to link cause and effect)
7. To promote interest and encourage the application of what has been learned by the students
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PLANNING THE DISCUSSION
2. Break the class into smaller groups

Some students find small groups less threatening and, therefore, are
more likely to enter into the discussion. In order to make this method
effective, however, students must be given a clear task and a definite
amount of time in which to complete it. Finally, they must be asked to
use their responses in a follow-up discussion

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PLANNING THE DISCUSSION
3. CONCLUDING THE DISCUSSION

Good discussions end with a summary so that students know the

important points that have been covered. In addition to showing
students why the discussion is important to their learning, a summary
provides an opportunity to fill in points not covered, and to praise the
class for the quality of their responses.

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 THANKS FOR YOUR ATTENTON


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