After completing the preliminary planning and writing of the lesson plan, the instructor should rehearse the lecture to build self-confidence. Rehearsals, or dry runs, help smooth out the mechanics of using notes, visual aids, and other instructional devices. If possible, the instructor should have another knowledgeable person or another instructor observe the practice sessions and act as a critic. This critique helps the instructor judge the adequacy of supporting materials and visual aids, as well as the overall presentation. [Figure 5-8]

In the teaching lecture, simple rather than complex words should be used whenever possible. The instructor should not, use substandard English or errors in grammar.

If the subject matter includes technical terms, the instructor should clearly define each one so that no learner is in doubt about its meaning. Whenever possible, the instructor should use specific rather than general words. For example, the specific words, “a leak in the fuel line” tell more than the general term “discrepancy.”

Another way the instructor can add life to the lecture is to vary his or her tone of voice and pace of speaking. In addition, using sentences of different length helps, since consistent use of short sentences results in a choppy style. On the other hand, poorly constructed long sentences are difficult to follow and can easily become tangled. To ensure clarity and variety, the instructor should normally use sentences of short and medium length.

A good teaching lecture utilizes an extemporaneous technique. The instructor speaks from a mental or written outline, but does not read or memorize the material to be presented. Because the exact words to express an idea are spontaneous, the lecture is more personalized than one that is read or spoken from memory.

If the instructor realizes from puzzled expressions that a number of learners fail to grasp an idea, that point can be further elaborated until the reactions indicate they understand. The extemporaneous presentation reflects the instructor’s personal enthusiasm and is more flexible than other methods. For these reasons, it is likely to hold the interest of the learners.

Notes used wisely can ensure accuracy, jog the memory, and dispel the fear of forgetting. They are essential for reporting complicated information, and they may help keep the lecture on track. The instructor who requires notes should use them sparingly and unobtrusively but at the same time should make no effort to hide them from the learners. [Figure 5-9]

An informal lecture includes active learner participation. Learning is best achieved if learners participate actively in a friendly, relaxed atmosphere. The use of questions achieves active learner participation. In this way, the learners are encouraged to make contributions that supplement the lecture. However, it is the instructor’s responsibility to plan, organize, develop, and present the major portion of a lesson.

A lecture is a convenient way to instruct large groups. If necessary, a public address system can be used to amplify the speaker’s voice. Lectures can be used to present information that would be difficult for the learners to get in other ways, particularly if they do not have the time required for research, or if they do not have access to reference material. Lectures supplement other teaching devices and methods. A brief introductory lecture can give direction and purpose to a demonstration or prepare learners for a discussion by telling them something about the subject matter to be covered.

In a lecture, the instructor can present many ideas in a relatively short time. Logically organized tasks and ideas can be presented concisely and in rapid sequence.

The lecture is particularly suitable for explaining any necessary background information. By using a lecture in this way, the instructor can offer learners with varied backgrounds a common understanding of essential principles and facts. However, lectures do not allow an instructor a precise measure of learner understanding of the material covered.

To achieve desired learning outcomes through the lecture method, an instructor needs considerable skill in speaking. As indicated in Chapter 3, The Learning Process, a learner’s rate of retention drops off significantly after the first 10-15 minutes of a lecture and improves at the end. Research has shown that learning is an active process—the more involved learners are in the process, the more they retain.

The lecture does not foster attainment of certain types of learning outcomes, such as motor skills, which need to be perfected via hands-on practice. Thus, an instructor who introduces some form of active learner participation in the middle of a lecture greatly increases retention.

The discussion method modifies the pure lecture form by using lecture and then discussion to actively integrate the learner into the process. In the discussion method, the instructor provides a short lecture, which gives basic knowledge to the learners. This short lecture is followed by instructor-learner and learner- learner discussion.