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lesson. The effective instructor is able to interpret the meaning
of these reactions and adjust the lesson accordingly.
Preparing the Teaching Lecture
Careful preparation is one key to successful performance as
a classroom lecturer. This preparation should start well in
advance of the presentation. The following four steps should
be followed in the planning phase of preparation:
• Establishing the objective and desired outcomes
• Researching the subject
• Organizing the material
• Planning productive classroom activities
and remember what they have learned. Poorly organized
information is of little or no value to the student because it
cannot be readily understood or remembered.
Conclusion
An effective conclusion retraces the important elements of
the lesson and relates them to the objective. This review and
wrap-up of ideas reinforces student learning and improves
the retention of what has been learned. New ideas should not
be introduced in the conclusion because at this point they are
likely to confuse the students.
By organizing the lesson material into a logical format, the
instructor maximizes the opportunity for students to retain
the desired information. Since each teaching situation is
unique, the setting and purpose of the lesson determines
which teaching method is used.
Training Delivery Methods
Today’s instructor can choose from a wealth of ways to
present instructional material: lecture, discussion, guided
discussion, problem based, group learning, demonstrationperformance, or e-learning. It is important to remember
that a training delivery method is rarely used by itself. In
a typical lesson, an effective instructor normally uses a
combination of methods. For example, Bob lectures in the
opening scenario, but after giving the students knowledge of
how to compute weight and balance, he uses group learning
to reinforce the lecture. To be an effective instructor, it is
important to determine which teaching methods best convey
the information being taught.
Lecture Method
In the lecture method, the instructor delivers his knowledge
via lectures to students who are more or less silent
participants. Lectures are best used when an instructor wishes
to convey a general understanding of a subject that students
lack. While this is the most widely used form of presentation
and instructors should know how to develop and present
a lecture, they also should understand the advantages and
limitations of this method.
Lectures are used for introduction of new subjects,
summarizing ideas, showing relationships between theory
and practice, and reemphasizing main points. The lecture
method is adaptable to many different settings, including
small or large groups. Lectures also may be used to introduce
a unit of instruction or a complete training program. Finally,
lectures may be combined with other teaching methods to
give added meaning and direction.
The lecture method of teaching needs to be very flexible
since it may be used in different ways. For example, there
4-11
Figure 4-8. Instructors should try a dry run with another instructor
to get a feel for the lecture presentation.
In all stages of preparing for the teaching lecture, the
instructor should support any point to be covered with
meaningful examples, comparisons, statistics, or testimony.
The instructor should consider that the student may neither
believe nor understand any point without the use of testimony
from SMEs or without meaningful examples, statistics, or
comparisons. While developing the lesson, the instructor also
should strongly consider the use of examples and personal
experiences related to the subject of the lesson.
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, preferably 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 presentation. [Figure 4-8]
Suitable Language
In the teaching lecture, simple rather than complex words
should be used whenever possible. Good newspapers offer
examples of the effective use of simple words. Picturesque
slang and free-and-easy colloquialisms, if they suit the
subject, can add variety and vividness to a teaching lecture.
　
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