A detailed note on Lecture-Cum-Discussion Method: its features, merits and limitations PDF

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Lecture means an instructive disclosure or to read aloud. It refers to the teaching procedure involved in the clarification or explanation to the students in detail with examples and illustrations. According to Thomas Staton, "A Lecture has been defined as a process by which facts are transmitted fr...

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A detailed note on LectureCum-Discussion Method: its features, merits and limitations Meaning of Lecture:

Lecture means an instructive disclosure or to read aloud. It refers to the teaching procedure involved in the clarification or explanation to the students in detail with examples and illustrations. According to Thomas Staton, "A Lecture has been defined as a process by which facts are transmitted from notebook of the instructor to the notebooks of the students without passing mind of the either".

According to Binning and Binning, "Lecture method is the only practical procedure that can be followed in large classes and this, no doubt is the chief reason why it is so wisely used at the present time". Meaning of Discussion: The word discussion implies exchange of ideas opinions and

knowledge on the same topic. It means that when a number of beads combine to solve a problem, wonderful results can be attained

According to Clark and Stair, "A discussion is not place for one person to treat his ego by dominating the conversation, nor is it a place for one person to sell his recitation".

According to Prof. S.K. Kochhar, "Discussion is, infact, an ordered process of collective decision making."

According to James M. Lee, "It is an educational group activity in which the students talk over some problem or topic". According to Good's Dictionary of Education, "Discussion means an activity characterised by adherence to a topic, question or problem about which the participants sincerely wish to arrive at a decision or conclusion".

Essential Parts or Constituents of Lecture-Cum-Discussion Method

The Leader: The leader, no doubt, is the teacher himself. In organizing Me a discussion, a lot of study, preparation, selection and planning will be done by the teacher. However, teacher, while acting as a leader, must not dominate the discussion. The Group: The students in the class form the group. They differ in their interests, abilities, aptitudes, temperaments and habits. There are slow as well as stubborn pupils in the class. It is the teacher's duty to encourage every student to participate in the discussion. The teacher should see that every member of the group expresses his views frankly. The Problem: The problem should be such that the students feel it their own. The problem should be made as precise and exact as possible. The teacher should select the problem with the co-operation of his students. It should be real and functional and within the capacity and comprehension of the pupils.

The Content: The content is the body of knowledge, the needed material of study. It may include maps, charts, pictures, diagrams and other audio visual aids. In discussion what matters most is constant resort and generalisations without which a common bond of agreement cannot be established. It is about these statements that difference of opinion arises and discussion takes place.

At the end of the discussion each participant should evaluate whether discussion about the particular problem has added to his knowledge, changed his ideas, attitudes and prejudice and increase the range of his Interest. A good discussion would bring change in ideas and attitudes and make the participant more active than before. Procedure/Organisation of Discussion

1. Introduction of Topic/Problem: Introducing a topic or a problem by the teacher by giving points or explanations to serve as the basis of discussions. Collection and Presentation of Information: The teacher should call N upon a pupil to give facts, describe a situation, explain an incident, event for the discussion to be started.

3. Outlines of Main Points: Preparing an outline of points co-operatively by the teacher and a few students which may become the beginning point for discussion.

4. Student's Views: The teacher should ask the students to describe their own experiences connected with the subject, topic or problem and making them points for discussion.

5. Teacher's Details and Discussion: The teacher should present detailed papers and then there will be discussion.

6. Student's Details and Discussion: The students should present detailedpapers and then there will be discussion. Special Works: Depicting special works and projects to the class and

7.discussing them.

8. Audio-Visual Material: Displaying some pictures, charts, diagrams or any audio-visual material and discussion about them.

9. Evaluation: The teacher should then evaluate the students progress.

10. Recording: Recording done by the teacher for future reference and guidance. Merits of Lecture-Cum-Discussion Method

The chief merits of discussion method are as follows:

1. Helpful in Clarifying Main Issue: Discussion helps in clarifying the main issue. New ground is discovered both for agreement and disagreement. Old ideas and values may be replaced by new ones. Gives Knowledge: In discussion there is no rote-learning. It employs reasonable persuasion. It represents a type of pooled knowledge, ideas

2.and feelings of several persons. Development of Leadership Qualities: Discussion helps the

3. find out potential of leadership in the students. It also helps in establishing a forward outlook for school problems. Inculcates Tolerance: There must be difference of ideas and

4. teacher understanding. Participants in a discussion must have the patience to listen to divergent opinion and tolerate arguments, contrary to their own. Development of Ability to Select and Organise: It also teaches the learners how to select and organize subject matter.

5.Group Learning: Discussion provides opportunities to students to learn together, make suggestions, share responsibility, comprehend the topic, evaluate the findings and summarise results. Social Learning: Discussion aims at providing opportunities to the students to speak distinctly, stand and sit properly, respect the ideas of others, share interests, ask pertinent questions and comprehend the problem in front of them.

8. Promotion of Self-Evaluation: It also activates thinking along the lines of self-evaluation. It helps in achieving the higher order cognitive and affective objectives too. Limitations of Lecture-Cum-Discussion Method

1. Not suitable for all topics: It is not suitable for all problems included in different subjects of the curriculum. topics, 2. units or Chances for Deviation: Discussion has greater chances for deviation from the main topic. It is likely to go off the track. 3. Not Applicable to all the Students: It is not applicable for all the students. Sometimes there is also dominance of students. It is likely to be dominated by a few students.

4. Groupism: Generally the groups are formed in the actual conduct discussion. The groups criticize each other. It may involve unnecessary of a arguments which create indiscipline. It is also a time consuming process. 5. Unpleasant Feelings and Tensions: Too much of criticism may lead to unpleasant feelings. It may create emotional tensions. 6. Not very suitable for Secondary Classes: This method is not very suitable for secondary classes. It is more suitable for higher classes as there the scholars are fully trained on the basis of self-study which can also help them to discuss at comprehensive and reflective levels. Conclusion: It should, however, be noted that discussion method is not theonly method of teaching Social Sciences. It is, of course, one of the methods. But it is successful only with senior students and under the guidance of a capable diligent and hard-working teacher....