Providing lecture has been the go-to in terms of sharing contents to students and its use dates back to ancient times (Exley & Dennick, 2009). However, lecture has been under constant scrutiny because of the argument that it is a one-way learning process in which students are seen as passive learners. This somehow made me think that lecture may not be as helpful as I thought it would be.
On the other hand, Brookfield (2015; chapter 6) contended that lecture is as effective as other approaches as long as it is delivered with clear purpose. One of the five purposes includes encouraging learner’s interest in the topic. This is a relief for me because as a teacher and a researcher who is passionate about the psychology of religion and spirituality, my first step is to provide the students basic information about religion and spirituality and situate it in the field of Psychology. Few individuals are into this field, so sharing my passion for this topic is a way to stimulate interest. This may be something that individuals have taken for granted as religious or spiritual experiences are ingrained in our psyche. Hence, activating this consciousness may have to start with a lecture and eventually connect the concepts to individuals’ personal experiences.
It is my hope that presenting a lecture about my field of passion in a well-organized and creative manner will serve as a step for students to think critically. For now, I will continue to learn more about effective teaching.
References
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
Exley, K., & Dennick, R. (2009). Giving a lecture: From presenting to teaching. Routledge.
flowjame 