1.  DEFINITION- The method of teaching is in
which approaches must likely to the
method of investigation.”Burke
 “A devices implies the external mode or
form, which teaching may take time to
time.”-Burton

2. Do work with
maximum efficiency
Eagerness to
inspectorate Develop
love for work
Expand
student
interest
Make capable
for clear thinking
Apply practical Adapt 3 A – Age
knowledge ability and
aptitude

3. Objectives and
Content of course
Capacity of Accord sound
students psychological
principles
Teacher Should use
personality and creativity
assets

4. Impart
Inculcates values knowledge
attitude and habits
for work
Train the
teacher
Clear in speech
and writing Create genuine
attachment to
work
Principle of
verbalism and To learn
memorization Provide benefit in actively and
all categories apply
practically

5. GROUP METHODS
DISCOVERY METHODS
INSPIRATIONAL METHODS
EXPOSITORY METHODS
NATURAL LEARNING METHOD
INDIVIDUALIZED METHODS
ENCOUNTER METHODS

6.  LECTURE METHOD
 SEMINAR METHOD
 PROJECT METHOD
 WORKSHOP METHOD
 SELF DIRECTED METHOD
 STIMULATION METHOD
 LABORATORY METHOD
 SYMPOSIUM METHOD
 CLINICAL TEACHING METHOD
 PANNEL DISCUSSION METHOD
 DEMONSTRATION METHOD
 PROBLEM SOLVING METHOD
 GROUP DISCUSSION METHOD
 ROLE PLAY [SOCIODRAMA]
 MICRO TEACHING METHOD
 COMPUTER ASSISTED INSTRUCTION [CAI]
 PROGRAMMED INSTRUCTION METHOD

7.  Lecture method is talk giving
specified information to the
class or long serious speech-
oxford dictionary
 The lecture is an excellent
method for presenting
information to a large number
of persons in a short period of
time.- A Adivi Reddy
 The lecture is essentially a
formal exposition, which makes
only incidental use of narrative
description in setting forth the
basic and all inclusive structure
of an entire topic.

8. Student will able to generalize Create interest and
able and conclusion enthusiasm
Stimulates
the process
of thinking
Analysis by using
scientific principle
Organize the
content Develop
teaching
Improve the skills
knowledge of
teacher
Draw attention
of students
Reflect understanding Material will
through suitable be long time
examples

9.  PRINCIPLES OF AIM
 PRINCIPLES OF ACTIVITY
 PRINCIPLES OF
CORELATION
 PRINCIPLES OF
LOOKING AHEAD
 PRINCIPLES OF
EFFECTIVE
PREPARATION

10. Sometime
absorb organized
information preparation
without thinking
Conserves Cover thoroughly
time the subject
content
Results are easy Adaptable to large
to cheek group

11. It useful to relate past
Provide new
present and future
information
content
Develop professional
relationship Present large
between teacher fact in short
and students time
Integrate different
ideas and concept Advanced
in orderly system the students

12.  QUESTION
 LEARNER PREPARATION
 NOTE TAKING
 STRUCTURE
 TECHNOLOGY AND
VISUAL AIDS
 PREPARATION OF THE
GROUP

13. ADVANTAGE DISADVANTAGE
1)Apparent saving of time and It is the wastage of time to
resources repeat the material present in
books.
2) Presence of teacher. Keep the student in passive
situation.
3) Covers a large group of Don’t facilitate how to solve
students. the problem.
4) Give a feeling of security. Low receptivity.
5) It has more weight than Hard to check teaching
mute appeal. learning process.

14. Allow for
note Teacher not only
Illustrate
taking to talk but work
and interject
with students
questions to clarify
the doubts
Teacher establish the
Provide contact very soon
clarification of with students so she
thoughts and deliver the content
assimilation of according to student
ideas capacity
Teacher will
compensate Important points
for the are clear first
restrictions of before moving to
student verbal next
expressions

15. rapport
Lecture
outline and
students note
voice
eye contact
gestures

16. It is not readily Time
analyzed and consume
summarized by
students
Poorly adapted to
the perceptive
ability of students Little student
activity
Is likely to become a Require special
sustained dictation skill
exercise

17.  People have now days . . . got a strange opinion that everything should be taught by
lecturesNow, I cannot see that lectures can do so much good as reading the books
from which the lectures are taken. . . . Lectures were once useful, but now, when all
can read, and books are so numerous, lectures are unnecessary
(Boswell's Life of Samuel Johnson, LL.D., pp. 144, 471). More Samuel Johnson
(1709-1784)
 Further two of the studies reviewed conclude that the process of trying to to take
notes from a lecture, although useful for aiding recall later on and in raising test
scores, can interfere with immediate retention of information communicated in a
lecture (Davis and Alexander 1977a)
 Since the medieval universities of Paris and Bologna (Haskins 1957), the lecture has
shown remarkable durability in the face of technological advances and the often
sharp attacks of its critics, themselves dating back almost as far (McLeish 1968).
 A report by the Association of American Medical Colleges points out that 37 percent
of North American medical schools scheduled over 1,000 hours of lectures for the first
two-year, preclinical medicine curriculum, With "abundant evidence [indicating] that
the educational yield from lectures is generally low" (p. 12), the report recommends
reducing scheduled lectures by one-third to one-half and allowing students
unscheduled time for more productive learning activitie

18.  Neeraja KP “Textbook Of Nursing
Education”[2009] 1 STEedition Pp-255-258
Published by Jaypee Brothers.
 Sharma Kumar Dinesh “Communication
and Educational Technology”[2008] 1st
edition Pp-183 -192 Published by Lotus
Publisher
 Clement I “ General Textbook Of Nursing
And Midwifery”[2010] 1STEdition Pp-29 to 32
Published by Jaypee brothers.
 Chanda Eshita “Introduction To Nursing
Education”[2011] 1st edition Pp-74 to 77
Published by PV brother.
 http://www.hi.is/~joner/eaps/wh_lecte.htm

19. Thank
u