RUDOLPH KWANUE UNIVER-
SITY COLLEGE CAMPUS
As technology advances and becomes more capable,
there are many new teaching styles coming into play.
There's a lot of 'new and improved' to be seen, but it's
important to remember that sometimes, newer isn't
always better.
The word 'lecture' has gotten a bad rap over the years,
but in truth, a traditional lecture is still one of the most
effective and natural ways of conveying information,
and it has stood the test of time through all conceiva-
ble models of teaching, across generations, cultures,
and ideologies.
We repeatedly turn to lectures because they work.
When students settle into a lecture--not in a state of
boredom or annoyance, but attentive listening and
willingness to learn--the lecture model provides a
steady flow of information that students can learn and
grow from. By allowing themselves to become im-
mersed in the words of their educators, students
activate a powerful mental state that opens them up to
retaining new ideas, contemplating the presented
information, and expanding their own thinking process-
es.
The uninterrupted nature of lectures creates a
momentum within the subject at hand. Providing
students with the setting for a lecture, and then
delivering it effectively, helps to prevent distractions
from learning and generate the momentum necessary
to really make a message stick. Lectures aren't a new
concept. In fact, they are arguably one of
our oldest modes of education. And even
with technology sweeping the world and
creating new opportunities, certain staples
of human interaction will always have
value.
While advancements are constantly being
made in both devices and teaching styles,
and while many of these new programs are
incredibly beneficial to students and
teachers, it's important not to discard
traditional teaching methods simply
because they are older. There are many
benefits to teaching via lecture. For
example:
The model of having an expert discuss
their field at length provides students with
a solid foundation for their own learning
A 2010 study from Harvard's Kennedy
School showed that students who received
lectures learned more than peers exposed
to other methods of classroom teaching
Establishing the professor as the expert not only allows
tremendous information sharing, but also lets students
know exactly who to turn to if they have trouble
understanding the material.
Table of Contents:
 Why Lecture-Based
Teaching Style
 Lecture-Based Teaching True
Method
 Effective Lectures
We Exploit The True Method
RKUC WEEKLY TEACHING METHODS LESSIONS BULLETINGS
BY PROF. PAUL ALLIEU KAMARA AND PROF. RUDOLPH Q. KWANUE SR.
Inside this issue:
METHODS OF TEACHING 2
SELECTION OF LECTURERS 2
OUTLINE DISTRIBUTION 2
LECTURE PREPARATION 3
PREPARATION OF LESSON NOTES 4
FINAL PREPARATIONS 5
LECTURE TIMINGDELIVERY IN CLASS 6
clear, easy to follow, and provides actionable steps for
the listener. A good lecture doesn't tell a student what
to think of a subject, but instead guides them to
examine the topic on their own, to come at it with their
unique perspectives, and to discuss these concepts
openly so that answers can be found and insights
gained.
They also provide steps that the class can take after
hearing the lecture to deepen their understanding,
Lectures are even cited as capitalizing on human
nature to improve learning by providing verbal instruc-
tion from an authority figure in real-time. Lectures
have proven time and again to be a positive and
powerful teaching method, and succeed where other
methods--like small-group discussion or independent
study--fall short. Lecturing, like all teaching methods,
is an art and a science. One does not simply stand at a
podium and ramble--that is not educating. A successful
lecture is like a speech; it is structured, organized,
implement their new knowledge, and make what they
learned part of their lives in a real, viable way. The first
element of an effective lecture is knowing who you're
speaking to. A history lesson for third graders is going
to be very different from a history lesson for third-
year college students. Tailor your lecture specifically
to the people you'll be speaking to. Keep in mind the key
components of a lecture, and use these guidelines to
establish flow:
RUDOLPH KWANUE UNIVERSITY COLLEGE LIBERIA AND USA
The Need To Master your Teaching
Methods
Newsletter Date 7th Feb. 2023

Over the years, several methods of
teaching have evolved in the
classroom. A few of them are
presented below: -
A. Among the oldest, we find
the lecture method, which
portrays the teacher as one
who dispenses knowledge to
the ignorant pupil. Teaching
consists of „Telling‟ the
pupils certain facts and
information which the latter
absorbs silently, never
talking until he is asked to
do so. The method places
the teacher in a great
authority and the learner in
that of dependence. The
lecture method is one of the
commonest methods. It is
particularly suitable for
large classes. The method is indispensable
to teachers especially when it comes to
presenting information, which the learners
need. Lecturing consists of telling the
students certain truths and information/
revelations which the latter absorb SILENT-
LY, never talking until asked to do so. These
truths and information/revelations have to
be passed skillfully, logically and systemati-
cally in order to promote understanding and
spark off the desired „revolution‟ in the lives
of the students. It also has to be used along
with other methods to provide a variety of
approaches and learning experiences. Used
alone and all the time, it can become
monotonous and boring and may condemn
the learner to perpetual inactivity.
B. A second method is the Socratic Method
which is based on dialogue between the
teacher and the learners. In this dialogue,
three stages are distinguished: the stage of
'opinion' during which the learner is unable to give
valid reasons for his assumed knowledge; the second
stage is the destructive or analytic stage in which the
individual is led to doubt his knowledge and the third
stage - the synthetic stage- where the learner's
experience is critically reconstructed and he can
justify his beliefs by giving reasons for them. The
Socratic Method consists essentially of questions and
answers. This makes it difficult to apply in the class-
room situation where we have many pupils and where
the stage of mental development of the pupils may not
be advanced enough to support the rigours of the
method. However, the Socratic Method can be applied
from time to time especially to correct pupils' false
beliefs, illogical reasoning and to eradicate taboos and
superstitions. Itcan also be used at certain stages of
the lesson to check on the level of understanding of the
pupils.
lecture.” It is important therefore to prepare a lesson
note to cover the 1½ hours allocated for each lesson
before you enter the lecture room. You would also be
required to submit such notes to Students after the
completion of your Lectures. In preparing the lesson
notes, the following could be carefully considered:
(i) FRESH NOTES
Lecturers are to develop fresh lesson notes using the
Course Outline, recommended books and other
relevant materials recommended by the University.
(ii.) THE AIM
The purpose, intention or focus of the subject.
Preparation is the way to succeed.
What you are not prepared for you cannot succeed in
Lecturers are to go through the entire Course guide
before teaching. This will enable them to have a grasp
of the Focus of the Course.
LIBRARY
All RKUC Lecturers should have access to current
books from Library where such exists. Relevant books
should be made available to lecturers on time to
enhance qualitative preparations'
REPARATION OF LESSON NOTE One of the most im-
portant skills in lecturing is preparing a lecture plan.
It is frequently said that “Without plan, there can be no
The aim of each subject is clearly indicated on the
course outline. Failure is a product of broken focus
LECTURE PREPARATION
be interdisciplinary in nature. The project is usually
undertaken to achieve a certain agreed purpose and
learners work cooperatively among themselves to
achieve this purpose. In undertaking projects, multiple
leaning usually takes place. Examples of projects are
building a dining shed, presenting a play, organizing an
excursion, undertaking a community service (e.g.
cleaning) etc. These methods appear more democratic
than many other methods and encourage pupils' active
participation en masse. The teacher becomes a guide
and facilitator and a lot of learning takes place. In the
three domains: cognitive, effective and psychomotor.
Above all, learning is easily transferred to pupils' real
life situations outside the school and thus becomes
very meaningful and motivating to them.
used skillfully, it can be very rewarding.
TEACHING METHODS
The discovery method is based on the assumption that
it is better and more useful for learners to discover
for themselves certain facts, truths, principles, and
knowledge etc. Such knowledge discovered is said to
be lasting than one that is poured into the pupils'
heads. In this method, materials are supplied to the
pupils and the situations created whereby they can
search for the required knowledge, truth, value etc.
This method is particularly useful in practical subjects
like science, social studies and even mathematics. It
can also be adopted for library research in other more
theoretical subjects like history and literature. Being
time consuming, it may not be used too frequently in
the classroom. But where D. The project method as
the name implies is built around a pre-determined
project which may be found in a given subject area or
METHODS OF TEACHING
Page 2
The Need To Master your Teaching Methods
RKUC CAMPUS WITH
CROSS SECTION OF
STUDENTS
Prof. Rudolph Q. Kwanue Sr.
Founder, Chancellor and International Director
The Vision of Rudolph
Kwanue University College
is: To Provide excellent
educational services, to
build the minds of people,
and to produce world
class leaders for job
opportunities in every
sector of society and
better future.

(a) What do I want the students to
derive from their lesson (not “what
am I going to teach them”)?
(b) How will I know that they have
derived it?
© What do I want the students to do by
the end of the lesson to convince me
that they have caught it?
Lecturers should note that the system adopted for
imparting knowledge to students of the Rudolph
Kwanue University College is the LECTURE METHOD, not
t
NO PLAYING, TEACH!
LECTURE TIMING
The lecture should be properly spread within the forty
five Minutes or 1hour 30 minutes allocated. Since no
lecture is permitted to exceed the stipulated times
under any circumstances, it may be necessary to
divide and affix time to the various topics to be taught.
DELIVERY IN CLASS
Every lecturer is expected to use the board provided in
the lecture room to:
a. Write his Name and Course Title.
b. Highlight some important points of the Course.
FINAL PREPARATIONS
Lack of adequate preparations will result in perspira-
tion.
Once the lesson note has been carefully prepared,
carry out the following steps:
Meditate, ponder, and ruminate over the note to
enhance proper understanding of the subject matter.
Create applicable illustrations to drive home your
points.
Practice your delivery pattern over and over again.
Pray over the lesson note to generate the required
impact.
Ask yourself these questions:
Page 3
The Need To Master your Teaching Methods
Prof. Paul Allieu Kamara
Editor
Teaching is the
Life long quality
of Rudolph
Kwanue
University
College

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DO NOT ALLOW BOREDOM
Never allow your lecture become monotonous and boring. This can condemn the learner to perpetual inactivity. Witty and scriptural jokes which are rele-
vant to the course objectives are permitted.
COMMENTS
It is particularly useful to record your observations on certain lessons which should be submitted after your course alongside your lesson plan. Try to evaluate the good and
bad points in your lesson and suggestany improvement that occurs to you.
Rudolph Kwanue University College