The traditional lecture format begins with an assumption that the teacher's task is to impart knowledge and that all students need the same information. A lecture may be appropriate when the goals are to disseminate a large amount of information, present material not available elsewhere, expose students to content it may be difficult or time-consuming to locate on their own, or arouse student interest. However, like all forms of learning, lectures also have disadvantages.
Lectures benefit auditory learners more than others.
Lectures promote only lower-level learning of factual information and are less effective in promoting thinking or attitudinal change. In addition, a non-interactive lecture may not reach students preoccupied with occurrences just prior to the class. Those who become confused mid-lecture may have neither the forum nor the courage to ask for clarification. Although the use of temporary groups that last for one discussion or one class period may shorten lecture time, they have the advantage of allowing more time for processing information and ensuring that misconceptions are cleared up before the end of class. The 3 to 5 minutes task of discussion groups or pairs might be, for example, to answer a specific question or to elaborate on how the material relates to something previously learned.