Lecture

A high school history and psychology teacher writes "In Defense of Lecture in the Classroom." By doing so he is defending the method I most often used.

.... The material every day is new to most and there is little to no prior knowledge of the information. ....

Lecture imparts knowledge. Knowledge is a requirement for innovation and creativity. Simply put, you cannot be creative with knowledge you do not have. This is why, when initially presenting information to students, I try to do so in as simple a method as possible. Creating an environment with as few distractions as possible decreases the extraneous load on our limited working memory and allows for the possible processing of more material. ....

Evidence tells me the idea of having a particular learning style and the statistics associated with the learning pyramid are myths. ....

It isn’t everything, but it should certainly have its place in the classroom…especially with initial presentation of new material or as a method of reviewing information. Collaboration, creativity, and innovation are all great…after you’ve acquired the knowledge. ....

So, please don’t write off this effective and efficient method. It mustn’t be boring or passive. Provided students are afforded the opportunities to synthesize, discuss, and apply material presented, lecture is a wonderful foundation for learning in most classrooms. (more)

With younger students, especially, it is important to mix up the method of presentation a bit but lecture is the most efficient way to present knowledge and knowledge is essential. Of course it isn't effective if the teacher doesn't know the subject matter well enough to know what is important. Nor is it the easiest way to teach. The effective lecture requires not only familiarity with the material but also the ability to engage the interest of those in the class.

In Defense of Lecture in the Classroom - The Effortful Educator