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(d) INTERACTIVE/PARTICIPATIVE METHODS
This fourth category borrows a bit from the three other methods without necessarily laying 
emphasis unduly on the learner, content or teacher. These methods are driven by the situational 
analysis of what is the most appropriate thing for us to learn/do now given the situation of learners 
and the teacher. They require a participatory understanding of varied domains and factors. 
In summary, three types of methods commonly used in instruction are: -
Teacher-centered methods
Learner centered methods

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Content focused methods
Interactive/participative methods
SPECIFIC TEACHING METHODS
We can now consider a number of specific methods which can be drawn from in the course of 
classroom instruction. It is however, important to note that the choice of any form of methods 
should not be arbitrary, but needs to be governed by the criteria we have already examined. At the 
same time each method is not fool-proof, but has its own advantages and disadvantages. That is 
why I would recommend the use of complementary methods rather than one method. 
1. LECTURE METHOD
A lecture is an oral presentation of information by the instructor. It is the method of relaying 
factual information which includes principles, concepts, ideas and all 
THEORETICAL 
KNOWLEDGE
about a given topic. In a lecture the instructor tells, explains, describes or relates 
whatever information the trainees are required to learn through listening and understanding. It is 
therefore teacher-centered. The instructor is very active, doing all the talking. Trainees on the 
other hand are very inactive, doing all the listening. Despite the popularity of lectures, the lack of 
active involvement of trainees limits its usefulness as a method of instruction.