Abstract
D.Ed. (Teaching Studies)
The traditional method of lesson presentation has in recent years come under scrutiny from various
education quarters concerned with approaches to teaching and learning. The reason for this being the
changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning
approach for general and further education (NQF:1995a) and the shift of emphasis in teaching
strategies. The realization has dawned on educationalists that presentation lessons should perhaps not
be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway,
1993:61), but one of many skills that should receive undue attention by all lesson presenters.
The aim has not been to eradicate the process of lesson presentation in its present format but rather to
oscillate the emphasis due to the growing interest in the manner in which learning matter is presented
(Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of
the learners are involved in [thinking] activities at all times of the lesson and not excluded as
commonly appears to be the case" (Elston, 1992:71).
Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content
presentation as is proven when examining policies brought about by education departments regarding
requirements for the planning and presentation of lessons. It must however be mentioned that these
are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2).
Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all
instructional activities should take place. Obviously some structure or guidelines are essential,
especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on
hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes
lesson presentation...