Lecture: the good, the bad, and the ugly  (transmitted)<br />In spite of exiting development in teaching method and pedagogy, in general, lecture have been a common method of teaching at college (Bligh 2000). For centuries, Lecture has been used to imparting information. The etiology of lectures is  readings. The concept behind lecturing is one-way communication method to convey knowledge. Teacher who is an expert in subject stand in front of novice learners. Presumptuous those students are lack factual knowledge related to the subject, so they do not have anything to add, placed student in a passive listener role rather than active learner. Bligh (2000) stated that lecture are “more or less continuous expositions by a speaker who wants the audience to learn something”. Main focus of this article will be on lecture where the student is primarily listening and taking note without any contribution. <br />Although many advocates for student—center method of teaching criticize use of  lecture as teaching method, lecture remains the cornerstone in undergraduate education. The main argument for lectures is it effective as a tool to transmit knowledge to novice learners, it is the preferred method for conveying core information such as history, background and theories equations.  Textbook is too detailed  and difficult for the student to get the big picture ,however the lecture success in delivering big ideas  and how the fact are connected. After review of numerous studies, Bligh (2000) conclude that the lecture method is effective -but not more effective- in transfer information as other teaching methods. <br />Lecture is teacher –center method in which the teacher is empowered. The teacher control and determine the content, organization, pace and direction of lecture. In opposition to more student-centered methods, such as  small group discussions were student in control and may convey unanticipated ideas, questions and comments.<br />In addition the lecture method capable to communicate the factual knowledge to a large number of audience. Compare to other students—center method such as problem base learning, the lecture is more economically. Lecturing can be conducted everywhere there are no need for special resources or preparation. Libraries, museums, and community centers have host Free and public lectures on a variety of subject. to conclude lecture provide a face to face interaction between teacher  and student in  the classroom.<br /><br />There has been much debate between educator on whether lecture improve student learning or not ?one  limitation of lectures is that attention span significantly decrees after at most 15–20 minutes however if students are stimulated and fully engaged their attention span lasts as long as their interest regardless of the teaching<br />method. (1) Another drawback of lecturing method is mainly a one-way communication that does not involve the learner participation. For this reason lecture place student in passive learner role.Studies showed people learn by activate their prior knowledge. Also, place student in an active role increase the retention of information. According to Michael O'Donnell "Lecture process by which the notes of o teacher become the notes of o student without posing through the minds of either"(2). Traditional lecture does not enhance learning. In addition, lecturing is not the most effective method of promoting critical thinking, enhancing student engagement, or teaching behavioral skills. In addition,  teacher required to have  effective speaking skills to deliver effectively the lecture.<br /><br />It is often advertising lecturing as a poor teaching method. It has been criticized for placing student in a passive role while in fact it is the responsibilities of lectures who do not know how to stimulate student interest effectively. As a student, I come across  many Lecturalgia (painful lecture) and  I came up with a conclusion. The defect is not in the lecturing methods is self. The problem is how we as educator use this tool effectively. I had attended some amazing lecture that is stimulating, inspiring, engaging, and participatory. On the other hand I been to endless lecture that were uninspiring, poorly presented , badly organized, not at the appropriate level, too many details and no emphases on key point or how the fact connect. It is depressing to know that some lecturers still read their lecture. Majority of research and funding go to the word developing teaching method to enhance student engagement, improve learning skill, etc.,.we should direct research toward investigating what make an amazing lecture? To conclude, "educationalists must change their use of the lecture time in order to improve student learning, [and] achieve the higher-order educational objectives"J.A. Butler 1992(1)<br /><br /><br /><br />Death by MCQ<br />Multiple-Chose (MC) questions are an assessment tool used to assess student learning. They have many advantages that make them extensively used and highly regarded. Advantage of MC questions includes: efficiency; reliability; control of the difficulty; versatility and easy to score. Having said that, what does the MC questions for a real test or indicates? I asked my seven-year-old son about his school and how was his exam. He said it was every easy I only had to  “fill in a bubble”. I was shocked and felt badly for my son; he is still young to be exposed to the response sheet. Looking to Tweeter or Facebook feed shows how crucial it is for students to learn how to write.  We negatively influencing our student learning by abuse Multiple chose questions.My point is that in our school we "teach the test”, we teach the students test taking strategies. As a result of that the scores we are seeing are not directly correlated to what students are actually learning in the classroom. You can't know where you're going unless you know where you are. It is important to use a more formative approach that consist of immediate feedback for the students throughout the course, and less summative assessment that is given at the end of a semester. The key with the formative feedback is that students have time to reflect on the feedback they received. This also allows the teacher an opportunity to immediately intervene when assessments show that a particular lesson or strategy isn't working for a student, or to offer new challenges for students who've mastered a concept or skill. <br /><br />