Selecting a delivery strategy.
Saturday, July 31st, 20101. Introduction |
The term “delivery strategy” is overused and often misunderstood. Books have been written about it and often equate it to the term “method.” Most undergraduate teaching-training programs even require a course in methods. For the purpose of this article, choosing a delivery strategy will be presented as a choice among the lecture, demonstrations, or discussion. The common nature of these choices do not answer the question How?, but focus on the question, Why ? A series of questions is presented to help you make a decision on which delivery method to use. |
2. Choosing a Lecture |
The purpose of a lecture is to clarify information to a large group in a short period of time. It is not to convey information! Lectures require a great deal of preparation time and need to be supported by various audio-visuals. The lecture is a great opportunity for instructors to feed their egos! It is instructor-centered. Handouts, programmed instruction, information handouts, modules, student presentations, guest speakers, films, film strips, and reading assignments are adaptations of lectures.The following questions should assist you in determining the appropriateness of a lecture.
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3. Choosing a Demonstration |
The purpose of the demonstration is to transmit the big picture to a relatively small group of students in a short period of time. Demonstrations usually require a lot of preparation time and must be supported with various audio-visuals. Demonstrations are particularly useful in teaching skills and are more teacher-centered than student-centered. There are several variations of demonstrations. Projects, peer tutoring, research papers, practice, field trips, on-the-job training, simulated experiences, and videotapes are adaptations of demonstrations. The following questions should assist you in determining the appropriateness of a demonstration:
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4. Choosing a Discussion |
The purpose of a discussion is to solicit and involve the student in content transmittal. Discussions are limited to small groups and require considerable time. The discussion method does not require much audio-visual support. This method is particularly useful in an affective area. It promotes understanding and clarification of concepts, ideas, and feelings. There are numerous variations, and the discussion method can vary from teacher-centered to student-centered. Role playing, debate, panel discussion, reviews, supervised study, brainstorming, buzz groups, idea incubation, tests, show-and-tell, worksheets, conferences, and interviews are examples. The following questions should assist you in determining the appropriateness of a discussion:
Read more @ http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/delivery.htm |