Common Teaching Methods.
| 1. Lecture |
- – presents factual material in direct, logical manner
- – contains experience which inspires
- – stimulates thinking to open discussion
- – useful for large groups
- – experts are not always good teachers
- – audience is passive
- – learning is difficult to gauge
- – communication in one way
- – needs clear introduction and summary
- – needs time and content limit to be effective
- – should include examples, anecdotes
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| 2. Lecture With Discussion |
- – involves audience at least after the lecture
- – audience can question, clarify & challenge
- – time may limit discussion period
- – quality is limited to quality of questions and discussion
- – requires that questions be prepared prior to discussion
|
| 3. Panel of Experts |
- – allows experts to present different opinions
- – can provoke better discussion than a one person discussion
- – frequent change of speaker keeps attention from lagging
- – experts may not be good speakers
- – personalities may overshadow content
- – subject may not be in logical order
- – facilitator coordinates focus of panel, introduces and summarizes
- – briefs panel
|
| 4. Brainstorming |
- – listening exercise that allows creative thinking for new ideas
- – encourages full participation because all ideas equally recorded
- – draws on group’s knowledge and experience
- – spirit of congeniality is created
- – one idea can spark off other other ideas
- – can be unfocused
- – needs to be limited to 5 – 7 minutes
- – people may have difficulty getting away from known reality
- – if not facilitated well, criticism and evaluation may occur
- – facilitator selects issue
- – must have some ideas if group needs to be stimulated
|
| 5. Videotapes |
- – entertaining way of teaching content and raising issues
- – keep group’s attention
- – looks professional
- – stimulates discussion
- – can raise too many issues to have a focused discussion
- – discussion may not have full participation
- – only as effective as following discussion
- – need to set up equipment
- – effective only if facilitator prepares questions to discuss after the show
|
| 6. Class Discussion |
- – pools ideas and experiences from group
- – effective after a presentation, film or experience that needs to be analyzed
- – allows everyone to participate in an active process
- – not practical with more that 20 people
- – few people can dominate
- – others may not participate
- – is time consuming
- – can get off the track
- – requires careful planning by facilitator to guide discussion
- – requires question outline
|
| 7. Small Group Discussion |
- – allows participation of everyone
- – people often more comfortable in small groups
- – can reach group consensus
- – needs careful thought as to purpose of group
- – groups may get side tracked
- – needs to prepare specific tasks or questions for group to answer
|
| 8. Case Studies |
- – develops analytic and problem solving skills
- – allows for exploration of solutions for complex issues
- – allows student to apply new knowledge and skills
- – people may not see relevance to own situation
- – insufficient information can lead to inappropriate results
- – case must be clearly defined in some cases
- – case study must be prepared
|
| 9. Role Playing |
- – introduces problem situation dramatically
- – provides opportunity for people to assume roles of others and thus appreciate another point of view
- – allows for exploration of solutions
- – provides opportunity to practice skills
- – people may be too self-conscious
- – not appropriate for large groups
- – people may feel threatened
- – trainer has to define problem situation and roles clearly
- – trainer must give very clear instructions
|
| 10. Report-Back Sessions |
- – allows for large group discussion of role plays, case studies, and small group exercise
- – gives people a chance to reflect on experience
- – each group takes responsibility for its operation
- – can be repetitive if each small group says the same thing
- – trainer has to prepare questions for groups to discuss
|
| 11. Worksheets/Surveys |
- – allows people to thing for themselves without being influences by others
- – individual thoughts can then be shared in large group
- – can be used only for short period of time
- – facilitator has to prepare handouts
|
| 12. Index Card Exercise |
- – opportunity to explore difficult and complex issues
- – people may not do exercise
- – facilitator must prepare questions
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| 13. Guest Speaker |
- – personalizes topic
- – breaks down audience’s stereotypes
- – may not be a good speaker
- – contact speakers and coordinate
- – introduce speaker appropriately
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| 14. Values Clarification Exercise |
- – opportunity to explore values and beliefs
- – allows people to discuss values in a safe environment
- – gives structure to discussion
- – people may not be honest
- – people may be too self-conscious
- – facilitator must carefully prepare exercise
- – must give clear instructions
- – facilitator must prepare discussion questions
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- Read more @ http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm
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