Teaching Methods
TEACHING METHODS
1. LECTURE This method presents factual matter in a direct, logical manner. It is generally useful in large groups and can stimulate thinking. However, the audience is usually passive as communication is one –way, and learning is difficult to gauge. Preparation – Needs clear introduction and summary; time and content limit; should include anecdotes and examples. 2. LECTURE WITH DISCUSSION This method involves the audience after the presentation and allows for questioning, clarification and challenging. Discussion may be limited by time constraints, and the effectiveness will be linked to the quality of the questions and discussions. Preparation – may require that questions be prepared prior to discussion. 3. ROLE PLAY This method introduces problem situations dramatically, allows for the exploration of solutions and provides opportunity for practicing of skills. By assuming the roles of others, another point of view can be appreciated. This is not appropriate in large groups or where people are self conscious and may feel threatened. Facilitator must clearly define the situation and the roles, and give very clear instructions. Other group members look on and comment ONLY AFTER THE ROLE PLAY IS OVER. 4. GUIDED ROLE PLAY This method introduces problem situations dramatically, allows for the exploration of solutions and provides opportunity for practicing of skills. By assuming the roles of others, another point of view can be appreciated. This is not appropriate in large groups or where people are self conscious and may feel threatened. Facilitator must clearly define the situation and the roles, and give very clear instructions. Facilitator stops role play at critical points and invites group members to redirect action for the desired outcome. 5. VIDEO CLIPS Dramatic visual way of focusing on the learning outcome.
1
A video clip no more than 1min is run and stopped at a point that is critical to the learning. Dependent upon desired learning
1. LECTURE This method presents factual matter in a direct, logical manner. It is generally useful in large groups and can stimulate thinking. However, the audience is usually passive as communication is one –way, and learning is difficult to gauge. Preparation – Needs clear introduction and summary; time and content limit; should include anecdotes and examples. 2. LECTURE WITH DISCUSSION This method involves the audience after the presentation and allows for questioning, clarification and challenging. Discussion may be limited by time constraints, and the effectiveness will be linked to the quality of the questions and discussions. Preparation – may require that questions be prepared prior to discussion. 3. ROLE PLAY This method introduces problem situations dramatically, allows for the exploration of solutions and provides opportunity for practicing of skills. By assuming the roles of others, another point of view can be appreciated. This is not appropriate in large groups or where people are self conscious and may feel threatened. Facilitator must clearly define the situation and the roles, and give very clear instructions. Other group members look on and comment ONLY AFTER THE ROLE PLAY IS OVER. 4. GUIDED ROLE PLAY This method introduces problem situations dramatically, allows for the exploration of solutions and provides opportunity for practicing of skills. By assuming the roles of others, another point of view can be appreciated. This is not appropriate in large groups or where people are self conscious and may feel threatened. Facilitator must clearly define the situation and the roles, and give very clear instructions. Facilitator stops role play at critical points and invites group members to redirect action for the desired outcome. 5. VIDEO CLIPS Dramatic visual way of focusing on the learning outcome.
1
A video clip no more than 1min is run and stopped at a point that is critical to the learning. Dependent upon desired learning