Learners meet to analyze and treat a specific problem or react to a problem they have encountered. A modified version of a panel involving people. Half the panel represents the learners and the other half are resource people or experts. The learner representatives ask questions, raise issues, and make comments for the experts to respond to. There may be more than one committee working at the same time. Each committee reports back to the larger group for direction and feedback.
A variation of the case study in which learners are given incomplete data. By analyzing the case and asking the right questions, they are given the additional data needed to solve the case. Learners analyze the strengths and weaknesses of a subject, system, approach, proposal, etc. They then make suggestions or improvements.
Two learners, or teams of learners, defend opposite sides of an issue. Learners alternate in presenting their arguments. The purpose is to explore all aspects of an issue and to emphasize winning. Learners observe the performance of a task or procedure. The demonstration may be live or prerecorded.
Two individuals hold a conversation while the other learners observe. The individuals in dialogue may be resource people or selected learners. They may either present opposing views or simply discuss the issue in an informed manner. An exchange of ideas on a topic of mutual concern. This discussion is usually facilitated by a leader, but it can be leaderless.
It can be totally unstructured and spontaneous, or it can be highly structured. A session of repetitive practice designed to increase efficiency, improve the quality of performance, or aid retention.
This is a panel with a vacant chair. Learners can temporarily take the vacant chair in order to participate briefly in the panel discussion. When they have had their say, they vacate the chair so another learner can occupy it. Learners are taken to the environment where the task is performed. The trip is carefully planned for learning through observation and analysis of what is observed.
This is not just a casual tour. A modification of the discussion in which a large group is divided into two smaller groups. Following a formal presentation, learners discuss and ask questions about the topic. They may ask questions of the speaker or discuss among themselves.
For larger groups, a moderator may be needed. Langevin Learning Services specializes in instructional design and instructional methods. Many more methods are discussed and demonstrated in our workshops. In those workshops, you will learn how to select and apply the most appropriate instructional method for any given situation, as well as all the skills you need to succeed when designing a course, workshop, or seminar.
The major distinction is that in a symposium each presenter is given a different work to present on. In a symposium when the question is posed it is specifically addressed to the presenter of the topic and not to the house at large. This method helps students to experience and practice what they are learning. Encourage students to explore relationships between fictional and real worlds. Encourage students to reflect on how the drama relates to the world outside. Invite students to share reactions and observations in and out of role.
Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are part of this teaching method. After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end of the lesson. Tests provide student opportunity to learn.
After students have written a test the teacher should mark and discuss parts of the test were much of student had not fared well then re-teach those parts. Sometimes a teacher can set take home test where students are given an opportunity to read, probe and find answers to questions. Most effective teachers prepares test for themselves and do all the typing to avoid leaking. Telling is particularly useful as a teaching method when: ii.
Introducing new topics iii. Summarizing work iv. Supplementing information furnished by students and text books. Developing the work of the class vii. Giving illustrative talks viii.
Giving inspiration talks. Introducing important incidental information. It is not possible to elicit the information for the students or make them active participants in the learning process. The presentation may not be logical if the teachers presenters have got inadequate imagination, accurate and wide knowledge. The presentation may be boring if the presenters have not collected adequate information and facts on the topic at hand.
Nevertheless this method is almost applicable in all subjects. To enhance it, every teacher should know that telling is an art. As alluded to, a teacher should have variety of facts of the story to tell the class.
For example, this method requires us to start with, what we have to find out. Then we think of further steps and possibilities which may connect the unknown with known and lead us to find out the desired result. Analytical method can be used in the teaching and learning of mathematics and other related objects therefore can be improved by encouraging students to do some research in their learning subjects.
Analytic method is logical, leaves no doubts and convinces the learner. It is suitable method for understanding and discovering. The steps, in its procedure, are developed in a general manner.
Each step has its reason and justification. The student is throughout faced with questions and this increases his power at every step. It is a lengthy method. It is difficult to acquire efficiency and speed with this method. It may not be applicable to all the topics. It is probably used in science or in mathematics in which questions, formulae even answers at time are printed on the flash cards to help learners remember information easily.
Therefore, it provides to learners the ability to recall information randomly. However, to enhance this act, the teacher should be resourceful in one 17 sense that he must ensure that any topic taught should have flash cards containing main points of the overall topic.
It helps learners build language skills. It develops the learners learning skills. It improves learners understanding of literature. Learners can have a firm basis for progressing to more complicated problem-solving skills. Very little information can be memorized at a time. It creates and promotes laziness among pupils. Memorizing is disappointing in that it can only last for a short period of time. It limits learners from exploring or doing research. One way to improve this method is when 18 Interviewing, the interviewee should be interrogated with both open and closed questions.
Other than this one, learners should be acquainted with interview skills. It encourages interactions between and among people especially an interviewer and an interviewee. It improves creativity as the learners will make a report out of the interview.
It gives adequate time to prepare questions to ask. It provides a logic way of doing work. It is time consuming. A learner may get the wrong information.
Some people would not be willing to talk to them. Play-way method can be utilized in the teaching of various subjects of the school curriculum to make them lively and interesting. In the teaching of languages play way can include dramatization of interesting anecdotes and plays, debate, discussion, speeches, spelling games and story games.
As for teaching social studies, a number of play way devices can be used for instance, dramatics, pageants and tableau, charts, models, pictures and so forth. Basically, the success and improvement of play- way depends upon the hard labour put in by the teacher. The use of play- way can, in no way, be taken as the line of least resistance to which a teacher can succumb, but it is a whole- hearted application to an arduous task of facilitating the learning process in a natural and interesting manner.
The application of play principle is a great force in education in that play is a wonderful motivator, because it is interesting. Work wedded to joy is work at its best.
Play provides training in self-discipline and self-advancement through self-education. The harmony of work and play keeps the child fully absorbed in work. Play- way is the best way of learning. Teacher may fail to achieve some objective because some pupils may be shy. It requires a proper and formal guidance by the teacher. If the class is big, it can bring commotions. This method of teaching has great educational benefits. It is argued, if learning is worthwhile, it should not be confined merely to the hours students spend in the classroom.
This method is applied in subjects like science, English, geography, History and many others. Moreover, the syllabus for different classes in different subjects is so heavy that, it will be impossible to cover it so to improve this method a teacher should always at least give an aid of homework to learners on each topic covered in a day. It is a valuable means of study without the restrictions of class work and supplements the teaching work done in the class. It involves much repetition that is essential for fixing the lesson taught in the class.
It develops the moral and intellectual qualities of self-reliance, self-direction and initiative in grappling unaided with the problem arising from the work.
Brainstorming remains today one of the most powerful methods available for developing original ideas. Brainstorming is a way of applying a collaborative approach to innovation. There are many different brainstorming methods. Different design practitioners can select different methods and apply them in different ways. You do not need to be an expert to participate in a brainstorm. The best results are obtained with a diverse team of participants which may include managers, designers, engineers, marketing, sales manufacturing professionals and end users of the product or service with people from different disciplines, cultures, gender, income and ages.
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