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Using Various Delivery Techniques

Using Various Delivery Techniques. Getting Started and Improving on Basic Techniques. Why is it important to use various delivery methods?. A Sampling of the Methods Possible. Lectures Demonstrations Guided Discussion Student Activity Games and Simulations Case Studies

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Using Various Delivery Techniques

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  1. Using Various Delivery Techniques Getting Started and Improving on Basic Techniques

  2. Why is it important to use various delivery methods?

  3. A Sampling of the Methods Possible • Lectures • Demonstrations • Guided Discussion • Student Activity • Games and Simulations • Case Studies • Independent Studies • Others??

  4. LECTURES • Most used, and abused • Best for cognitive and affective • Great for introducing material, sharing facts, and summarizing information • May be defined as “The transfer of information from the teacher’s notes to the students’ notebooks without passing through the mind of either one.” • Telling isn’t teaching!

  5. More on LECTURES • Major types of lectures • formal speeches • formal teaching lectures • informal teaching lectures • illustrated lectures • briefings

  6. Advantages and Disadvantages of Lectures • Lots of information can be shared with large groups • May save time and money • May be boring for the student and the instructor • Some students are not auditory learners

  7. Begin with objectives Follow an outline Use visual aids Emphasize major points Encourage student interaction Use a conversational style Use humor cautiously Vary your tone of voice Speak clearly Use proper English Move around the room Be flexible Pay attention to body language Avoid or define technical terms Make eye contact Summarize the lesson Tips for Effective Lectures

  8. DEMONSTRATIONS • The teacher performs, the student watches! • Best for cognitive, psychomotor and affective • Great for initial step in students’ mastery of desired skills • Especially good for teaching steps, procedures, and relationships/reactions

  9. More on Demonstrations • Demonstrations require that the learner: • knows what they are trying to accomplish • knows and understands the steps • is guided through the procedure correctly the first time • is allowed to practice the procedure

  10. Advantages and Disadvantages of Demonstrations • Students get to see and hear the procedure performed correctly • Requires much planning • Requires a high level of teacher skill • May be difficult to assess learning • May require “unnatural” setting • Details may be hard to observe

  11. Begin with objectives Be prepared Know what you are doing Plan some type of interaction Have a backup plan Set aside enough time for the demo and follow-up Break into groups Arrange the students for maximum viewing Break the demo into parts, if necessary Avoid too much theory Use setups Use other instructional aids Summarize the lesson Tips for Effective Demonstrations

  12. GUIDED DISCUSSIONS • The key is that it must be guided. • Primarily directed through questioning or leading statements • Generally address the cognitive and affective domains • Allows students to feel that they are part of the instruction!

  13. Advantages and Disadvantages of Guided Discussions • Active student participation • Encourages problem solving • Can clarify misunderstandings promptly • May be difficult to keep on track • Requires that the learner has sufficient background resources • May be time consuming

  14. Begin with objectives Plan a good introduction Have at least an informal outline Set time limits on the discussion, as needed Involve each of the participants Control participants who attempt to dominate the discussion Summarize the discussion Tips for Effective Guided Discussions

  15. Student Performance • Student performs, the teacher watches!! • Students learn best by doing • Utilizes multiple senses • Includes various forms, including job tasks, projects, and other types of practical hands-on activities • Addresses each of the three learning domains

  16. Advantages and Disadvantages of Student Performances • Involves each learner--hands on • Shows true understanding • Easily individualized • May be time consuming • More demands are placed on the instructor • Equipment and supplies must be ready and available for all groups of students

  17. Begin with objectives Have all materials, tools, and equipment in place before the students arrive Use real work situations Move around the lab questioning, probing, observing, etc. Make the project a means, not an end Use student or peer instruction Tips for Effective Student Performances

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