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Trainer's Handbook - A 14 days Teaching Methodology Course (DED; 190 pages)
A 14 DAYS TEACHING METHODOLOGY COURSE TRAINERS’ HANDBOOK - Version 1
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ACKNOWLEDGEMENTS
III
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ENTRY REQUIREMENTS
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PART I
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CONCEPT OF TEACHING AND ASSUMPTIONS
2
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ADULT LEARNING
4
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COMMUNICATION
6
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THE ROLE OF AN INSTRUCTOR
8
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TYPES OF TEACHING METHODS
HANDOUT 9
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TEACHING METHODS
10
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LESSON PLANNING
12
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INSTRUCTIONAL AIDS
14
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MICRO-TEACHING
PART III
REFERENCES

 

HANDOUT 9
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These are teacher-centred
methods, learner-centred methods, content-focused methods and interactive/participative methods
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The teacher is looked upon by the
learners as an expert or an authority
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Examples of such methods are expository or lecture methods - which require little or no
involvement of learners in the teaching process
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(b) LEARNER-CENTRED METHODS
In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same time
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The teacher also learns new things everyday which he/she didn’t know in the process of teaching
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Examples of learner-centred methods are discussion method, discovery
or inquiry based approach and the Hill’s model of learning through discussion (LTD)
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Generally, this means the
information and skills to be taught are regarded as sacrosanct or very important
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Both the teacher and the learners cannot alter or become critical of anything to do with the content
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(d) INTERACTIVE/PARTICIPATIVE METHODS
This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the
learner, content or teacher
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They require a participatory understanding of varied domains and
factors
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It is
however, important to note that the choice of any form of methods should not be arbitrary, but needs to be governed by the
criteria we have already examined
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That is why I would recommend the use of complementary methods rather than one method
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LECTURE METHOD
A lecture is an oral presentation of information by the instructor
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In a lecture the instructor tells, explains,
describes or relates whatever information the trainees are required to learn through listening and understanding
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The instructor is very active, doing all the talking
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Despite the popularity of lectures, the lack of active involvement of trainees limits its usefulness as a method of
instruction
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It is also useful for presenting an organised body of new information to the learner
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PREPARATION AND DELIVERY OF A LECTURE
As stated earlier, during the lecture, the trainees merely listen to the instructor
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The attention span is the period of time during which the trainees are able to
pay full attention to what the instructor is talking about
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It is difficult to hold the trainees
attention for a long period of time and careful preparation of lectures is very necessary
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He/she should work out the essentials of the topic, organise
them according to priorities and logical connections, and establish relationships between the various items
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When developing a theme in a lecture, the instructor
should use a variety of approaches
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Knowing the trainees and addressing their needs and interests is very important
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Unfamiliar technical words should be introduced
cautiously
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In order to gain and focus the attention of trainees, the instructor should be adequately prepared, fluent in his/her presentation
and should use various teaching aids and illustrations such as charts, transparencies, codes and even the real objects during
presentation
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QUALITIES OF A GOOD LECTURE
1
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2
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3
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4
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5
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6
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7
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8
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2
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In the classroom situation an instructor and trainees all
participate in discussion
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The discussion is, therefore, a more active learning experience for the trainees than the lecture
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As it helps to foster trainees involvement in
what they are learning, it may contribute to desired attitudinal changes
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LESSON DEVELOPMENT
In areas in which trainees already have some knowledge or experience, discussion may be used to develop the main points to be
covered in a lesson
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Trainees can draw on their experience of working in workshops contract sites to
contribute to the discussion
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The discussion can help to clarify the
different points of view and may assist each trainee to define his or her own opinion
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Trainees can see that some importance is attached to their contributions
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The instructor
can ask questions, that help trainees to relate concepts and principles to contexts that are familiar to the trainees or in which
they will ultimately be needed
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Used in this way discussion contributes to the transfer of learning
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The answers provided by trainees and the
questions they ask, reveal the extent and quality of learning taking place
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They can also provide feedback to trainees, thereby helping to reinforce learning that has
taken place
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CONDUCTING A DISCUSSION
Discussion sessions can be led by the instructor, or can take place in groups
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b) Contribute ideas or personal opinions
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d) Express what had been learned
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It must be focused on the
objectives of the lesson: it is the instructors responsibility to see that the objectives are met
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3
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one of the two most essential teaching skills is the
ability to demonstrate; the other is the ability to explain
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Weaver and Cencil in APPLIED TEACHING TECHNIQUES
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TEACHER PREPARATION
1
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2
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t
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3
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4
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5
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6
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7
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PRESENTATION
1
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2
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3
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4
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5
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6
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7
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PRECAUTIONS
1
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2
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3
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4
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CARRYING OUT A DEMONSTRATION
1
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Remember that the trainees learn by your good example
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Explain each step or process as you proceed
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3
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4
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Maintain eye contact
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Emphasise key points, and if possible prepare before hand ask key questions as you go along and allow trainees to ask
questions
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Observe all safety rules, precautions and procedures; and emphasise them
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Use proper instructions, aids such as chalkboard, charts, handouts e
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c
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8
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9
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First impressions are important, therefore, make them correct ones
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Always summarise the steps and emphasise key points again
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Return all items used during demonstration to their storage places
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Make arrangements to have the trainees practice the skill as soon as possible in a practical class session
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Observe and analyse trainee(s) performance and correct mistakes
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Offer reinforcement where necessary
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Coach weak or slow trainees
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Check trainee’s completed work for accurate performance and record
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Allow sufficient time interval before demonstrating another operation
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BUZZ GROUPS
Another method of instruction is the buzz group
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The room soon fills with noise as each sub-group ‘buzzes’ in discussion
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Buzz groups can be in pairs, trios, or
more depending on the activity
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This
allows almost every one to express an opinion
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It may provide a good opportunity for trainees to reflect on the content of a lecture
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Buzzgroups help trainers as they allow you to:
- Draw your breath
- Gauge the mood, by listening to some of the discussions
- Change pace of the session
- Encourage participants to reflect on what they have learnt and how they might apply it in their work
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5
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It is particularly a good way of
getting bright ideas
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In this technique, all ideas are given equal credence
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No idea, however crazy,
should be rejected
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The
combination of swiftly generated ideas usually leads to a very animated and energising session
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The purpose of listing responses is to collect existing experiences and
thoughts
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After a brainstorm session, the ideas can be discussed further and evaluated, for example listing the best options in a
systematic way
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Unlike a buzz
session, a brainstorm session can work well with a large group and usually takes less time
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6
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When done well, role plays increase the
participants self-confidence, give them the opportunity to understand or even feel empathy for other people’s viewpoints or roles,
and usually end with practical answers, solutions or guidelines
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They help participants to consolidate different lessons in one setting and are good energisers
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Some trainees may feel a role play is too exposing, threatening or embarrassing
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Some role plays can generate strong emotions amongst the
participants
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This provides the opportunity for the
trainer and the participants to raise and assess new issues
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To orient students
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To introduce a subject
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To give directions on
procedures
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To present basic material
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To introduce a
demonstration, discussion, or
performance
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To illustrate application of
rules, principles, or concepts
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To review, clarify, emphasise
or summarise
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Saves time
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Permits flexibility
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Requires less rigid
space requirement
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Permits
adaptability
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Permits versatility
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Permits better
centre over contact
and sequence
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Involves one
way
communication
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Poses
problems in skill
teaching
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Encourages
student
passiveness
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Poses difficulty
in gauging
student reaction
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Require highly
skilled
instructors
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To develop imaginative
A method in which group discussion techniques are solutions to problems
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2
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3
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4
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5
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6
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7
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1
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Increases students
acceptance and
commitments
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Utilises student
knowledge and
experience
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Results in more
permanent learning
because of high
degree of student
participation
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Require highly
skilled instructor
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Requires
preparation by
student
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Limits content
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Consumes
time
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Restricts size
of groups
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To provide remedial
instruction
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To provide make-up
instruction for late arrivals,
absentees, or translents
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To maintain previously
learned skills which are not
performed frequently enough
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To provide retraining on
equipment and procedures
which have become obsolete
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To upgrade production
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To accelerate capable
students
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To provide enough common
background among students
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To provide the review and
practice of knowledge and
skills
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Reduce failure
rate
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Improves end-ofcourse proficiency
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Saves time
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Provides for self
instruction
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Require local or
commercial
preparation
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Requires
lengthy
programmer
training
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Increases
expenses
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Requires
considerable lead
time
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1
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2
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3
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4
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Increase coverage
of material
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Reduce classroom
time
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Permits individual
attention
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Require careful
planning and
follow up
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Poses
evaluation
problem
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Produce nonstandard results
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5
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THE TUTORIAL METHOD
A method of instruction in which an instructor
works directly with an individual student
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To reach highly complicated
skills operations or operations
involving danger or expensive
equipment
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To provide individualised
remedial assistance
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Permits adaptive
instruction
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Stimulates active
participation
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Promotes safety
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Requires highly
competent
instructor
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Demands time
and money
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1
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2
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3
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1
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2
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3
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1
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2
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3
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THE DEMONSTRATION METHOD
A method of instruction where the instructor by
actually performing an operation or doing a job
shows the students what to do, how to do it, and
through explanations brings out why, where, and
when it is done
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To teach manipulative
operations or procedures
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To teach troubleshooting
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To illustrate principles
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To teach operation or
functioning of equipment
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To teach teamwork
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To set standards of
workmanship
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To teach safety procedures
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Minimise damage
and waste
2
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Can be presented
to large groups
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Require careful
preparation and
rehearsal
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Requires
special
classroom
arrangements
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1
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2
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3
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To teach safety procedures
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Builds confidence
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Enable learning
evaluation
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Reduces damages
and waste
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Promotes safety
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Requires tools
and equipment
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Requires large
block
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Requires more
instructors
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To develop and express
imaginative ideas, opinions
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Stimulate thinking
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Help trainers to
draw breath
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Gauge the mood
by listening to some
discussion
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Change pace of
discussion
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Encourage
participants to reflect
what was learnt
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Unfamiliarity in
use
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Time required
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Need for group
leaders
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Discover new ideas, thoughts 1
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animated and
energising session
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More reserved
participants feel free
to contribute
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It takes time
particularly if it is
a large group
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May consume
a lot of material
e
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flipcharts or
writing materials
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Requires high

level facilitation
skills
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Exploring and improving
interviewing techniques and
examining complexities and
potential conflicts of groups
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To consolidate different
lessons in one setting
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Good energizers
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Promotes empathy
of trainees for other
situation
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Encourrages
creativity in learning
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Participants
might be
reluctant
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May not work
with trainees who
do not know each
other well

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