Certain teach/learn techniques are more appropriate in certain instances than others. This can vary depending on the:
In White Stag, we place the emphases on what the learner is learning, not on what the teacher is teaching. Still, there are times when instructor-focused training is appropriate. The table in this appendix describes a variety of teach-learn methods.1
| Table 18-1 Teach/Learn Methodology Matrix | |||
| Method | What it is | How it Works | When to Use |
| Lecture | Talking to a group from previously prepared notes. | Trainer or specialist presents information on a given subject. | When few if any members of the group are familiar with the subject and when a large amount of information must be presented. |
| Discussion | Minimum lectures, maximum group participation. Discussion of a problem common to all. Conclusion reached by learned responding to guided questions. | Trainer uses provocative questions or statements, usually prepared in advance, to stimulate group thinking and contributions to guide discussion. | Group has some knowledge or experience in the subject. |
| Panel Discussion | One or more specialist present short talks on a given subject, followed by questions and discussion. | Trainer/moderator introduces specialist, later facilitates questions and answer period. | If the viewpoint of specialists serves a direct training need. |
| Quiz | Written or oral questions on performance of a job. | Trainer provides questions to individual or group. | To stimulate interest by pretesting. To determine knowledge of a subject. To identify what learners already know. |
| Assigned Project | Trainer assigns one or more training task(s). Finding the solution to a given problem, checking a procedure with a qualified trainee/specialist or written sources | Familiarizes learners with actual on-the-job, hands-on experience, individualizes training. Helps in solving a special problem. | Requires clear briefing, needs supervision. Not as effective with large groups. |
| Buzz Groups | A large group is split into several discussion groups followed by reports from appointed chairperson of each smaller group and summary by representative. | Individual expression, pooling of many ideas. Develops leadership skills. Mixes inexperience with experience. Permits joining of ideas. Allows opinions to be aired. | Can get side tracked. Domination by one or few. Questions must be provocative. |
| Exhibit | Actual objects, specimens, models, mock-up, graphic aids are placed on display with appropriate captions. | Orientation, demonstration, attractiveness, home-made or professional. Publicity, bulletin boards readily available. | Extra time to prepare. Requires special place. Can be expensive. Requires special display skill. Distracting if in constant view. |
| Simulations | Extended role-plays with extensive design. | Groups of learners are given critical data about a situation, make their decisions, receive feedback, and take further action. | For team-building activities or for several teams at once. |
| Games | From the simple to the complex, a test of competitive and cooperative behavior in a light, sometimes humorous way. | Prescribed rules limit behavior, encourage playfulness, to reveal sometime covert behaviors, or lead players to overt conclusions. | To emphasize general principles, to teach specific skills, to create greater involvement. |
| Role plays | Learners try out behaviors in a simulated situation in a limited amount of time. | Teaching conclusions is not important, trying out behaviors is. Roles from life can be switched, all given a change to both play and observe. | To stimulate involvement, variety, reality, and specificity; to try out fearful behaviors, to check alternatives, with minimal risk. |
| Fish Bowls | Some members sit in the center, while others observe, later to switch places. A vital topic is picked for group action. | After the fish bowl and its content, all discuss the experience to reach further conclusions about group process. | When there is greater concern with group process over course content. |
| Incident Process | Learners begin with in adequate data and ask questions to reveal additional information. | Instructor has all data, reveals limited amount to start, more in response to specific questions, for group to reach decisions. | To teach skills of interrogation, analysis, and synthesis relevant to problem solving and investigative techniques. |
| In-Basket | Learners respond to a situation based on what they might find in a their "in-basket" on a typical work day, usually containing more than can be reasonably handled. | Learners use only their own resources in a limited amount of time to put everything in the "out-basket". | With single trainees when "paper" symptoms are significant. |
| Jig saws | Participants put together pieces to make a completed "picture." | Individuals are each given parts of a design or organization and create a "whole," examining all possible alternatives. | Useful in teaching problem-solving, organization, or synthesizing skills. |
| Action-mazes | A "programmed" case study or branching tree. | Learners receive enough information to reach a decision point. The instructor provides the consequences of their decision and the next "frame." | To promote debate, dissent, confrontation, and compromise, with a specific objective in mind. |
| Case-studies | Learners receive printed description of problem situation. | Selected detail adequate for a specified outcome (e.g., decision, recommendation) is proved with an identified outcome in mind. | To avert the tendency to avoid real issues by talking about theory rather than application. |
| Brainstorming | Generating a maximum number of ideas, suspending judgment for the moment. | Generate, donít evaluate; create new ideas; post all suggestions. Analyze according to agreed-upon criteria and plan action. | To generate many creative ideas in a group of at least 5-6. |
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