The term
"delivery strategy" is overused and often misunderstood. Books have been written
about it and often equate it to the term "method." Most undergraduate
teaching-training programs even require a course in methods. For the purpose of
this article, choosing a delivery strategy will be presented as a choice among
the lecture, demonstrations, or discussion. The common nature of these choices
do not answer the question �How?�, but focus on the question, �Why?�. A series
of questions is presented to help you make a decision on which delivery method
to use.
Choosing a Lecture
The
purpose of a lecture is to clarify information to a large group in a short
period of time. It is not to convey information! Lectures require a great deal
of preparation time and need to be supported by various audio-visuals. The
lecture is a great opportunity for instructors to feed their egos! It is
instructor-centered. Handouts, programmed instruction, information handouts,
modules, student presentations, guest speakers, films, filmstrips, and reading
assignments are adaptations of lectures. The following questions should assist
you in determining the appropriateness of a lecture:
What knowledge, skill, or attitude needs to be learned?
How
many students need the content?
Do
all or most of the students need the content now?
How
much preparation time is available?
Are
you in command of your nonverbal cues?
Can
you develop interest in the lecture?
Are
there appropriate audio-visual support systems?
Would a handout work just as well?
Can
you devise means to ensure that students use more than one sense?
Are
there natural divisions that equate to 20 minutes or less?
Would a videotape work just as well?
Do
your impromptu lectures last 5 minutes or less?
Could you provide an outline of important parts of the lecture?
What portion of your teaching time do you spend lecturing?
Would a text assignment work just as well?
Do
you summarize regularly in the lecture?
Do
you pose questions in your lectures?
Have you ever listened to or watched one of your lectures?
Choosing a Demonstration
The
purpose of the demonstration is to transmit the big picture to a relatively
small group of students in a short period of time. Demonstrations usually
require a lot of preparation time and must be supported with various
audio-visuals. Demonstrations are particularly useful in teaching skills and are
more teacher-centered than student-centered. There are several variations of
demonstrations. Projects, peer tutoring, research papers, practice, field trips,
on-the-job training, simulated experiences, and videotapes are adaptations of
demonstrations. The following questions should assist you in determining the
appropriateness of a demonstration:
Does the learner need
to see the process?
How many students need
the content?
How many students need
the content now?
How much preparation
time is available?
Can you tell and show
the content?
Can you appeal to
other senses?
Do you want the
students to imitate you?
Is there a-v support
available?
Will the demonstration
last more that 20 minutes?
Could you use a
videotape just as well?
Can you ask questions
during the demonstration? 12.
Can the students take
notes?
Will there be practice
time for the students?
Can the student easily
identify the steps?
Will you permit the
students to ask questions?
Is there only one
right way?
Will you support the
demonstration with handouts?
Have you ever listened
to or watched one of your demonstrations?
Choosing a Discussion
The
purpose of a discussion is to solicit and involve the student in content
transmittal. Discussions are limited to small groups and require considerable
time. The discussion method does not require much audio-visual support. This
method is particularly useful in an affective area. It promotes understanding
and clarification of concepts, ideas, and feelings. There are numerous
variations, and the discussion method can vary from teacher-centered to
student-centered. Role-playing, debate, panel discussion, reviews, supervised
study, brainstorming, buzz groups, idea incubation, tests, show-and-tell,
worksheets, conferences, and interviews are examples. The following questions
should assist you in determining the appropriateness of a discussion:
Do you need active
involvement from the student?
How many students need
to be involved?
Must you hear
everything being said?
How much time is
available?
Is divergent thinking
a desirable end?
Could you just as well
tell them?
Can there be more than
one right answer?
Is there time to
clarify differences?
How much control do
you need?
Can you accept the
students' views?
Can interest be
aroused and maintained?
Is there time to draw
conclusions?
Is there time to
follow up?
What needs to be
tested?
Is two-way
communication necessary?
Are checks and
balances available to prevent certain students from dominating?
Are there means to
keep on the topic?
Have you ever listened
to or watched yourself in a discussion?
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