In this basic leaning approach, lecture presentations introduce learners to a new process or concept (Look), classroom discussions, more lectures, or demonstrations explain in detail how it is done (See), and finally, classroom exercises and learning aids allow the learners to practice on their own (Do). Your training package should employ a balance between lectures, classroom discussions, activities (7) and learning aids (8) to achieve the instructional goal (3).
Lectures are often used to introduce a new idea or process, and frequently contain large amounts of information. As the word lecture indicates, the information is read, which makes the presenter a reader, not an instructor, and the learner is simply a listener. There is a risk that the presentation becomes teacher-centered, and that the trainees will exhaust quickly and not absorb much information. Therefore, when using this structured teaching format, keep lectures short and concise, have frequent short breaks instead of one long one, choose a high-energy time of day and demonstrate good presentation skills (19). Extended lectures benefit from frequent applications of stretching exercise (16).
Slide projectors, overheads and PowerPoint presentations are often used to support lecture presentations, i.e., to communicate a lot of information in a relatively short period of time. The risk of losing the attention of learners is even greater as dinned lights and lack of oxygen will claim numerous victims in an extended lecture segment.
This style requires the instructor to engage learners, allowing and encouraging them to participate in discussions. However, as most adult learners have been conditioned to think that learning means simply listening to lectures, you may have to make a special effort to kick-start classroom participation, Once you have succeeded to motivate (6) the group, learners normally very much enjoy their new active roles, While you give up some control of direction and duration of the discussions, you generate energy, gain participation of the class and their respect (17) for your willingness to involve them and listen to what they have to offer, Acknowledge participation with rewords (15).
Most training groups have a vast amount of combined knowledge and practical experience. Take advantage of this fact and use classroom discussions to allow trainees to learn from each other. Classroom discussions provide a more learner-centered approach than lectures.
Self-study and working group activities and exercises can be very effective in passing on information to learners, Disseminate materials before the training even if possible. Use activities and exercises to reinforce new concepts of simply to reward learners.
This is a powerful way to present learning material. Ideally, the two instructors complement each other with their skills and experience, and take turns in presenting (19). The idle instructor can focus on “reading” the audience, or add points that were missed by the current presenter. Team teachers help support their partners, not compete with them for the group’s attention.