ADVICE ON TEACHING DIFFERENT METHODS

Below is some advice on preparing and using each of these methods.

1. Demonstration.

• Make sure you have all the necessary tools, equipment and materials.

• Practice the demonstration.

• You may do a skills analysis (see Activity 46)

• Decide where to do the demonstration. This may be inside a workshop or classroom or outside as appropriate. Make sure you have enough space to do the demonstration and for students to see.

• Arrange the students before you start. Spread them out so all can see. No one should come too close.

• This x       T           x                  is better than this                          xx      T        xx

               x                  x                                                                       xx          xx
                  x      x      x                                                                                 xxx

• Explain the purpose of what you are going to do, or show a finished product.

• Warn about any safety measures.

• Show the whole skill first, at normal speed without talking. This focuses students on looking at what you are doing and shows them the purpose.

• If you can only do the demonstration once because of the use of expensive material e.g. cooking, cutting a dress, explain carefully what you are going to do before you do it.

• Repeat in stages and describe and explain each step as you do it; what you are doing; why you are doing it; and how you are doing it.

• Explain any important changes: sounds, smells etc. e.g. the motor changes speed; the rice smells of burning.

• Be aware of left/right problems of those who use a different hand from you.

• If possible refer to a blackboard diagram at the same time.

• Ask questions to test understanding.

• Ask individual students to come and point something out or help you do something.

• Test by students doing the activity, not by asking questions.

• Or test by asking students to tell you what to do (but don’t do it if it’s dangerous!) or tell each other what to do.

• Ask for a volunteer to show the rest of the class how to do it (but watch them carefully).

• If possible either arrange for all to practice after the demonstration or make sure they can all handle the equipment or some parts of it, after class time if necessary.

• Leave time for them to practice during the same session, not in the next session.

2. Practicals

• Make sure you have enough equipment, tools and materials for each student. If not, students may work in groups.

• Stress any safety measures before they start.

• Ask them to go to their work spaces first, then come and collect their own tools and materials and make sure they know what these are.

• Count all tools given out.

• Either demonstrate what they are going to do, or remind them if they already know.

• Show them a good finished product so they know what to aim at.

• Give them enough time to do the job easily.

• As they work, move round checking. Do not spend too much time with one individual.

• If they are making mistakes, explain the correct method and let them try again or show them and let them try. Do not take over the work and do it for them.

• Try not to say, “No, that’s wrong.” Try to use a feedback sandwich:

Praise what they have done.

Correct them: Say “But this could have been done better” and explain how.

Encourage them to go ahead.

• Make sure they use the right tools in the right ways e.g. not sawing wood by standing on top of it on the bench!

• Give a place to store the finished or partly finished product.

• Label each one with their names.

• Make sure

o they return all tools; (re-count them.)

o they clean up the area they used;

o they clean up the whole workshop.

3. Experiments

• Experiments can be done in two ways:

o They are best done by all the students, often in groups. In this case all the ideas on practicals apply.

o If there is not enough equipment they may be done as a demonstration. In this case all the ideas on demonstrations apply.

• Make sure students know exactly what to do, what to look for at each stage, and how to record it.

• Note: an experiment is doing something to find the results;

a practical is making something or practicing a skill.

4. Lecturing

• Prepare the topic well.

• Use notes. Do not read a written speech.

• Organise your notes logically.

• Divide your topic into clear parts and indicate the parts as you talk.

• Do not speak for too long. People will listen for only 10 – 15 minutes.

• If you speak for longer, break up the lecture with another activity.

• Think of ideas to make it interesting and capture attention.

• Start with something interesting and end with a clear summary.

5. Note giving

• Explain the notes before you write them and before the students write them.

• If you give a prepared handout, make sure you explain it before you give it out, or immediately after you give it out.

• Write simply, as far as possible in the students’ own active vocabulary. (see Summary Sheet A5)

• Make sure handouts are not more complicated than the session you teach.

• Make notes as brief as possible.

• Make the layout clear by using numbering, headings and sub-headings.

6. Questioning

This will be discussed later in the course.

7. Discussion

• Groups must face each other in a circle.

• Topic must be one on which students have their own ideas and opinions.

• Topic must be clearly explained and if possible written down.

• Form mixed groups, not all wantoks, friends or males / females.

• Groups choose a secretary to record and report back.

• If used frequently, make permanent groups but change the secretaries to give all of them this experience.

• Sometimes it is better for the teacher to leave the room for some time at the beginning of the discussion, as students may be shy to talk when the teacher is there.

• But come back later and listen in to make sure they are on the topic. Try to ensure one person is not dominating a group.

• You may join in, but make sure this does not inhibit discussion.

• Avoid ‘parliamentary’ procedures or being too formal.

• Usually, but not always, groups should report their ideas to the whole class, but each group does not need to report everything they said.

• As groups report, summarise ideas on the board or on large paper with marking pens, or groups may do this for themselves. If you do it, you may be able to group ideas as you write.

• Before using group discussion you may have to persuade students that it is a useful method of learning.

• Groups will normally use Pijin rather than English so, if you can, why not write your instructions in Pijin?

8. Brainstorming

• Make it clear that all ideas are welcome. Students should take risks.

• Let anyone speak as they want to.

• Again, responses will mainly be in Pijin so, if you can, you may decide to write the results down in Pijin.

• Record main points on board or large sheets of paper with marking pens.

• Useful to use branching diagrams with ideas going out like spokes of a wheel, and related ideas connected with lines / arrows. (see Activity 73)

• Needs to be summarised at end.

9. Seminars

• Give a limited and manageable topic.

• Make sure information and equipment is available to presenter.

• Discuss and give help to presenter before seminar.

• Do not force people to present if they are reluctant.

10. Group work / projects

• Unlike group discussion, you may choose uniform groups e.g. wantoks, all girls, if they are likely to work better together.

• Choose groups big enough to do the project, but not so big that some have nothing to do.

• Set the task, which is likely to lead to some finished product e.g. cooking and serving a meal; keeping chickens until ready for slaughter; making a food safe.

• Groups are also useful for maintaining things e.g. a generator; a canoe and engine; a home economics kitchen.

• The task must be clear and manageable in the time available.

• Set the time and the times when the group should work.

• Ask the group to prepare a work plan or timetable for the job and check it.

• Check regularly on progress.

• Decide on a method of assessing the task at the end.

• You may give regular ‘points’ for progress or even make groups competitive.If there is an end product, e.g. sale of chickens or food safe, try to allow each of the group to keep some of the proceeds.