Different individuals learn in different ways. Module 2 is designed to identify and explain a variety of effective teaching methods and techniques, highlight the methods that work best for specific activities and programs, and describe the experiential learning model.
TEACHING METHODS AND TECHNIQUES There are many teaching methods that can be used to reach youth. They include but are not limited to the following. There are advantages and disadvantages to each method. It is often beneficial to combine one or more activities and techniques to help meet the needs of different learning styles in the group.
LECTURE
JUDGING
DEMONSTRATION
EXPERIMENTS
SMALL GROUP ACTIVITIES
BRAINSTORMING
DISCUSSIONS
PROBLEM SOLVING
INDIVIDUAL STUDY
GAMES
TOURS
SKITS
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-2
TEACHING TECHNIQUES INFORMATION SHEET & ANSWER KEY
WHAT IS IT: Instructor only speaks.
WHEN TO USE: To transmit large volumes of information in a short amount of time.
ADVANTAGES: Fast, cheap, equipment not needed. LECTURE DISADVANTAGES: Boring, minimal feedback and participation.
EXAMPLE: Instructor reads or speaks about a certain topic. The primary means of transferring information is through spoken word.
WHAT IS IT: Teacher/instructor "shows" how to do a particular skill. WHEN TO USE: To transfer skills and knowledge at the same time.
ADVANTAGES: Many times the student has the opportunity to actually participate in an activity, perform, the skill, and realize a product.
DEMONSTRATION DISADVANTAGES: Can be time consuming, works best with small audiences, or one-on-one.
EXAMPLE:
The instructor explains and demonstrates how to do something using props actually simulating the process step-by-step. If props are too large or impractical for the setting pictures and diagrams may be used.
WHAT IS IT: Breaking large groups into smaller units in order to participate in a discussion or hands-on experience.
WHEN TO USE:
ADVANTAGES: Small groups give participants a chance to participate more actively with each other, either by increasing communication or learning by doing.
SMALL GROUP DISADVANTAGES: Social experience for students, participants more likely to speak up in a small group, more individualized than lecture.
EXAMPLE:
Need special room arrangements to reduce distraction from other groups. Sometimes difficult for instructor to reach all groups.
WHAT IS IT: Breaking large groups into smaller units in order to participate in a discussion or hands-on experience.
WHEN TO USE:
ADVANTAGES: Small groups give participants a chance to participate more actively with each other, either by increasing communication or learning by doing.
DISCUSSION DISADVANTAGES: Social experience for students, participants more likely to speak up in a small group, more individualized than lecture.
EXAMPLE:
Need special room arrangements to reduce distraction from other groups. Sometimes difficult for instructor to reach all groups.
WHAT IS IT: Allowing the learner to work individually, usually quietly, on a particular paper-and-pencil activity.
WHEN TO USE: To allow for the learner to build confidence in their individual ability. Can define what the learner can do and what the learner cannot do.
ADVANTAGES: Allows the learner to work at own pace with self-imposed restrictions only.
INDIVIDUAL STUDY DISADVANTAGES: Time consuming; may become boring if there is not enough
related activity.
EXAMPLE: Provide written handout, booklet, or other reference material so the class member can read and study individually. There could also be a worksheet or quiz for members to complete.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-3
WHICH TEACHING TECHNIQUES DO I USE?
Write the teaching method you think is most appropriate for each topic. There can be more than one right answer for each subject.
TEACHING METHODS
LECTURE INDIVIDUAL STUDY
DEMONSTRATION DISCUSSION
ILLUSTRATED TALK SMALL GROUP ACTIVITY
1. You are going to teach 5 youth CPR using a dummy.
2. You are instructing 100 men and women about the importance of voting
and how to encourage others to vote.
3. You are teaching about different types of soils located in different parts of the United States.
4. You are teaching camp counselors recreation games.
5. You are instructing 2 youth on how to make a skirt.
6. You are teaching 20 students how different car engines work.
7. You are instructing 50 teenagers on how to determine their leadership style
through a leadership test.
8. You are teaching the history of your country to 25 senior citizens.
9. You are helping teens study for their driver's license test.
10. You are teaching the problems of garbage disposal in your city.
11. You are instructing others how to pitch a tent.
12. You are teaching others how to research their family history.
13. You are teaching others how to properly care for baby animals.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-4
WHICH TEACHING TECHNIQUES DO I USE?
Answer Key 1. You are going to teach 5 youth CPR using a dummy. Demonstration, small group activity
2. You are instructing 100 men and women about the importance of voting and
how to encourage others to vote. Lecture, discussion
3. You are teaching about different types of soils located in different parts of the United States. Illustrated talk
4. You are teaching 15 camp counselors recreation games. Small group activity
5. You are instructing 2 youth on how to make a skirt.
Demonstration
6. You are teaching 20 students how different car engines work. Lecture, illustrated talk
7. You are instructing 50 teenagers on how to determine their leadership style
through a leadership test. Individual study
8. You are teaching the history of your country to 25 senior citizens.
Lecture, discussion
9. You are helping teens study for their driver's license test. Lecture, individual study
10. You are teaching the problems of garbage disposal in your city. Discussion, lecture
11. You are instructing others how to pitch a tent. Demonstration, small group activity
12. You are teaching others how to research their family history.
Individual study, lecture, illustrated talk
13. You are teaching others how to properly care for baby animals. Lecture, demonstration, illustrated talk
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-5
Experiential Learning Model
Experience The activity;
Share The results, reactions,observations publicly
What was learned
d ifferent situation;
practice
Process By discussing,looking at the
experience; analyze, reflect
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-6
EXPERIENTIAL LEARNING MODEL |H O W I T W O R K S
DO | EXPERIENCE VARIOUS ACTIVITIES
REFLECT
SHARING QUESTIONS • What did you do? • What happened? • How did you feel? • How did it feel to? • What was most difficult? • What was the easiest?
PROCESSING QUESTIONS • What problems or issues seemed to occur over and over? • What similar experiences have you had?
APPLY
GENERALIZING QUESTIONS • What did you learn about yourself through this activity? • What did you learn about making decisions? • How do the major themes or ideas relate to real life and not just the
activity? • How did you go about making your decision?
APPLYING QUESTIONS • How can you apply what you learned to a new situation? • How will the issues raised by this activity be useful in the future? • How will you act differently in the future as a result of this activity?
Summary The experiential learning model is based on hands-on experiences. After the experience, discussions and applications to other situations are addressed. It helps to create an environment for young people to also use the process themselves to think about additional applications when they are involved in other learning experiences.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-7
HELPING YOUTH SET GOALS AND PREPARE FOR SUCCESS
10 WAYS TO PREPARE FOR SUCCESS "People only see what they are prepared to see." - Ralph Waldo Emerson
Success takes time, planning and a strong desire. Success means developing a plan and
accomplishing your goals. Success is taking action even when the going gets tough. How do you develop a solid personal foundation to build on for your success?
1. Education: The importance of education cannot be overstated. It does not stop when you
leave school. Become a continuous learner. Read more, ask questions and listen.
2. Skills Inventory: Do a realistic assessment of your strengths and areas that need improvement. Determine to improve in those areas that need your attention.
3. Develop a Plan: Write down a plan for your success that includes goals, individual action
steps and a timetable(s) for completion.
ANSWER THESE QUESTIONS: What do I want? How will I get it? When do I want it?
4. Find Inspiration: Find a role model or mentor who can be your trusted advisor. Find
someone who has the experience and knowledge to guide you. Surround yourself with people who can help you reach your goals.
5. Exceed Expectations: Be determined, dependable and responsible for your words and
actions. Become the "go to" person in your group.
6. Set Realistic Goals: Set goals that will stretch your capabilities. Build on the successes of smaller goals. Reward yourself after you reach each goal.
7. Use Your Time Wisely: Manage your time or be mismanaged by it.
8. Help Others: Mark Twain once stated, "Kindness is the language which the deaf can hear
and the blind can see." Successful people know the importance of helping others.
9. Offer Solutions: Do not find fault; find a solution. Separate yourself from those who make excuses, complain or are judgmental of others. If you make a mistake, tum it into a learning exercise.
10. Maintain a Positive Attitude: Believe in yourself, visualize your future success and develop a
can-do attitude. Success breeds success. With these tools you will develop a solid personal foundation to build on for your future success.
THIS IS YOUR LIFE! YOUR GOALS! YOUR SUCCESS! YOU ARE A WINNER!
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-8
Setting Goals and Planning for the Future
What is a goal? A goal is a thought, idea or project that you would like to achieve. Goals can be considered short, intermediate, or long term. An example of a short-term goal is to get all A's on your report card. An intermediate goal is to go to college and a long-term goal would be to become a teacher. Why are goals important? Goals are important in achieving certain things that you put your mind to. If your thought is not a goal it is only a dream. Even dreams can come true if they are goal oriented. Many achievable goals threaded together can accomplish dreams. Why do I need to set goals? Goal setting is important in accomplishing the things you work toward. Learning to achieve short term or small goals will help train you to become more disciplined in achieving more goals that lead to bigger accomplishments. Setting goals are the things that are important to you and will motivate you to achieve them. What steps do I need to take to set goals? The best way is to plan with your long-term goal in mind. Realize what you want to achieve in your ultimate goal then lay out the steps to work toward it. That is where your short and intermediate goals come in. Start small but think big. Line up your short and intermediate goals and work to achieve them. Set time limits for each goal and do not get discouraged. What is a vision? Vision, when used in planning for the future, is not just what you can see but also what you cannot see. Just like what your eyes can see, your mind can have a place, idea or project you can see without seeing it. It deals with your hopes and dreams to become a productive person and you must have the drive to do so. Drive is the source of your vision in achieving goals. Your vision and ultimate goals are closely tied together. How do I develop a vision? Dream it. Believe it. Work to achieve it. Are visions and goals the same thing? Not exactly. A vision is something that may be your ultimate goal however, goals are things that you set out to accomplish; a vision is the end result of your accomplishments. They both take planning to achieve and they will take you to productive living, if they are used in a positive way. What comes first the vision or the goal? As you work toward achieving goals, your vision will become clearer to you. The process of goal setting will help you to become more vision minded that will allow you to dream of the positive, productive things you want to achieve or become. Many famous and important people say that they always knew they would be that way because they realized it at an early age. That is when vision comes first however, it does not have be that way for you to accomplish your ultimate goals. Every ones path to success is different. How can I stay motivated in achieving my goals and vision? Distractions are the prime reason for losing sight of your vision and goals. You must stay focused and deliberate in achieving small goals first, that lead to bigger ones. Once you begin to achieve smaller goals your confidence in achieving goals will increase thus leading you to achieve higher goals that lead to your vision. The process is not easy, but with practice your motivation will carry you through.
When do I need to start setting goals and having a vision? It is never too early to start to have goals and a vision. As you grow older your vision may change but the routine of setting and achieving goals will not. As you practice setting goals and achieving them the likelihood of goal achievement will become easier as you develop skills that you will never outgrow.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-9
Icebreaker 1. Tell students to write the word "WANTS" at the top of the paper. 2. Tell students that they have 1-minute to write down things that they want to accomplish in
their lives. 3. Now it is time to let the students write down their "wants."
Note: Do not give students more than 1 minute to write their "wants." After 1 minute, instruct students to put their pencils down.
4. Tell students to pick the top 5 "wants" that they would like to accomplish in the year. Note: Give students 1 minute to do this activity.
5. Tell students to pick 1 "want" that is the most important to them. 6. Inform students that you are going to help them create SMART goals from their "wants."
Note: Students should write down things that will improve their lives or make them a better person.
Example: Students can write: • To make better grades in science
class • To make the basketball team • To learn how to play the piano •
• To open up a lemonade stand business
• To buy their mother a nice dress for her birthday
• To be a doctor Leader's Notes-Explain to students that each letter in the word, SMART, stands for something. Write SMART below on board or flipchart paper.
S STANDS FOR SPECIFIC. You should be clear about what you want to happen. Not Specific: I want to make good grades. Specific: I want to have a 93 grade point average in science by December 18, 2016.
M STANDS FOR MEASURABLE. You should be able to track your goal. Not Measurable: I want to make a lot of free throw shots. Measurable: I want to make at least 9 out of 10 free throw shots in the next basketball game.
R STANDS FOR REALISTIC. Can you achieve these goals? Is it doable? Unrealistic: I want make 200 free throw shots in one game. Realistic: I want to make 8 out of 10 of the free throw shots that I attempt.
T STANDS FOR TIME. You should set a timeframe for your goal. No time: I want to learn to drive. Time: I want to learn to play drive by my 16th birthday, which is July 31.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-10
ACTIVITY 1: UNDERSTANDING SMART GOALS
S.M.A.R.T. Goals Objectives • Participants will learn the importance of S.M.A.R.T. goals. • Participants will learn the steps they need to achieve their goals. Time: 1 hour Materials • Watch • S.M.A.R.T. Goals Activity Worksheet • Pens and pencils • Paper for each student • A ball made out of two pieces of 8.5 x 11" white copy pa per • One small trash can with a clean trash bag in it Leader's Notes-Begin by telling participants they will learn the importance of setting goals and how to achieve them. Have a brief discussion with students: 1. Ask participants to raise their hand if they have ever wanted to achieve something. 2. Pick a student in the class and ask them to share what they wanted to achieve. 3. Ask participants if they have ever set a goal for themselves. 4. Pick a student in the class and ask them to share their goal. 5. Tell students that they will learn about SMART goals and they will have fun. Explain • It is important for youth to have goals. • If you do not have goals it is hard to strive or accomplish anything. • The best way to figure out the goals you want to accomplish is to look at your life and
see what you want. Example: I f you are not doing well in school then you should set a goal that will help you strive to do better in school. Activity-Introduce "Wants" Activity Activity: "Wants" The purpose of this icebreaker is for participants to think about the things they want in life and write it down. Writing down their "wants" will make it become easier to accomplish. Prior to activity • Make sure each student has a piece of paper and pencil or pen. • Make sure you have a watch to time 1 minute. Roles of Facilitator(s) and Volunteer(s) • Facilitator- make sure that participants understand and are doing the activity. • Volunteer(s)- same as facilitator.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-11
ACTIVITY 2: MAKE THE BASKET
Before Activity: • Make sure each student has the goal chart sheet. • Make sure each student has a pen or pencil. • Make sure you have a ball. • Make sure you have a small trashcan. Roles of Facilitator(s) and Volunteer(s): • Facilitator- make sure that participants understand and are doing the activity. Answer
questions. • Volunteer(s) - same as number one. Start of Activity: 1. Tell students that they have a class goal for 50 % of the class to make 50% of their baskets
in 2-minutes. 2. Tell participants that each student will have 6 tries to throw the ball in the basket. 3. Tell participants to look at the goal chart. 4. Tell students that the goal chart will help them track how each person shot. 5. Explain how to use the goal chart and to do this activity.
a. Student 1 will take the ball and stand 8 feet away from the basket and throw the ball in the basket for 6 tries.
b. If student 1 makes the shot then the class writes "yes" in the box below student 1 and to the right of the box 1st try.
c. If student 1 does not make the 2nd shot then the class writes "no" in the student 1 column and to the right of box 2nd try.
6. If student 1 makes the 3rd, 4th, 5th and 6th shots then the class writes the number "5" in the student 1 column and to the right of Total because the student made a total of 5 shots.
7. Students should keep doing this until student 1 has completed their 6"' shot or try. Student 2 will repeat what Student 1 did, however, students will track it under the Student 2 column.
8. Continue to play the game until all students have taken their shot. 9. Before students start the game ask them if they want to take action steps or
steps to help them achieve their goal. 10. Note: Give students about 30 seconds to tell you any action steps they would like
to take. 11. Note: After 30 seconds, you may give them a hint such as taking practice shots. Note:
Another action step is that students should commit to being quiet so the person shooting can concentrate.
12. Make sure that you are keeping the time that the students determined. 13. After all students have completed the activity, have them calculate their results. 14. Have students tell you whether they accomplished their goal. 15. Remember the goal is for 50 % of the class to make 50% of their baskets in 2- minutes Adaptation: You can also do this activity at a basketball court with a basketball and goal. Leaders Notes- Debrief the Activity: • Ask students what they learned in this activity. • Ask students to tell you about the most challenging part of this activity. • Ask students to tell you about the easiest part of this activity. • Review what SMART goals are. Point to a letter one at a time in the word SMART and pick
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-12
students to tell you the meaning of the letter. 1. Ask participants if they have any questions about SMART goals. 2. Have students to go back to their most important goal or "wants" that they wrote in
the beginning of session. Tell them to turn that goal into a SMART goal. 3. The purpose of this activity is for students to recognize something they want and
ACTIVITY 3: SETTING PERSONAL GOALS Time: 45 minutes
Materials: Paper, pens or pencils
Objectives: • Students will determine short-term and long-term personal goals. • Students will outline the steps needed to achieve their short-term and long-term
goals. Introduction: 1. Ask students what goals are. Be sure that they understand that goals are things that
they would 2. like to achieve or accomplish. 3. 4. Ask students whether they ever set goals. If they do, do they usually accomplish those
goals? Why or why not? 5. 6. Tell students that having clear goals helps people accomplish things they want to do. 7. 8. Explain that people may have short-term goals (things they want to accomplish in a
short amount of time) and long-term goals (things they want to accomplish over a period of months or years).
9. 10. Explain to students that for both shirt-term and long-term aspirations, people can follow
a process to make these goals clear and to increase the chances of achieving them. Explain to students the following four-stage process: • WHAT: Define your goal (that is, what you want) as clearly and specifically as possible
(for example, "I want to raise my math grade from a C to a 8 this semester," not "I want to do better in school").
• HOW: Determine the ways of accomplishing your goal ("I'll do my homework very carefully and study hard for my test").
• WHEN: Determine when you will accomplish each step of your goal ("I'll do my homework after school every day and start studying for test a week in advance").
• WHO: Identify the people who can help you (teacher, parent, guardian, older sibling, tutor).
Finall y, tell students to review the plan regularly and make changes as needed.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-14
Tell students to list 3 current or short-term goals. Begin your goals statement with "to" and Include an action verb for example, to get an A in math this semester. 1.
2.
3.
What Do You Want To
Accomplish? How Do You Plan to
Accomplish It? When Will You Do It? Who ls Available To Help
You?
Tell students to list 3 intermediate goals or things that you want to accomplish in the next 6-12 months, for example, to get elected as SGA president. 1.
2.
3.
What Do You Want To Accomplish?
How Do You Plan to Accomplish It?
When Will You Do It? Who ls Available To Help You?
Tell students to list 3 long-term goals or things you want to accomplish in the next five years (to graduate from high school, to be accepted to your first choice college, etc.). 1.
2.
3.
What Do You Want To
Accomplish? How Do You Plan to
Accomplish It? When Will You Do It? Who ls Available To Help
You?
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-15
Rank your goals in order of Importance to you. What is your most important goal?
Are the goals specific and measurable?
What is the date or time frame for accomplishing your goal?
Break down your most important goals with small, manageable tasks. List specific things you want to do in the next six months that will help reach your goal.
Processing questions for students: 1. What was the most difficult part of this exercise? Why? 2. What was the easiest part of this exercise? Why? 3. What is the most difficult thing about setting goals? 4. Why is goal setting important in your life? 5. What are the differences between people who set goals and those who
do not? 6. What kinds of positive things can you say to yourself to help you achieve your
goals? 7. In what ways do people work against their goals and stop their progress? 8. Who can help you achieve your goals?
Activities beyond the classroom: Have students ask their parents, or other adults they trust, whether these people wrote down their goals and the steps needed to achieve them. Have them discuss whether having clearly defined goals has helped the adults to achieve their aspirations.
Journal entry: Have students write about their goals for this school year and how they hope to attain them.
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-16
SCANS: Foundation Competencies • Basic skills: reading, writing, listening, speaking • Thinking skills: creative thinking, decision making, problem solving • Personal skills: responsibility, self-management
Workplace Competencies: • Information skills: acquiring and evaluating information, organizing and
maintain information, interpreting and communicating information • Interpersonal skills: exercising leadership • Resource management skills: assessing human behavior
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-17
S.M.A.R.T. GOALS WORKSHEET
Use this worksheet to develop and define your goals.
S
Specific What am I going to do? Why is this important to do? What do I want to accomplish? How am I going to do it?
M
Measurable How will I know that I have reached my goal?
A
Attainable Can I see myself achieving this goal? Can I break it down into manageable pieces?
R
Realistic Is the goal too difficult to reach? Too easy?
T
Timely What is the target date to reach your goal?
Select one of these goals for this activity. Complete the following worksheet:
What Do You Want To Accomplish?
How Do You Plan To Accomplish It?
When Will You Do It?
Who Is Available To Help You?
MODUEL 2 | TEACHING METHODS & TECNIQUES 2-20
ACTIVITY 4: GOAL SETTING- IMPROVING MYSELF Students will set goals for improving their personal qualities. Time: 30 minutes Materials: • "My Strengths and Weaknesses" • "Goal Setting" worksheets • Pens or pencils Objectives: • Students will identify their personal strengths and weaknesses • Students will improve their abilities to write personal goals Introduction: 1. Explain to students that it is important to identify their own strengths and weaknesses. Once
these qualities are identified, people can develop goals to improve or refine these characteristics.
2. Ask students what goals are. Be sure they understand that goals are things that they would like to achieve or accomplish.
3. Ask students whether they have ever set goals. If they do, do they usually accomplish those goals? Why or why not?
4. Tell students that having clear goals helps people to accomplish things they want to do.
5. Remind students that people may have short-term goals (things they want to accomplish in a short period of time) and long-term goals (things they want to accomplish over a period of months or even years).
6. Explain to students that for both shirt-term and long-term aspirations, people can follow a
process to make these goals clear and to increase the chances of achieving them.
Explain to students the following four-stage process: • WHAT: Define your goal (that is, what you want) as clearly and specifically as possible
(for example, "I want to raise my math grade from a C to a B this semester," not "I want to do better in school").
• HOW: Determine the ways of accomplishing your goal ("I'll do my homework very carefully and study hard for my test").
• WH EN: Determine when you will accomplish each step of your goal ("I'll do my homework after school every day and start studying for test a week in advance").
• WHO: Identify the people who can help you (teacher, parent, guardian, sibling, tutor).
