ANDRA MIDTERMS

METHODS

• it is a broader concept than a technique

• refers to a set of principles that define the concept of access to knowledge as well as technicalspecifications of training provision.

THREE GENERAL DIVISIONS OF METHOD

• methods of presentation

• Instruction methods

• Discovery methods

METHODS OF PRESENTATION

• fast and comprehensive provision of information – difficulty to bring into action critical thinking of learners and relevance of teaching objects with other content or knowledge-danger for passive learners

INSTRUCTION METHODS

• the trainer organizes learning providing activity guided towards achieving a set of prescribed objectives – cultivation of reflection and critical thinking

DISCOVERY METHODS

• helping learners to follow a process of intellectual and mental exploration – security – practical training – transfer of learning – not promoting communication and social relations.

TECHNIQUES

• is a practical educational tool, the means by which the educational method is applied.

• In practice, a training method is implemented by using various techniques. (Noye & Piveteau, 1999).

CATEGORIES OF TEACHING METHODS

• participatory methods

• Heuristic methods

• Interrogative methods

• Active methods

• Exploration and application methods

PARTICIPATORY METHODS

developing interaction between instructors and learners

HEURISTIC METHODS

by which the trainees elaborate tasks and discover knowledge

INTERROGATIVE METHODS

helping learners to discover what the instructors want to teach

ACTIVE METHODS

combining action with consideration

EXPLORATION AND APPLICATION METHODS

inquiry approach

TRAINING TECHNIQUES SUPPORTING THESE METHODS

• Enriched presentation

• Questions/ answers and discussion

• Brainstorming

• Working in Groups

• Case studies

• Role playing and Simulation

• Interviewing specialists

ENRICHED PRESENTATION

• An enhanced version of lecture or presentation using interaction, visuals, and active involvement

Why does enriched presentation still relevant?

• Provides structure and clarity

• Can engage learners if improved with interactive elements.

REQUIREMENTS FOR EFFECTIVE PRESENTATION

• preparation

• Connection

• Delivery

• Engagement

PREPARATION

mastery of content and clarity of objectives

CONNECTION

relate goals to learners’ needs and experiences

DELIVERY

speak clearly, maintain confidence, and use nonverbal cues

ENGAGEMENT

start with a “hook” — a question, story, or surprising fact

how to enhance Enriched Presentations

• Use humor, analogies, and real-world examples.

• Incorporate audiovisual aids (slides, videos, charts).

• Observe learners’ nonverbal feedback.

• Ask for real-time input or questions.

• Avoid jargon and maintain professional appearance.

Techniques to Stimulate Participation

• Assign active listening tasks.

• Use guided note-taking worksheets.

• Pose occasional challenges or polls.

• Apply collaborative tasks (compare examples, analyze data).

• Conduct clarification exercises after key points

QUESTIONS/ANSWERS AND DISCUSSION

• interactive dialogue that enhances comprehension and reflection

DIFFERENCES BETWEEN O&A and DISCUSSION

• Q&A: Brief, immediate feedback.

• Discussion: Broader, deeper exploration of issues

How to conduct effective discussions

• Use open-ended, thought-provoking questions

• Involve all learners— avoid calling on the same few.

• Guide discussion to stay on track.

• Summarize and synthesize at the end

ADVANTAGES OF QUESTIONS/ANSWERS and DISCUSSION

Self-motivation, development of participatory and communicative climate between learners, critical thinking development, detailed approach understanding the issue and learners needs. More about discussion. Promoting cooperation capacity among trainees.

DISADVANTAGES OF QUESTIONS/ANSWERS and DISCUSSION

Time-consuming process, possible interventions out off topic, not ensuring participation of all, not based on action More about discussion. Presupposing knowledge of trainees on the subject.

BRAINSTORMING TECHNIQUE

• Encourages creativity and cooperation through spontaneous idea sharing.

• No criticism during idea generation; trainer records all inputs neutrally.

• ideas are later categorized and synthesized for discussion.

ADVANTAGES OF BRAINSTORMING TECHNIQUES

• Builds confidence and participation.

• Stimulates new perspectives.

• Taps into learners’ experiences

CHALLENGES OF BRAINSTORMING TECHNQIUE

• Risk of domination by vocal participants

• Can drift off-topic if not moderated.

WORKING IN GROUPS

• Learners collaborate in small teams (3–5 members) to perform a task or analyze a problem.

• Process: Subgroups discuss → present findings → trainer summarizes.

ADVANTAGES OF WORKING IN GROUPS

• Builds communication and teamwork.

• Encourages peer learning and critical thinking

• Promotes mutual support.

CASE STUDY METHODS

• Real or hypothetical problem-solving activity

• Purpose: Apply theory to practice

BENEFITS OF CASE STUDY METHODS

• Strengthens analytical and decision-making skills

• Encourages collaborative discussion

• Promotes transformation of attitudes and behavior.

GUIDELINES FOR CASE STUDY USE

• Select realistic and relevant cases.

• Provide sufficient and clear data.

• Allow adequate time for analysis.

• Discuss alternative solutions and outcomes

• Encourage debates to surface multiple perspectives.

ROLE PLAYING

Acting out real-life roles to understand behaviors, reactions, and perspectives

ROLE PLAYING IS USED FOR:

• Communication skills

• Negotiation and conflict resolution

• Empathy development

ADVANTAGES OF ROLE PLAYING

• Develops self-awareness and empathy.

• Encourages teamwork and active participation.

• Allows learners to “practice” real-world scenarios safely.

STEPS IN ROLE PLAYING

• Scenario creation

• Preparation of the group

• Selection of actors

• Performance

• Observation

• Debriefing and derolling

• Group discussion and synthesis

TIPS FOR EFFECTIVE ROLE PLAYING

• Keep scenarios realistic and relevant.

• Clarify rules before beginning.

• Maintain supportive atmosphere.

• Avoid interruptions during performance.

• Conduct reflection afterward for learning transfer.

SIMULATION

• Learners engage in a structured, realistic situation but without “acting.”

• Example: Business decision simulation, policy debate, or mock negotiation.

BENEFITS OF SIMULATION

• Builds analytical and strategic thinking.

• Closer to real-life problem-solving than role play.

INTERVIEWING SPECIALISTS

Learning through direct interaction with experts.

STAGES OF INTERVIEWING SPECIALISTS

• Preparation (identify needs and questions)

• Implementation (conduct interview)

• Interpretation (analyze and share findings)

BENEFITS OF INTERVIEWING SPECIALISTS

• Directly addresses learners’ training needs

• Enhances research and inquiry skills.

• Promotes self-directed and lifelong learning

• Builds confidence in communication.