Teaching – Learning Process

Paz H Diaz, PhD

Resource Person
 Relationship of Learner Involvement to Training Methods
HIGH LEARNER
INVOLVEMENT
INCREASING PERSONAL AND GROUP AWARENESS
Attitudinal /VALUE objectives
Excellent listening skills
Good Reading Materials
COGNITIVE LEVEL
Good questioning skills /Good restatement skills
Knowledge Objectives
Patience
• Theories
• Facts EXPERIENTIAL LEARNING
• Terminologies
SKILLS LEVEL
• Cut-and-dried
Behavior Objectives
Materials
• Technical know-how
• Subject matter expert
• Problem solving skills
• Well-prepared
Decision making skills
• Top-notch speaker
EFFICIENCY
DIDACTIC
APPLICATION
CONCEPT ACQUISITION
LOW LEARNER
INVOLVEMENT
KIND OF LEARNING TRAINING ACTIVITIES EVALUATION
ACTIVITIES
Facts/ Information Readings, lectures, Oral, written
brainstorming examinations, quizzes

Skills (manual Demonstration with Observation on the job,

skills instruments, and practicum, role play,
/thinking/planning/ instructions followed by checklist, rubrics
decision making, etc) practice with feedback to
correct mistakes and
improve skills

Attitudes and values Discussions, structured Observing behaviors,

learning experiences, especially when back
values clarification on the job or at home
Lecture Lecturer conveys information to
a group of learners by talking to
them, with or without visual
aids. Little or no participation by
the learners and little feedback
to the trainer.
Informal Talk Similar to a lecture, except
involving feedback and
participation by the learners.
Less formal.
Demonstration A trainer or team of trainers
show learners how they would
carry out a task by actually
performing the task while
explaining it. Usually followed
up by practicing the task.
In large groups where discussion is
not practical. When an expert is
relaying new information to learners
who have no relevant personal
experience.
In groups where there is ample time
for questions and feedback. Where
material being presented is not
entirely outside the experiences of
the learners.
Especially helpful for teaching a
skill. Need to have a small
instructor to learner ratio.
Discussion A planned conversation
(exchange of ideas or
viewpoints) on a selected topic,
guided by a trained discussion
leader.
Case Study A realistic situation or a series
of actual events is presented to
the learners, either orally or by
a handout, for their analysis.
Role-Playing Learners act out roles
presented in a particular
situation. Participants must
supply their own dialog within
the context of the role and the
situation.
Where the ideas and experiences of
the group will help them discover the
point they are learning. There needs
to be an experienced leader to keep
things on track.
Where real-life situations get the
point across most effectively. Where
multiple points of view will help
learners to better understand the
concepts.
Where high learner participation is
desired, and when the subject
involves person to person
communication.
Simulations A more complex form of role-
playing and case study. Used
to recreate the environment in
which participants would
normally carry out a job and the
situations that might arise.
Brainstorming Group members suggest
possible solutions to a problem
in rapid-fire order, either orally
or on cards to be posted. All
ideas are considered; criticism
and editorializing are not
allowed.
Buzz Groups A way to promote the quick
exchange of ideas on a single
topic in a short period of time.
Ideas are presented back to the
larger group for discussion.
For disaster, rescue, first aid, or
other crisis management situation
training. Any time an elaborate
role-play can best teach the subject
matter.
When the things to be learned
involve pulling together the ideas of
the whole group. For program
planning.
When the group is too large for
general discussion or
brainstorming. When the
experiences of the learners can
lead them to discover solutions for
themselves.
Discussion A planned conversation Where the ideas and experiences of the
(exchange of ideas or group will help them discover the point
viewpoints) on a they are learning. There needs to be an
selected topic, guided experienced leader to keep things on
by a trained discussion track.
leader.

Case Study A realistic situation or a Where real-life situations get the point
series of actual events across most effectively. Where multiple
is presented to the points of view will help learners to better
learners, either orally or understand the concepts.
by a handout, for their
analysis.
Role-Playing Learners act out roles Where high learner participation is
presented in a particular desired, and when the subject involves
situation. Participants person to person communication.
must supply their own
dialog within the context
of the role and the
situation.
Simulations A more complex form of
role-playing and case
study. Used to
recreate the
environment in which
participants would
normally carry out a job
and the situations that
might arise.
Brainstorming Group members
suggest possible
solutions to a problem
in rapid-fire order, either
orally or on cards to be
posted. All ideas are
considered; criticism
and editorializing are
not allowed.
For disaster, rescue, first
aid, or other crisis
management situation
training. Any time an
elaborate role-play can best
teach the subject matter.
When the things to be
learned involve pulling
together the ideas of the
whole group. For program
planning.
Buzz Groups A way to promote the When the group is too large for general
quick exchange of discussion or brainstorming. When the
ideas on a single topic experiences of the learners can lead
in a short period of them to discover solutions for
time. Ideas are themselves.
presented back to the
larger group for
discussion.
Question and An opportunity for a Near the end of a training session.
Answer Session trainer to impart When an expert is available--one whose
specific knowledge knowledge is either superior or whose
about a topic in direct authority makes his/her answers
response to the desires correct.
of the group of
learners.
Learning Centers A series of When desiring to teach a lot of
stations/tables/corners, information in a short period of time.
each accommodating a When a group is too large to teach
small group, all effectively through other methods
teaching related parts above.
of the same general
topic.