Training and Teaching Methods
As complex human beings, we bring to the learning environment a combined set of emotional, physical, mental, and social characteristics that make each one of us unique. The way to approach diversity in course participants and to accommodate diverse learning styles is with variety in instructional techniques. To do this, the instructor must first understand the specific informational needs of the people in attendance, the sequence in which they need it, and what form the information and instruction will take in order to maximize learning. A master trainer:
- uses simple language and speaks with clarity, using appropriate inflection and tone;
- knows his/her content area;
- bases much of his/her training on personal experiences in order to enrich the learning experience;
- uses multiple teaching modes, and balances their use to maintain participant attention;
- will accommodate training as requested and needed;
- has technical skills in using advanced audio-visual technology;
- understands the diversity of learning styles of the participants in the training;
- establishes a learning contract early on in the training to gauge what the participants specifically want to learn, beyond the general content referenced in the brochure;
- is skillful in engaging participants in discussion;
- is skilled at bringing discussion to a close;
- is not condescending and is accessible to course participants;
- promotes sharing and networking among participants;
- recognizes and respects the expertise and skills participants bring to the learning environment;
- can monitor and self-pace instruction;
- creates a learning environment that is safe and secure, in order to allow for sharing of ideas and personal beliefs and experiences.
The format for delivering the information is as important as what you will be delivering. A group of advocates with minimal experience in affecting policy change may require a more standard lecture-based approach – with the trainer providing new information using predominantly one-way communication. A somewhat more knowledgeable group of course participants, with some basic information, may require a more balanced delivery approach whereby the trainer provides some lecture but intersperses opportunity for two-way communication and planned dialogue which is focused toward specific learning objectives. Finally, a relatively experienced group of participants who want to refine their skills may require a more learner-focused approach established in group dialogue, exercises, and opportunities to test and hone their skills. Being skilled at knowing which approach to use at what time is important. The following table highlights several common training approaches, what each sets out to achieve, and common pitfalls to avoid.
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Lecture | ||
A talk given without much, if any, participation in the form of questions or discussion on the part of course participants. |
Suitable for large audiences where active engagement of the participants is not possible because of numbers. The information to be conveyed can be exactly worked out beforehand - even to the precise wording of it. Timing can be accurately worked out. |
The lack of participation on the part of the audience means that unless the whole of it, from beginning to end, is fully understood and assimilated, the meaning will be lost. Limited value in promoting behavioural or attitudinal changes. Unsuited for teaching skills that may require practice. For course participants that are deaf or hard of hearing, make sure that an interpreter or other accommodations are provided. This will require you as a trainer to be sensitive to the speed at which you are instructing, and in the case of interpreters, that you allow for breaks in the dialogue. You should also make sure that questions from the audience during lecture are restated so that they are heard. For course participants who are blind or visually impaired, it is important to bear in mind when lecturing that if visuals are used, that they be thoroughly explained, so that the participant can put together a visual picture in their head of what seeing participants are viewing. If course participants are lip readers, the instructor is going to need to ensure that the room is adequately lit and that they do not block their lips from the sight of the lip reader. Often instructors forget and will put their hands to their mouth or perhaps stand behind equipment or a podium with a microphone that blocks the view of participants. Another issue to remain sensitive about when using a lecture-based format is that individuals have diverse learning styles. While some may take information in best by listening, others may find this challenging and need opportunities to practice what is being said or restate it. Make sure to provide opportunities that cater to all learning styles. |
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Discussion | ||
Knowledge, ideas and opinions on a particular subject are freely exchanged among course participants and the instructor. |
Suitable where the applications of information is a matter of opinion. Also useful when attitudes need to be induced or changed. Course participants are more likely to change attitudes after discussion than they would if they were told during a talk that their attitude should be changed. Also suitable as a means of obtaining feedback for the instructor about the way in which course participants may apply the knowledge learned. |
The course participants may stray from the subject matter or fail to discuss it usefully. The whole session may be blurred and unfocused. Course participants may become entrenched in their attitudes rather than be prepared to change them. It is critical when using this approach to bear in mind that participants who are blind or visually impaired may not see the individuals who are speaking, so it is good practice for anyone who begins to speak to identify who they are. When using interpreters to assist persons who are deaf and hard of hearing, it is important to make sure that those individuals engaged in discussion speak loudly enough so that what they are saying is heard by the interpreters and can be conveyed. For those participants who are possibly lip readers, this approach poses a particular challenge, as participants engaged in the dialogue are often not within eyesight of the person doing the lip reading. When using this approach and under these circumstances, make sure the room is well-lit and that people either asking questions or engaged in dialogue come to a central point in the room where they can be easily seen. Remember that your audience may be diverse and acronyms used or terms of art may not be understood by everyone. Encourage participants to refrain from using acronyms and, when they must be used, to define what they stand for. Be sensitive to the nonverbal communication of your audience when using this approach. Discussions can often become entrenched and not engage the entire class. Make sure that discussion is inclusive of all course participants. If individuals are using an interpreter make sure to allow them opportunity to speak for the participant that is using their services so that they can engage in ongoing discussion as well. |
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Role Play | ||
Course participants are asked to enact, in the training situation, the role they will be called upon to play in their job or work. Used mainly for the practice of dealing with face-to-face situations (i.e. where people come together in the work situation). |
Suitable where the subject is one for which real life practice in the training situation could be useful for the course participants. The course participants can practice and receive expert advice, or criticism and opinions of their colleagues in a “protected” training situation. This provides confidence as well as guidelines. The course participants can experience the pressures of a real life situation. |
Course participants may be reluctant to engage in role play and certain types of participants may not consider role play a serious learning technique. Besides the obvious stated above, bear in mind that individuals with certain types of disabilities may not be able to engage completely in this type of activity. For example:
Make sure that if scenarios are provided for the role players to use, they are available in alternative formats so you are prepared well in advance and not embarrassed by an individual volunteering for the activity who requires a specific accommodation. For example, an individual with a visual impairment requires large print. The reality is that individuals with or without certain types of disabilities may find role play activities extremely stressful or anxiety-producing. Remain sensitive to your audience and when using this approach seek volunteers who perhaps enjoy “being on stage.” |
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Case Study | ||
The course participants examine a history of some event or set of circumstances, with the relevant details. Case studies fall into two broad categories: those in which the course participants diagnose the causes of a particular problem; and, those in which the course participants set out to solve a particular problem. |
Suitable where an objective look at the problem or set of circumstances, free from the pressures of the actual event, is beneficial. It provides opportunities for exchange of ideas and consideration of possible solutions to problems the course participants will face in the work situation. |
Course participants may get the wrong impression of the real work situation. They may fail to realize that decisions taken in the training situation are different from those that have to be made on the spot in an actual situation. Bear in mind that not always will everyone in the training environment be equitably equipped to diagnose and/or prognose specific scenarios. In these cases make sure that you pair or group individuals in a way that skill sets across groups are fairly distributed. Besides the obvious stated above, bear in mind that individuals with certain types of disabilities may not be able to engage completely in this type of activity. For example:
Make sure, if case study scenarios are provided, that they are available in alternative formats so that you are prepared well in advance. The reality is that individuals with or without certain types of disabilities may find case study situations where they have to work in a group extremely stressful or anxiety-producing. |
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Exercise | ||
Course participants are asked to undertake a particular task, leading to a required result, following guidelines laid down by the trainers. It is usually a practice or a test of knowledge gained prior to the exercise. Exercises may be used to discover course participants’ existing knowledge or ideas, before further information or new ideas are introduced. Exercises may be crafted for individuals or for groups. |
Suitable for any situation where the course participants need to practice following a particular pattern or formula to reach a required objective. The course participants are to some extent “on their own”. This is a highly active form of learning. Exercises are frequently used instead of formal tests to find out how much the participant has assimilated. This method provides a broad scope for the imaginative trainer. |
The exercise must be realistic and the expected result reasonably attainable by all course participants or they will lose confidence and experience frustration. Bear in mind that individuals with certain types of disabilities may need additional support to engage completely in this type of activity. For example: individuals who are deaf or hard of hearing who use lip reading, interpreter services, or real time transcription need to have these supports considered; individuals who are blind may need additional support to engage in and complete the exercise. Make sure, if exercises or worksheets are provided, that they are available in alternative formats so that you are prepared well in advance. An area to be sensitive about is how you, as the instructor, plan to debrief the exercise. Some individuals find situations where they are asked to present to a class or report their findings extremely stressful and anxiety-producing, which may impede learning. |
| What It Is | What It Will Achieve | Points to Watch / Disability Sensitivity |
|---|---|---|
| Application Project | ||
Similar to an exercise but giving the participant much greater opportunity for the display of initiative and creative ideas. The trainer lays down the particular task but the lines to be followed to achieve the objectives are left to the participants to decide. Like exercises, projects may be set for either individuals or groups. |
Suitable where initiative and creativity need stimulating or testing. Projects provide feedback on a range of personal qualities of course participants, as well as their range of knowledge and attitude on the job. Like exercises, projects may be used instead of formal tests. Again there is a wide range of possibilities for the imaginative trainer. |
Approaches of this type require the instructor to monitor the course participants constantly to ensure that they are on track and completing the project. Individuals who are not self-motivated and engaged, may not fare well with this type of exercise. Bear in mind that individuals with certain types of disabilities may need additional support to engage completely in this type of activity. For example: individuals who are deaf or hard of hearing who use lip reading, interpreter services, or real time transcription need to have these supports considered; individuals who are blind may need additional support to engage in and complete the exercise. |
Several low-tech tools exist for educators/trainers to reinforce the learning experience. These audio-visual tools include things like flipcharts, overheads, and slides. Using a Flipchart is an important tool for the trainer; however, to keep it effective, remember the following points.
- Make it readable! Write large enough (at least 1/2 an inch high and two spaces between lines).
- Leave bottom of flipchart sheet 1/4 – 1/3 blank.
- Use multiple colors (except for yellow).
- Use underlining and boxing for key words.
- Have tape available to attach completed sheets to the wall.
- Do not keep your back turned to the audience for too long.
- Do not use these tools with large audiences that will not be able to see.
- Make sure to read and describe everything you put down on the flipchart to ensure accessibility of materials to people with visual impairments.
The following steps will assure the efficacy of your audio-visual material:
- Focus and position equipment before starting – make sure visuals are clean, crisp, and focused!
- Watch the lighting of the room (dimmed enough to see screen well, but light enough for notes and safety. Bear in mind the use of interpreters and individuals who read lips).
- Recheck position for each overhead/slide.
- Do not walk or stand in front of the screen.
- Do not look at the screen while talking. If you need notes – copy them and carry them with you.
- Do not move through the audio-visuals too quickly in case the audience is taking notes (or provide them copies of overheads as handouts).
- Turn off the projector for longer discussions about a topic, if it is noisy or distracting (if not, leave on).
- Use large fonts (20+).
- Use color if available.
- Spell check/edit before use.
- Do not have words/images too close to the bottom.
- When an overhead/slide includes a list, move it down instead of revealing all at once.
- Again, remember to read and describe everything on the visuals being used to ensure accessibility of information.
The presentations you develop and implement in your local and regional areas will each have unique qualities and varied outcomes. Participant responses to training and presentations are as varied as are the individuals with whom you will interact. You should infuse into each new programme the lessons learned from previous programmes.
