This method is probably the most common form of education. It allows the educator to deliver a large amount of information in a short amount of time. Preparation is done by an individual and can be repeated on a routine basis for each new group of learners. Auditory learners are the best receivers of lecture information. However, this method can cause learners to become bored and easily distracted.
A skilled educator may wish to both tell and show what steps to take in an educational process. This allows another element to assist in gathering knowledge. By seeing a task performed, learners are more aware of what materials are needed, remember steps in the process, and observe the final outcome of the task.
A way to create an exchange of ideas is to provide two way communications through discussion. The educator speaks directly to a learner, asks questions or makes comments, then waits for a response. This helps auditory learners retain the material.
Another setting may allow a group of learners to either take a stand on an issue or be assigned a position. The groups can then discuss their views with each other. Continuing this open conversation enables learners to express themselves and may provide new areas for learning.
Placing learners into roles where they act out ideas and reactions can be rewarding. By active involvement, learners of different types will retain more than if they merely sat and watched a skit or video performance. Each group differs in how the message is delivered and interpreted. If the educator is trying to make certain points in the exercise which are not obvious, then additional processing and discussion of the material may be required.
Hands on (experiential)
One of the most dynamic ways to deliver information is to provide hands on activities. This opportunity may be highly directed or a free-form opportunity for learners to be creative and progress at their own pace. One reward for volunteers can come when a young person grins and indicates that they "got it" in reference to an idea or task. To maximize learning, youth should be allowed to inquire into, rather than be instructed in subject matter. The self-satisfaction and self-esteem gained in learning by doing is the basis for 4-H activities. Learners learn what they practice.