Lecture
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.
Demonstration
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.
Discussion
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.
Role playing
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.
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