Methods of Teaching of Pak Studies Every teacher is different in terms of their ways, styles, and methods in teaching. The best teaching methods are those designed considering the interests of students and the subjects taught. Methods in teaching can be teacher-centered, learner-centered, content-focused, and interactive or participative. Each teaching technique has its pros and pitfalls. To make the whole process effective, teachers usually combine two or more of these teaching methods. Here, let us have a look at some of the most widely accepted and followed methods in teaching throughout the nation. 1. Lecture This is the most commonly followed methods in teaching in various educational institutions throughout the country. It is considered as the most ideal method for a teacher to address large classrooms. Lecture refers to an oral presentation of lessons to a group of students. 2. Class discussion This is one of the best interactive methods in teaching in which both teachers and students in the classroom exchange ideas on the topic of discussion. When used effectively, this strategy can help students to develop their thinking, learning, understanding and problem-solving skills. A good teacher can create a positive class environment where students can freely discuss their ideas. 3. Oral Questions One of the most commonly used methods in teaching. In this, instead of just a passive way of lecturing, teachers can encourage the students to ask questions in return. This in fact helps teachers to understand the areas that the students find it difficult to comprehend and to explain things better. This helps the classes to be more engaging and interesting. 4. Repeating points Instead of just giving an oral presentation of the lesson once, the teacher repeats the important points once they cover a subject unit before passing on to the next. This helps the students to recollect what was taught in the previous unit before going to the next. Repeating points would register the content easily on students’ minds. Some teachers also ask the students to repeat the points he/she just covered. 5. Buzz groups In these methods in teaching, teachers split the whole class into small groups and give them a topic of discussion so that the students can come up with ideas on the subject or solutions to a problem within a short period of time. This method helps to stimulate discussion and to get student feedback . 6. Demonstration Instead of just giving an oral explanation of a subject, in these methods in teaching. the teacher produces enough materials or proofs to make things clear. For example, if a teacher wants to explain the functioning of a handy device, he/she can bring it to the classroom to explain it better and easily. In another context, it can be a demo of a step-by-step process that helps students to easily connect it to theory. 7. Presentation In this method, the teacher gives a power point presentation in the classroom. The slides include diagrams

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Adult Learners
Presented by
Muhammad Nisar
Presented to
Dr Niaz Muhammad

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Training Adult Learners
Training Techniques

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Contents
• Training is a System
• Strive to Improve
• Characteristics of Adult Learners
• The Trainer’s Role
• Teaching Adults
• Learning Styles
• Instructional Strategies
• Instructional Media

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• Do’s
• Planning and Preparation
• Preparation Skills
• Delivery Skills
• Facilitator Responsibilities
• Fatal Mistakes
• Dont’s
• Answering Questions
• Difficult Questions and Learners
Contents

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Training is a System
Adult Learners
Instructors
Learning
Environment
Instructional
Materials

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Why the
Systems Approach?
• Focused
– what the adult learner needs to know
– what the adult learner to be able to do
• Linked
– instruction and outcomes

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Systems View
• Preparation
• Implementation
• Evaluation
• Revision
Learners
Materials
Instructors
Environment

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Strive to Improve
• Use the input from student
evaluations to improve your
future performance
• Update your materials to keep
them current
• Continue to improve your
knowledge of the subject matter

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Characteristics
of Adult Learners
• Adults are capable of lifelong learning.
• Adults want to know why it’s important
(purpose) and how they can use it.
• Adults like to participate in decision
making regarding learning/training
– Choices

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• Learn in their own ways
• Are not children
• Need organization
• Preconceptions and abilities
• New vs. Old learning
Characteristics
of Adult Learners

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The Trainer’s Role
• Facilitator
• Presenter
• Coach

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Facilitator Responsibilities
• Optimal lighting for viewing
and changes in lighting as
necessary
• Ensuring the room
temperature is comfortable
for the students

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Facilitator Responsibilities
• Setting the initial mood of the group.
• Creating an effective climate for learning
• Motivate students to participate in the
learning process
• Be accepting of comments, avoid getting
defensive

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Facilitator Responsibilities
• Control disruptive students
• Offer yourself as a resource
• Allow for limited debate and/or
challenges of the ideas presented
• Discuss how the learning can be applied
in real world applications

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• Make yourself available at the beginning
of breaks and after class to field
individual student questions
• Always treat the learners with respect
• Avoid stereotypes
Facilitator Responsibilities

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• More effective retention given more than one
training method
• Reading
• Hearing
• Seeing
• Seeing & Hearing
• Talking & Writing
• + Doing
Teaching Adults
10%
90%
70%
50%
30%
20%

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• Explain what you plan to tell or do
• Tell them and/or do
• Tell them what you told them or did
• Learner explains and does
Teaching Adults

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Learning Styles
• Active
– Participate
– Field tips
– Hands-on
– Presentations
• Passive
– Read
– Listen
– Observe

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Instructional Strategy
• Characteristics of learners/ Psychology
• Presentation
• Practice
• Feedback
• Testing

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Instructional Strategy
• Talking Head
• Demonstrations
• Discussions
• One-on-one

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Instructional Media
• Power Point
• Slides
• Overheads
• Videos
• DVDs
• Flip charts

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Do’s
• Positive mental attitude
• Dress appropriately
• Be enthusiastic
• Be energetic
• Avoid excessive slang and vernacular

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• Speak up
• Be yourself
• Practice what you preach
• Watch your body language
• Be the best ‘you’ that you can be
Do’s

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• Be prepared
• Be sensitive
• Acknowledge learners
• Use your sense of humor
• Be respectful
Do’s

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Do’s
• Be accessible and approachable
• Be responsive
• Allow learners to lead
• Be flexible
• Maintain your schedule

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Facilities
–Location
–Accommodations
–Speakers
–Food and beverage for breaks
Set-up and test all
equipment before the start
of the session
–Arrange student seating if necessary


Planning and Preparation

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Learning Environment
– Room - suitable classroom space for
training
• Size
• Setup
– tables and chairs for all attendees
– plus two extra tables at the rear
reserved for the trainers)
– Temperature

Planning and Preparation

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Arrive at the training( Adult learner
training) location early
•Become familiar with the facility:
–Security
–Exits
–Restrooms
–Emergency procedures
–Contact person
–Rules
Planning and Preparation


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Planning and Preparation
Administrative
– Related paper work
• Sign in forms/registration forms
• Schedule
• Evaluations


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Audiovisual and equipment that includes
– Computer
– LCD projector
– VCR/TV
– Microphone (if needed for the size room secured)
– Overhead transparency projector
– Whiteboard & markers
– Flipcharts & markers
– 35mm slide projector
– Projection screen

Planning and Preparation

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Equipment and supplies
– Transparencies
– Markers
– Flip charts
– Paper
– Pens and pencils
– Handouts
Planning and Preparation


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• The better you know your
subject the more confidence
you will have
• The more you practice the
better you will be
• Try your presentation out on
learners
Preparation Skills

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Delivery Skills
• Make sure you speak so that
students in the back have no
trouble hearing you
• Enunciate your words clearly
• Avoid saying uhm…..
• Avoid distracting mannerisms
such as jingling change or
playing with your hair

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Delivery Skills
• Involve the participants by
encouraging and asking
questions
• Start on time; make sure
that established breaks,
lunch and ending times
are adhered to

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• Pace your delivery
according to the allotted
time and the material to
be covered
• If working from a
syllabus, make sure you
cover everything that is
on it, or explain changes
Delivery Skills

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Delivery Skills
• Keep close tabs on the climate of
the class
• Recognize your strengths and
weaknesses
• Work to maximize your strengths
and minimize your weakness

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• Don’t pretend to know all the
answers
• If you don’t know something:
– Discuss the question with the
class
– Let the student know you will get
the answer, but be sure to
remember to follow up
Delivery Skills

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Fatal Mistakes
• Poor first impression
• No objectives
• Dull, dry and boring
• Frozen in one spot
• Weak eye contact
• Poor visual aids

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• Weak close
• No humor
• Poor preparation
• No audience involvement
• No enthusiasm or conviction
• Poor facial expression
Fatal Mistakes

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Don’ts
• Don’t be too formal
• Don’t be a know it all
• Don’t be unprepared
• Do not talk down to learners
• Do not use profanity
• Don’t be distracting

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Don’ts
• Don’t loose control
• Don’t catch people unprepared
• Don’t be afraid to say you do not know
• Don’t avoid eye contact

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Answering Questions
• Repeat the question
– Answer now/later
– Redirect
– Discussion
• Don’t bluff
– You know
– You don’t know

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Difficult
Questions and Learners
• Argumentative individual
• Loaded questions
• Long-winded
• No good answer

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Summary
• The instructor does not know everything.
• Remember – you are leading a group.

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Questions

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Bassi, L. J. & Van Buren, M. E. (1999). Sharpening
the leading edge: The State of the Industry Report
reveals the steps companies must take to ascend to
the top of the training field. American Society for
Training and Development: Alexandria, VA.
Carey, L. & Dick, W. (1996). The systematic design
of instruction. (4th ed.). New York: HarperCollins
Publishers, Inc.
Chrétien, J. (May/June 1995). Effective Training
Techniques, OH&S Canada (11) 3. 29-33.
References

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Grimaldi, J. V. & Simonds, R. H. (1989). Safety
management. (5th ed.). Boston, MA: Irwin.
Handley, W. (1977). Industrial Safety handbook. (2nd
ed.). London: McGraw-Hill Book Company (UK)
Limited.
Johnson, D. (1998). Adult educators need to have
enthusiasm. Adult Learning (9) 4, 11-14.
References

48. 48
McMaster, S. (2000).Training Made Easy for Health,
Safety, and Environmental Trainers. McMaster Training
Associates ©.
Krause, T. R. (1997). The behavior-based safety
process: Managing involvement for an Injury-free
culture. (2nd ed.). New York: Van Nostrand Reinhold.
Saccaro, J. A. (1994). Developing safety training
programs: Preventing accidents and improving worker
performance through quality training. (2nd ed.). New
York: Van Nostrand Reinhold.
References

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Training Adult Learners
Training Techniques