Lecturing as a Teaching Method

7/31/2019 Lecturing as a Teaching Method

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GUIDE OF AGROFORESTRY


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Possibilities for structuring a lecture:

1) The classical methoddivide into broad sections, sub-sectionsand perhaps again in smaller units.

2) The problem-centred methoduseful for examining alternativeviews and solutions to problems. It contains a statement of aproblems explicit and implicit criteria.

3) The sequential methodconsists of a series of linkedstatements, which usually lead to a conclusion. The teacherhas to both ensure that the steps are within the grasp of thestudents and frequently summarize the main steps and theprocedure.

4) The comparative methodcompares two or more processes,themes, stories, ideas or systems. It may be a search forsimilarities or differences, for advantages or disadvantages.

5) The thesis methodThis begins with a hypothesis and proceedsto justify it by bringing together a wide range of evidence andarguments that may be presented in major sections or in aproblem form. It may include theses or counter-theses.


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Tips in planning questions:

1) The question must be clear

2) The question must be challenging

3) Ask only one thing at a time

4) Deliver questions evenly to students

5) Take into account the individual differences ofthe students

6) First ask the questionand only after a while,

name the student who is to answer

7) A good question leads the story forward

8) Questions should not be asked for punishment

9) Give praise for a good response


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Some points the teacher should remember aboutdemonstrations

1) The teacher should always be sure about how to carry out a

demonstration before he or she shows the students; practise it first

until you are sure how to do it.

2) Demonstrations may require a lot of organization and preparation

beforehand; the teacher should have everything prepared before he or

she starts a lesson, otherwise the students will lose interest; also

some demonstrations need costly materials, so the teacher should

avoid wastage (but try to avoid using expensive materials when

possible, as the students may not have access to these outside theinstitution).

3) Involve the students as much as possible during a demonstration. Ask

questions regularly, and check that they understand the procedure.

The teacher can also involve students as helpers in demonstrations (as

long as it is safe to do this); this increases interest for the whole

group.


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4) The students should have a chance to practise theskill or technique after they have seen thedemonstration. This will help them learn moreeffectively.

5) Sometimes demonstrations do not workthis

reflects the reality of agroforestry, and the teachercan always point this out if something goes wrongbut a good demonstration is worth a lot, so try toensure success if at all possible! The teacher canalso demonstrate how to do something in the wrongway, so that students can learn how 'not to do'

something as well as how to do it correctly. Manypeople learn through their mistakes, and a teachercan sometimes make deliberatemistakes, inorder to encourage learning and increase theopportunity for feedback and questions.


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Practical activities can include

1) Working on the institutions farm or garden,

growing crops or rearing animals

2) Making and using simple machines andequipment

3) Doing experiments in the classroom,

laboratory or field

4) Doing management tasks like keepingrecords, accounts, etc.

5) Working or meeting with local community

members


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4) Investigating the ways in which farmers

market their produce

5) Observing weed populations (for

example, Imperata or other grasses) indifferent land use systems (for example,

under plantations, compared with food

cropping systems, and agroforestry

systems).


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Tips in organizing field visits:1) Field trips must have an objective for the

students learning experiences to be

maximized

2) Do a suitability assessment to determinewhether the field trip will fulfil the objectives

3) Plan for discussions during and after the field

trip

4) Prepare the worksheets5) Consider the distance of the location to visit

and prepare an itinerary (time, location)

6) Inform the students parents and get their

written consent


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Tips in organizing field visits:

7) Set up rules of behaviour to maintain order and

discipline at all times

8) Inform the students what they should bring (forexample, rubber boots, torch, etc.)

9) Make arrangements with the transportation

facility to make the trip as comfortable as

possible

10) Bring along a first-aid kit

11) Follow-up after field trip: Make a poster, a

report or have a discussion in the classroom


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Do

1) Choose sharp and contrasting colours intransparency sheet

2) Ensure projection on screen is readable by theaudience by adjusting lights in the room

3) Ensure projector is properly focused

4) Face the audience when presenting

5) Switch off projector when not in use to avoid

distraction

6) Give enough time for the audience to read anddigest the content of each sheet

7) Keep a spare bulb ready at hand


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Dont

1) Use small and unreadable fonts

2) Put much text on each sheet

3) Block the view of the audience while using

transparency

4) Just read from the transparency sheet


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Example of a bad transparency

Description of alley cropping system: It is a

system where rows of hedges are grown

along contours at certain distance intervals.The recommended vertical distance between

hedges is 1.5 m. The alleys between these

hedgerows are allotted for growing

agricultural crops. Contour lines are locatedusing an Aframe


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Example of a good transparency

Alley cropping system

1) Hedgerows along contours; inter-hedgerow

distance: 1.5 m2) A-frame: for contour lines

3) Alleys: for agricultural crops


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Live objects (insects, plants, weeds, etc.)

Models of real objects

Board games

Posters, brochures and extension materials


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Rogers A, Taylor P. 1998.A guide to

participatory curriculum development in

agricultural education. Rome: Food and

Agriculture Organization of the United

Nations.

Rudebjer P, Del Castillo RA. 1999. How

agroforestry is taught in Southeast Asia. A

status and needs assessment in Indonesia,Lao PDR, Philippines, Thailand and Vietnam.

Training and Education Report No 48. Bogor:

ICRAF.

Lecturing as a Teaching Method

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