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Lesson23CriteriaForMethodSelection - Lesson-23 CRITERIA FOR...

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Lesson-23 CRITERIA FOR METHOD SELECTION INTRODUCTION There are different criteria which one can choose between different teacring and learning methods. For example these criteria could be learning objectives, learners' profile, and learner participation and availability of human resource and material resources for enabling training. This section outlines several bases for such a choice. However, let it be argued that there is no single, simple criterion which one can use to select a method, but that it is nevertheless important to evaluate and use different methods rather than be wedded to a single one. The first reading "Factors to Consider the Selection of. Methods" discusses human factors, objectives of teaching and training, subject area and time and material factors as important considerations Another reading focuses on the Relationship between Principles of Effective Learning and Teaching Methods. Students are also advised to read the section on "Overview of Training Methodologies". The question "what methods shall we use?" at all phases of the design and instruction activity. The decision is multi-dimensional; hence no rigid compartmentation is possible or desirable. PRINCIPLES FOR SELECTION OF TEACHING AND TRAINING METHODS FACTORS TO CONSIDER IN THE SELECTION OF METHODS 1.Human Factors The Teacher The teacher's knowledge, managerial and teaching experience and personality are all factors of primary importance and are intentionally mentioned at the begin.ning. To put it bluntly: the teacher has to have a clear and significant message to pass, and his personality t1as to be acceptable to the students or trainees so that effective communica- tion links can be established quickly. and easily. If these conditions are fulfilled a well chasen and properly used method is likely to ease and stimulate learning. If they are not fulfilled unfortunately the method may become an end in itself. Teachers are advised on teaching methods by their directors of studies, by senior colleagues in special "teaching methods" courses, through manual~, etc. But eventually each teacher has to assume personal responsibility for choosing the best methods for his
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particular teaching assigJ:1ment. He ought to be able, therefore, to make a rational appraisal of his abilities and to try to employ methods likely to enhance-not reduce-the impact he hopes to make. Role- playing for example is an exercise requiring some knowledge of psychology. a lot of experience with various types of human problems in management-and the ability to react quickly in discussions. That is why a teacher who does not possess these qualities, but has an analytical mind and experience in solving business problems. might give preference to the case study method.
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