The theory of teaching
A suggested strategy to help
instructors
Types of teaching
Experiential
• Student is responsible for the route taken
• Also responsible for the result
• Difficult to apply constraints
• Can be difficult for the instructor to ‘pull it
all together’.
Types of teaching
Didactic
• Do this, then do that and this will happen
• Removes any ‘exploration’ in the task
• Brings about pre-determined result
• Can help with timing.
Teaching model
• Explanation
• Demonstration
• Imitation
• Correction
• Training (practice)
• EDICT.
Explanation
• Clear
• Concise (short)
• Unambiguous
• Audible
• Understood
• Is relevant.
Demonstration
• Clear
• Concise
• Matches explanation
• Can be seen
• Is relevant
• Whole/part/whole.
Imitation
• Students attempt to ‘copy’ instructors
demo
• Instructor observes students, making
notes if necessary
• Instructor only intervenes if safety is
compromised.
Correction
• Feedback model
• Praise/corrective feedback/praise
• Identify fault(s)-no more than 3
• Try to get students to do that
• If they can’t, instructor must do it
• Once identified, suggest solution
• Try to give opportunity to apply solution.
Training (practice)
• Allow practice of ‘good’ things, too
• This will reinforce good practice
• ‘Not so good’ items can be practiced as
well
• More feedback can be given as necessary
• Consider the ‘Plan, do, review’ model.
Giving feedback – how to do it
Feedback model is:
• Praise
• Feedback
• Praise.
Giving feedback
• Think about how you would like to receive
feedback
• Encourage the student to identify the
problems
• Then, encourage them to find solutions
• If they’re struggling, assist by offering
‘clues’.
Giving feedback
• If they still can’t, the Instructor will have to do it
• But continue encouraging them to find solutions
• Ensure you identify & reinforce the good parts,
•
•
these need to be repeated
Finish with ‘positive’ comments (praise)
The dialogue balance should be at least 50/50.
Conclusion
• Give clear ‘model’
• Check understanding
• Allow students to try
• Give them a chance to self correct
• If there are faults, give corrective ‘clues’
• Ensure lots of praise is given throughout