In extension organization, the role of
a learning facilitator for the extension volunteer teacher does not preclude
attention to some basic details for planning and delivering instruction in a
sequential and logical manner. A planned and orderly instructional sequence is
a requirement in the process for most lessons and it fits well with both the
traditional and the facilitator teacher role. It behooves the volunteer teacher
to be creative in combining methods and approaches for the diverse learning
situations that are part of the Extension organization programs.
The first step in any approach to
preparing to teach in the organization is to decide what the learners are to
do. This will in turn guide what the teacher will do in order to bring about
the desired outcome. Below are total lists of the following as those things
that teachers typically want learners to do in a learning environment, teachers
want learners to;
- Give them their attention during learning
- Know what they will be expected to do
- Know when the lesson is over
- Remember certain things that are needed for the lesson to be useful
- Respond to the task at hand or what is to be learned
- Participate in the events of instruction as needed
- Let the teacher know how they are responding to the lesson
- Know how well they did
- Know how you will use this information or skill
- Be able to practice what they learned
The above listing of learners’
responsibilities may seem simplistic at first glance. However, each of the
factors listed above is required in the order listed before learning takes place
in a classroom. Professionals describe these as the outcome of instruction that
the teacher is actually able to control in order to bring about certain
outcomes and achievement in the learning environment. Each event in the
learning process has a distinct effect on the learner itself. The instructional
outcomes guide the learning sequence that is necessary for learning to occur.
What the teacher does in learning environment
and an example of how this will be done is given below
- Gain and control the learner's attention by Looking at it
- Tell the learner the expected outcomes by what you will be able to do with this lesson
- Stimulate the recall of necessary prerequisites which may be other knowledge or skills by things that you should already know how to do before you begin this lesson
- Present a stimulus for learning by the pieces/objects they will work on
- Guide the learning event by how you do the task or this is a verbal description
- Provide feedback by mastering some parts of the procedure and see that you have been reading and taking notes
- Appraise performance by the quality of your work and this is how well you compare to others
- Make provisions for transferability by how you can use your new skill or knowledge
- Insure retention by practice using your new skill in the following ways
Guiding the Learning outcome
In all of those events listed above,
the preparation for volunteer teacher will center on guiding the learning
outcome. What will the teacher do to guide the learning outcome? What will the
learners do? Will they listen and take notes? Will they ask questions and
discuss with each other during this process? Will they play any role? Different
teaching methods can be used to create variety in the classroom and to
stimulate learning. One of the most commonly used methods in extension organization
teaching is the demonstration method.
Demonstrations
A demonstration in extension service is
one of the most useful teaching methods for adults learning. It means to show
another person how to perform a skill. Giving an effective demonstration
involves three steps which are demonstrating or performing the operation,
explaining the process that is being demonstrated and eliciting responses from
observers by asking questions. The question phase of the demonstration assures
that the observers understand what they are seeing and what have been
demonstrated to them.
Tips on Demonstrating
- Have a plan and know exactly what you will do, Know where the demonstration will begin and end, and all of the intermediate steps which are involved in the demonstration
- Have all materials on hand so that the demonstration is not interrupted by searching for a needed object for it
- Be sure that all observers are able to see each step and hear each explanation
- Make certain that observers are comfortably seated and that the room is well-lighted and adequately ventilated, have area clear of distractions, such as noise from other rooms which could interfere
- Begin by explaining specifically what will be demonstrated and relate that to something with which observers are already familiar with
- Conduct demonstration slowly and skillfully so learners will not miss key points
- Ask questions during the demonstration to be sure that observers understand, do not delay the demonstration to give long reviews for the benefit of a few people, plan a follow up session for those who do not understand it
- Summarize key points at the end of demonstration
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