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REINFORCING THE EFFECTIVENESS OF
LECTURE. LECTURETTE AND GROUP DISCUSSION
After the lecture. lecturette or group discussion. there should be some a:.ivitv th
builds on the learning. Otherise. the retention of the content will be lessened. The activities
should be sequenced in such a way that they link the previous,acti-'ities with later
ones. Several methods can be employed to "nail down'" the learning.
* Question/answerperiod.This traditional teaching method helps to clarify points. A
good practice is to have participants rehearse their question., with each other
before asking them.
SQuLz. The trainer administers a test based on the concepts presented. The presentation
may be oral, posted. or printed. Individuals respond to the items. compare
their answers with each dther. and discuss any disagreements with the trainer. It is
important not to establish a traditional classroom-like atmosphere with adult
learners. The use of this method should not result in anxiety ai()ut le'irnin or
"'answers".
*Statements. Participants are invited to make declarative statements to the trainer
and to the group. The trainer directs a discussion of the points raised. Thi.s method
requires some patience on the part of the trainer since many participants have been
heavily conditioned to ask "the expert" questions. rather than to look within themselves
for statements. Many par-ticipant questions are statem2nts in his~uie, however.
and need to be turned around before the trainer responds.
"Handouts. Learning canbe reinforced by givinq participants the essential Content
in print form. If this is done before or during the presentation. parzicipants can distract
themselves through reading instead of listening. If this is clone alter the
activity, the trainer needs to announce beforehand that a handout will be provided
because some participants will resent having taken noteS unnecessarily. A sitni'icant
portion of participants. however, will listen better if taking notes at the same
time and will do so even if handouts are distributed.
*Appiicationsplanningandgoalsetting. Participants are instructed to work individually
or in pairs to apply the ideas presented to actual situations.
"Role playing.Subgroups are formed to create role plays to illustrate various points
in the learning. These skits are presented to and discussed by the total g.roup.
*Skillpractice.The trainer demonstrates the application of one or more concepts in
structured situations to provide opportunities to act out effective behaviors.
*Linkingtrithother experientialmethods. A lecturette can lead into a structured experience.
or it can augment the generalizing stage of the experiential learning c3cle.
The major concerns of the trainer after presentin, a lecture or lecturette are to ensure
that the ideas have been understood clearly and that it has practical usefulness for
participants. The "so what?" and "now what." stages of the experiential learning cvcle
need to be applied, the above activities are examples that can meet this need.