3.3 Methods of Teaching Cognitive Skills

The two common methods of teaching cognitive skills are:

1. The theory lesson and lecture, in which learning occurs through a formal instructor-student relationship, or Programmed Learning (CBT) which can remove the need for the immediate presence of an instructor.
2. Syndicate methods, in which learning occurs through the interaction of the members of a directed group.

The remainder of the section concentrates on the Theory Lesson (the dominant cognitive-teaching method in classroom-based training); the alternative methods the instructor can choose between appear under "Other Methods of Teaching Cognitive Skills" below.

#3.3.1 Theory Lesson

A theory lesson is characterised by:

• Student activity and participation.
• Reinforcement of student behaviour by the instructor.
• The building of new knowledge onto knowledge the student already has.
• (Known to the Unknown).

#Student Activity and Participation

Student activity reduces boredom and provides the instructor with feedback. The instructor can encourage student participation and activity by:

• Asking and answering questions.
• Setting classroom exercises.
• Initiating informal classroom discussions.
• Giving notes to be copied by the students.

#Theory Lesson Format

The Theory Lesson is structured in three phases (Introduction, Body, Conclusion) with prescribed sub-elements in each.

Introduction

State the aim of the lesson and provide motivation to learn. A starting point is established.

Body

The body is divided into steps, where each step is a small self-contained unit of information. The duration of a step should be from five to twenty minutes. Each step is further divided into three parts: Establish, Check, Summary.

Establish. The instructor presents a unit of information using aids, questions, explanations, and student activities. Where appropriate, he should use analogies and devise situations to clarify the information for the students. If analogies are used, their limitations (with regard to the true situation) should be explained. In general, the instructor should avoid just "telling" the students, but realise that "telling" is sometimes unavoidable.

Check. The instructor gauges whether the students have "picked up" the information just presented. The check can be achieved by either oral or written questions. Ideally, checking should be achieved with questions which require the use of the information presented rather than straight recall of that information (unless recall is all that is required). If student performance is poor, the material should be re-presented with emphasis on problem areas. When student performance is satisfactory, the instructor summarises.

Summary. The instructor emphasises the points on which the students should concentrate. This will help students sort out the main points from the analogies, digressions, and explanations etc. A written summary is an effective way of emphasising these points. The written summary can also be used in conjunction with the check stage in that the points can be displayed progressively as they arise.

Conclusion

The instructor should give an overall summary of the lesson by "tying together" the lesson steps, and show how "this lesson" fits into the overall block of instruction.

#3.3.2 Other Methods of Teaching Cognitive Skills

The Theory Lesson is one method; the alternatives the instructor can select from are:

• Programmed Learning (CBT).
• Lecture.
• Guided Discussion.
• Tutorials.
• Role Playing.
• Simulation.
• Gaming.

Selection criteria for which method to use are set out in 3.13 Which Method of Teaching to Use.

#Connections

• 3.2 Establishing Set and Closure. The framing skill the Theory Lesson Format operationalises in its Introduction (Set) and Conclusion (Closure) phases.
• 3.4 Voice. The variation-of-stimulus skill that delivers the Theory Lesson body steps.
• 3.5 Questioning. The technique used in the Establish and Check stages of every Body step.
• 3.13 Which Method of Teaching to Use. Selection criteria for choosing among the methods listed under Other Methods of Teaching Cognitive Skills.
• 4.1 Introduction. The aids the instructor uses in the Establish stage of each Body step.