Many times it feels more comfortable for an instructor to use the same teaching technique over and over again regardless of its effectiveness. For example, many instructors rely almost exclusively on the lecture method without considering other techniques that could work even better in helping learners take increasing responsibility for their own learning. This is not to say the lecture technique is inherently bad. However, using it nearly exclusively in lieu of other equally effective techniques can lead to learners depending on an instructor for information rather than exploring alternatively learning techniques.
To combat this problem, conduct an instructional audit of your teaching units. This involves analyzing each lesson plan or activity and then choosing at least three different instructional techniques through which content can be acquired. For example, for a group of learners meeting two hours in a row, you might decide to use a mini-lecture, small group discussion, and a simulation exercise. In an online course, a brief lecture using YouTube, an audio link, or PPT slides with notes could be augmented by learners working independently on study material or participating in asynchronous discussion forums.
By using several different techniques for delivering information, you are varying the presentation modes, providing learners with opportunities to participate, finding ways of involving the learners in the teaching and learning process, and promoting the notion of learners taking more responsibility for their own learning. Becoming actively involved in the instructional transactions helps learners take increasing ownership for what takes place. For more information, read Assimilating a Personalized Approach into Instructional Processes.
