The very nature of agroforestry demands the acquisition of a wide range of knowledge, skills and attitudes in learners. If learners are to be empowered, they must be able to organize their own learning, and not just be ‘empty jars’ to be filled up, as discussed in topic 1 - Adult learning.
When considering the teaching and learning methods and materials to be used, it is important to decide early on what the trainer will do, and what the learners are expected to do. It is very common to find trainers standing in front of a blackboard or overhead projector, or standing in a field and talking to the learners.
As we have discussed already, the more involved the learners become in their learning, the more likely they are to learn. This is especially true for adult learners, who already have a wide range of experience. As we mentioned earlier in the Toolkit, this suggests that learning should be seen as a participatory process where the role of the teacher or trainer is facilitation, not indoctrination.
Factors to consider when selecting methods for teaching and learning
There are four main factors to consider:
1. Objectives set: list all the possible methods which could be used to allow achievement of the objectives.
2. Content: narrow down the list to ensure the content is adequately covered.
3. Learners: consider their needs, capabilities, etc. This will reduce the list further.
4. Resources: this will determine the final selection of methods to be used, since there is no point choosing methods which cannot be implemented.
Examples of methods include:
— lectures/presentations
— group discussions/group work
— brainstorming
— demonstration
— reading
— exercises/problems
— case study analysis
— role play/simulations
— games
— practicals
— project work/research
— field visits
— attachments
Some of these methods are described in more detail in topic 6 - Teaching and learning methods.
Learning materials
Just as a good teacher or trainer will have a wide range of methods at his or her disposal, and know when and where they can be successfully used, learning materials will also be required. These will complement the content and the teaching and learning methods, leading to effective achievement of the learning objectives.
As a basic rule, educational learning materials should be attractive, interesting, challenging, durable, economically viable to produce and well organized in terms of content to enhance the learning process.
There are a number of steps to consider when developing teaching/training materials:
— establish the purpose of the materials
— identify the target audience
— decide the general types of material needed
— establish the instructional objectives
— identify and evaluate existing materials
— decide on the content and methods
— organize the presentation of the material
— choose an attractive format and style
— pre-test prototype materials and evaluate them
— devise assessment methods for final use
— use the materials.
More detail is provided on learning materials in topic 7 - Training materials - of this Toolkit.