Title

See-Hear-Do versus Read-Do-Research: An examination of an alternative method of instructional delivery.

SelectedWorks Author Profiles:

Debra Sinclair

Document Type

Article

Publication Date

2008

Date Issued

January 2008

Date Available

July 2014

ISSN

2157-880X

Abstract

One of the primary course delivery techniques has been the See-Hear-Do model. Under this system, the professor goes through the material and prepares a lecture for the class. The material is then presented to the students, typically using PowerPoint or some other visual graphics. The students are then asked to engage in some exercises, either in or outside of class, and replicate what the professor has performed. In an effort to improve student learning, this paper describes an alternate approach to instruction – the Read-Do-Research Model. The Read-Do-Research model does not involve extensive lectures or require slides. Instead, the students are required to “dig out” what they need to solve the problems. While this method may seem foreign to many educators, it is the position of this paper that this may be a far superior method of student learning when compared to the conventional approach.

Comments

Citation only. Full-text article is available through licensed access provided by the publisher. Published in The College Teaching Methods & Styles Journal, 4(8), 9-14. Members of the USF System may access the full-text of the article through the authenticated link provided.

Language

en_US

Publisher

Clute Institute for Academic Research

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.