To furnish information (knowledge) directly.

To convey information not found in any printed materials.

1. Need to creative to attract students to engage in teaching and learning sessions.
2. Provide comprehensive guidelines to important content.
3. Manage and organize relevant materials in a sequence for students:
   1. Start with an overview.
   2. Discuss each topic clearly
   3. From simple to complex.
4. Make frequent changes in the teaching-learning environment.
5. Use appropriate teaching aids to attract students.

To provide knowledge and experience from field experts.

To provide current industrial related knowledge.

To demonstrate hands-on skills.

1.  Provide the invited lecturer with the following information:
   1. The topic of discussion (clear objectives related).
   2. The duration of the session.
   3. Existing knowledge and experience of students on the topic.
   4. Matters that students need to know.
2. Provide the equipments needed.
3. Encourage students to ask questions and give opinions.

1.  Guide students to select topics for discussion.
2. Provide questions that will stimulate discussion.
3. Manage the learning environment that encourage discussions.
4. Ensure all students participate in the discussions.

To encourage students involvement in complex and challenging problems.

To facilitate collaboration among students.

To help students connect disciplinary knowledge to real-world problems.

To enhance self-directed learning. 

1. Inform students of the procedure for problem solving:
   1. Formulate and interpret the problem
   2. Identify the relevant factors related to the problem.
   3. Collect the information needed to solve the problem.
   4. Choose a tentative solution and/or alternatives.
   5. Solve the problem
   6. Evaluate the results and determine the actions required.
2. Use case studies, role play, or teaching methods to engage students in solving problems.

1.  Determine objectives to be achieved.
2. Facilitate role play to achieve the set objectives.
3. Encourage students to conclude and reflect on the session.

To gather creative ideas and opinion to identify the possible solutions of the problem.

1. Start brainstorming sessions by stating specific topics or problems.
2. Explain the rules of brainstorming sessions:
   1. All opinions and ideas must relate to the topic.
   2. Avoid evaluation and criticism of ideas.
   3. Encourage development of ideas of others.
3. Manage ideas based on merit.
4. Finalize the selected ideas to be applied.

1. Attract students by involving them in demonstrations.
2. Provide all equipment and materials prior to the demonstration.
3. Carry out a simple demonstration- try to avoid too much teaching in a demonstration.
4. Use the illustrated manual procedure better.
5. State the important points during the demonstration.
6. Provide students with opportunities to apply and practice their new skills.

To give students the opportunity to examine the employment, training and real life problems in the field.

To improve the soft skills of students.

1.  Define the intended outcomes.
2. Choose a suitable location.
3. Explain the significance of the selected location.
4. Set up a tour committee among students.
5. Prepare budget
6. Plan transportation (including a map if necessary).
7. Instruct students to prepare report after the trips.
8. Plan the oncoming trip and make conclusions.

1.  State the objectives of the topic/course.
2. Give students a minute or two to think about the topic.
3. Ask students to introduce themselves and share the ideas about the topic
4. Encourage students to ask questions
5. Review the list of their ideas and expectations.

1.  Provide the topics to students.
2. Indicate the intended outcomes of the topic
3. Give students time to prepare for presentation.
4. Allow students to use their creativity.
5. Determine the duration of the presentation.
6. Evaluate the presenters
7. Ensure that all members are involved in the presentation
8. Encourage question and answer session at the end of the presentation. 

1.  Each member of a team chooses another member to be a partner.
2. During the first step individuals interview their partners by asking clarifying questions.
3. During the second step partners reverse the roles.
4. For the final step, members share their partner’s response with the team.

1. Before the training, tape a number of large sheets of chart paper to the walls of the training room.
2. Space the chart pages so that learners have to walk from one chart to another.
3. Label each chart with a question, statement, or issue related to the topic.
4. While unbeat music plays (optional), learners walk around the room writing their responses on the charts.
5. You can assign a direction to move or they can move randomly.
6. They can do the activity as individuals or in small groups of two to four.
7. After they’ve written on all the charts, learners take a “gallery walk” or tour on the room, reading charts and jotting down their observations on a worksheet.

1. Class is divided into small groups (4 to 6) with one person appointed as the recorder.
2. A question is posed with many answer and students are given time to think about answers.
3. After the “think time”, members of the team share responses with one another round robin style.
4. The recorder writes down the answers of the group members.
5. The person next to the recorder starts and each person in the group in order gives and answer until time is called.

1. Divide students into 5 or 6 person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race and ability.
2. Appoint one student from each group as leader. Initially, this person should be the most mature student in the group.
3. Divide the days lesson into 5 to 6 segments.
4. Assign each student to learn one segment, making sure students have direct access only their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6. From temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Give students in these group time to discuss the main point of their segment and to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask question for clarification.
9. Float from group to group, observing the process. If any group is having trouble (eg, a member is dominating or disruptive), make an appropriate intervention. Eventually, it is best for the group leader to handle the task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

1. Students reflect on their learning on a small piece of paper and give it to the teacher on their way out the door.
2. After perusing the tickets (as the students walk out the door), plan on putting the tickets on the Concept/Question board. This is an easy way to fill up the board with genuine learning and help students reflect on their learning at the same time.
3. As a lecture will keep an eye on these tickets for any misconceptions.
4. An example ticket out the door :

1. Teachers stop any time during lecturer or discussion and give teams three minutes to review what has be said, ask clarifying questions or answer questions.

1. Reflection of teaching and learning by giving questions and answer (Q&A) problem faced by students. 

To encourage students to reflect on their learning and thinking.

1. A reflective journal, sometimes called a learning log personal record of your learning experiences.
2. It is a space where you can record and reflect upon your observations and responses to situations, which can then be used later to explore and analyse ways of thinking and being in contexts.
3. Journals, although generally written, can also contain images, drawings and other types of reference materials.
4. A reflective journal is a means to reflect on your learning ( and learning experiences) in different ways. They are use to:
   1. Record the development of your ideas and insights and/or those of a group in a given context and can include concepts, ideas and main points from experience and theory.
   2. Reflect upon the subject content and personal experiences as a means to increase your understanding.
   3. Analyse your own learning in and for self development.

1. The lecturer can call on a leader of each group student to tell her a fact learned in class before she dismisses the class.
2. The lecturer can also ask a leader to write a fact on a piece of paper.
3. The lecturer stands at the door collecting tickets to make sure that each student completes one.

1. Demonstrate integration of theory and practice using advanced generalist social work model, within a selected area of practice, and in accordance with the program’s stated mission and objectives.