ABSTRACT
Some of the methods of course delivery outlined in Chapter Three require teachers to adopt totally new ways of delivering courses. Alternatively one can innovate and hold on to quality by gradually changing traditional methods. In the traditional lecture teachers speak with little or no interruption for some 50 minutes. This case study shows how by breaking up the lecture into short segments, many of which are devoted to students in small groups working at tasks devised by the lecturer, students in large classes can work actively and feel personally involved. This method requires teachers to learn new skills, particularly how to design and manage tasks. However, one can adopt the method in stages starting by including a short break into a conventional lecture.
I was shocked at first that I had to participate in group discussions rather than the usual sit-at-the-back-and-fall-asleep syndrome
