USF St. Petersburg campus Faculty Publications
See-Hear-Do versus Read-Do-Research: An examination of an alternative method of instructional delivery.
Document Type
Article
Publication Date
2008
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.
Language
en_US
Publisher
Clute Institute for Academic Research
Recommended Citation
Francisco, B., Noland, T.G., & Sinclair, D.T. (2008). See-Hear-Do versus Read-Do-Research: An examination of an alternative method of instructional delivery. The College Teaching Methods & Styles Journal, 4(8), 9-14.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.