Lamaze Toolkit - (Page I-23)

Interactive Teaching Strategies Learning Tasks In the book, Taking Learning to Task, educator Jane Vella proposes that teachers move away from traditional lecture and discussion, and instead develop "learning tasks" for their students. In small groups, students are given a specific "learning task," the resources to complete the task, and a time limit. This is the "work" phase of group process. When the time is up, the students gather in a large group to discuss the task and their solutions. This is the "application" phase of group process - students use this time to discuss how they will apply what they learned or discussed in their small groups to their own lives. You will find examples of learning tasks and small and large group activities for childbirth education classes throughout Sections II: The Lamaze Approach to Pregnancy, Section III: The Lamaze Approach to Birth, and Section IV: The Lamaze Approach to Parenting of this Toolkit. Return Demonstration Pelvic Tilt Demonstrate a skill and allow the students to do it in return, thereby practicing the skill. Exercises, positioning, and body mechanics are effectively taught with this strategy. Be sure that the demonstration can be seen by all students. This may mean that you or your model needs to be placed within a circle or on a table or platform for easy viewing. It may need to be done in more than one place in a room or by facing different directions. A demonstration can be done in person or by video. It is the return demonstration that makes it interactive. Be sure to observe students when they perform the skill, and answer any questions they have. Quizzes, Games, and Role Plays The mention of quizzes, games, or role-plays sends chills down the spines of some people! But they are enjoyable for all if done well. So if you are going to use these teaching techniques, be sure to give clear "rules" or directions so students know what they are to do. Reduce quiz-anxiety by telling them that they will take it home to look for answers on the Internet, or perhaps they will work in small groups to find the answers in the class handouts. Or maybe you just assure them that their answers are for their eyes only and that the questions will be discussed. Rules also apply to games and role plays. Students need to know the process: who plays, what they are to accomplish, and how they are to play. Games can enliven a class by interjecting competition between couples or genders. Role plays can help them practice unfamiliar skills in a safe environment, or to experience a play-like setting to help desensitize them in case the real thing occurs to them (a panic attack in labor, an induction of labor, a cesarean birth). At the end of the game or the play, consult the participants to hear what they learned, how they felt, and what more they wanted. Also consult the observers as to what they saw and heard. Always wrap up with how they will use the information gained from their experience. 23 Section I: Dynamic Childbirth Education 

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Lamaze Toolkit

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