TraditionalClassroomTrainingDemonstration(SectionB)

DerekBrown,JosephDado,KevinKeeney,andKellyVesey

1.TraditionalClassroomTrainingMethod
a.Whatisit:Atraditionalclassroomisastyleoftrainingwhereparticipantsareinasingle
locationatapredefinedtimeslotwithattentiononateacherthateducatesonrelevant
topicsforasetamountoftime.
b.Whatdoesitinvolve:Lecture,PowerPointdisplaysortransparencies,charts,
physicalmodels,inclassassignments/exercises
c.Strengths/Advantages:Facetofaceinteractionwithteacher,socialenvironmentwith
classmates,immediatefeedbackorquestions/restateconcept,verbalandnonverbal
communication,structureandorganization.
d.Weaknesses/Disadvantages:Poorteachers(readingfromPowerPoint,noknowledgeof
material),bias/opinions.Costlyandtimedemanding/limitations.
e.Issuesandfactorswhendeciding:Scheduling/availabilityofparticipants,amountof
materialtocoverintime,budgetforspaceandinstructor

2.EvaluationofTraditionalClassroom
a.Atraditionalclassroomcreatesalearningenvironmentthroughthepurposeofgaining
informationaboutaspecifictopicwithmeaningfulmaterials.Itisalearningenvironmentthat
administersdirectfeedbackfromaninstructorontheprogressandunderstandingsofthe
participant.Theattendeesmayutilizepracticethroughhomeworkorinclassassignments.The
traditionalclassroomdemonstratesmemorywhenateacherreviewstheinformationtaughtor
reinstatestheconceptsindifferentlectures.Thereisobservationandparticipationofothersthat
helpsatraditionalclassroomcreatealearningenvironment.Purpose,meaningfulmaterial,
practice,feedback,observationofothers,administrationandmemory.=Learning
Principles

b.)Theextenttowhichtraditionalclassroomallowsthetraineetotransferthecontentofthe
trainingtothejobistypicallycorrelatedtohowwellthetrainerteachesandhowmucheffortand
timethetraineeputsin.Ifthetrainercanengagethetraineeswhileusingeffectiveexamplesand
givesgoodexplanationandthetraineeputsforththeefforttounderstandandapplythe
knowledgeobtained,thenthetransferofcontentcanbeutilizedgreatlywhenapplyingtothejob.
Thebenefitforthismethodisbeingfacetofaceandusingpracticethatcanbesupervisedbythe
trainer,sothatifquestionsorproblemscomealongthetrainercangiveimmediatefeedback.The
bestwaytolearnandapplycomesfromhandsonpracticingandthetraditionalclassroomcan
effectivelyusethiswiththeimmediateassistanceofthetrainer.Ontheotherendofthe

spectrum,ifthetrainerisboringorhasweakexplanationsandcantgetthetraineeinvolvedor
engaged,thetraineewillretainlittletonoinformationonhowtounderstandandapplythe
processtothejob.Ifthetraineeisnotwillingtoputforththetimeandeffortneeded,thenthe
traineewilltransferlittletonocontentofwhatwaslearnedtothejob.Whenitcomesdowntoit
thethebasisofthismethodtotransferthecontentlearnediscontingentuponthetrainers
effectivenessandthetraineesoutput.Thelikelihoodoftransferringthetrainingcanincreaseby
usingeffectivetrainers.Effectivetrainerskeepthetraineesengagedtothematerialbyallowing
thetraineestodohandsonpracticeandactivitiesduringthetrainingseminar.Aneffective
trainercanincreasethelikelihoodoftransferringwhatislearnedalsobygivinggoodexamples
andgivingthoroughexplanationstoanyquestionsthetraineemayhave.Anotherwaytoincrease
thelikelihoodoftransferringthetrainingisbysettingmultipleshorttermtrainingseminars.This
willgivethetraineetimetopracticewhatistaughtinsmallerstepsandallowsthemtomore
fullyunderstandtheconcepts.Alsogivingmultiplemoreshorttermtrainingseminarswillmake
thetraineemorecomfortablebynotflutteringthemwithloadsofinformationandbynottiring
traineeswithoneextensivelylongtrainingsession.Anotherwaytoincreasethelikelihoodcan
bedonebyholdingopenstudytablesthatallowthetraineetomeetbackupwiththetrainerto
reexaminetheconceptsandansweranyquestionsthetraineemighthave.

c.)TraditionalclassroomisaseffectiveasthetrainerandtraineemakeitasexplainedinpartB
ofquestion2.Traditionalclassroomisveryeffectivewhenthetrainerisengaging,providesgreat
examplesandgivesgoodexplanation,aswellasthetraineeputsinthetimeandeffortto
understandthematerial.Tomaketraditionalclassroommethodaseffectiveaspossiblethe
trainershouldusedemonstrationsandallowthetraineetogetsomehandsonpracticewiththe
material.Thiswillhelpthetraineenotonlyretaintheinformation,butfindwhereheorshecan
improve,andworkonthoseimprovements.Traditionalclassroomcanbemoretimelyandcostly
thanothermethodsbuttheeffectivenessoffacetofaceinteractionwithagoodtrainerand
traineeisoutwaysthetotalcostandtime.Traditionalclassroomsconsumemoretimeasthe
traineristeachingmanytraineesandsometakelongertounderstandtheconceptsthanothers.Its
alsotimelybecauseitrequiresbothtrainerandtraineetophysicallybethere.Traditional
classroomaremorecostlybecausetheyrequirethecostofactualspacethatisneededtobeused
forthetrainingsession.Itsalsocostlybecauseit'sfacetofaceandthetrainerrequiresmorefor
givinghisorherservices.

d.)Thebestcircumstancesforutilizingatraditionalclassroomasopposedtoothertraining
methodsiswhenthematterofthesubjectbeingtaughttostudentsortraineeshasasignificant
knowledgegapbetweentrainer(instructor)andtrainee(student)andrequiresalotof
communicationofconceptualandsystematicknowledge.Agoodexampleisteachingacoursein
science.Scienceisahighlycomplexsubjectthatneedstobebrokendownintomodulesand
lecturestohelpstudentsgraspbasicconceptseasier.Also,giventhesociocognitive

environment,instructorscantakeadvantageoftheenvironmentandforcestudentstocollaborate
evenwhenthestudentswouldntdobythemselvesduetoindividualpersonalities.Although
somestudentsmayunderaparticulartopicmorethantheirpeers,theycancollaboratetoeach
othersolidifyingtheconceptmoreevenforthethestudentteachingtheotherstudent.Traditional
classroomsprovidessubstantiallearningadvantagestostudentsattendingprovidinga
sociocognitiveenvironmentofwhichiswhatlearningis:asociocognitiveactivity,providing
realtimefeedbacktostudentsandprovidesthefullsetofelementsneededforcreatinga
completelearningenvironment.Despitetheemergenceandpopularityofelearningandonline
classroomssaidtopossiblyreplacetraditionalclassrooms,traditionalclassroomscontinuetoset
precedenceinuniversitiesandschoolsacrosstheglobe.

Teaching
1.Demonstrationofmethod
HowtoplayTicTacToe

Purpose:Tictactoeisafungamewiththegoaltomakealineofthreesymbols.
Meaningfulmaterial:Instructorteachesthegamethatisveryversatilethroughuseofpenand
paper,chalkandchalkboard,etc.
Practice:Themoresomeonepracticesandunderstandsstrategies,theywillsucceed.
Feedback:Theinstructorgivesadviceontheparticipantsprogress.
Observationofothers:Theparticipantmaywatchtheinstructor
Administration:Thegamerequiresonlytwopeopleandcanbeasquickorlongasneeded.The
gamecanbeplayedanywhereandanytime.
Memory:Participantscanpracticeandrelearnhowtoplaywhenneeded.

Step1:Drawtheboardasa3x3gridofsquares.

Step2:Thefirstplayerwritesan"X"intheirdesiredsquare.

Step3:ThesecondplayergoesnextwritinganOinasquarethatremainswiththeintentto
blocktheopponentschancesofastraightline.

Step4:Alternatemovesuntiloneoftheplayershasdrawnarowofthreesymbolsoruntilthe
boardisfilled.Thefirstplayertodrawthreesymbolsinarow,whetheritishorizontal,vertical,
ordiagonal,haswontictactoe.Iftheboardisfilledwithsymbolsbutnorowofasingle
symbol,thennoonewins.

Step5:Keeppracticingtolearnthebeststrategies.

References

AttributesofaTraditionalClassroomandaDifferentiatedClassroom.TheIRISCenter.
Retrievedfromhttp://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/di_01_link_tvsdi/

Banerjee,Gitanjali.(2011).TraditionalandVirtualClassroomsWhatstheDifference?WizIQ.
Retrievedfromhttp://www.wiziq.com/teachblog/traditionalandvirtualclassrooms/

Charlton,Bruce(2006).Lecturesareaneffectiveteachingmethodbecausetheyexploithuman
evolvedhumannaturetoimprovelearning.MedicalHypotheses.Retrievedfrom
http://www.hedweb.com/bgcharlton/edlect.html

OnlineVSClassroomEducation.TechnicalandVocationalSchoolGuide.Retrievedfrom
http://www.technicalvocationalschools.com/online_classroom_learning.aspx

Paduraru,Carmen(n.d.).TheAdvantagesofTraditionalClassroomLearning.eHow.Retrieved
fromhttp://www.ehow.com/info_7964781_advantagestraditionalclassroomlearning.html

Zhang,DongsongZhao,LeonZhou,LinaNunamaker,Jay.(2004).CanElearningReplace
ClassroomLearning?CommunicationsoftheACMNewArchitecturesforFinancialServices.
(pp.7579).NewYork,NY:ACM