Module 3. Extension learning and teaching process

Lesson 11

SELECTION OF EXTENSION TEACHING METHODS

11.1  Introduction

Dairy extension has its roots in researches related to dairy and animal husbandry sciences, but the method of sharing this information with stakeholders depends on a social sciences process. The major role of extension professionals in this process is to educate the dairy stakeholders. Hence, it is his responsibility to provide better learning situations so that learners can learn effectively. No single technique alone is suited to all situations. Therefore, a combination of suitable teaching methods may be employed to do the needful, some of which are being discussed below:

11.2  Methods for Getting Attention

To provide learning experiences for people, extension professionals must get their clients’ attention. This is the fundamental stage for successfully making the ideas enter the minds of people, and it requires planned and frequent use of a variety of teaching methods, viz. pictures, demonstrations, news, success stories, survey results, slogans, posters, radio talks, cartoons, displays, exhibits, etc.

11.3  Methods for Developing Interest

The amount and direction of developmental accomplishments of extension teaching are largely determined by the interests of the people. Learning without interest does not take place to any appreciable degree. People who are interested in solving developmental problems acquire more information about them. Interest usually represents the objectives or goals of an individual. Development means comparatively little to people until they are able to connect it to their interests.

The factor of interests tends to control the influence of extension education, because only those people who are interested will take part in developmental activities. The methods that are useful in developing people's interest are: meetings, radio talks, publications, tours, result demonstrations, photographs, charts, etc.

11.4  Methods for Developing Confidence

Development and maintenance of confidence should be parallel to all other changes in people's attitudes and behaviour. Confidence is the key to achieve results from extension education, because action taken by people is voluntary. Confidence of the client corresponds to the goodwill of the extension professionals. Once broken, confidence is difficult to restore, either in oneself, or in the community as a whole. It is, therefore, necessary for extension professionals to safeguard the factor of confidence in all the steps of teaching. In an ideal extension teaching, confidence should grow in intensity, as desire is created and followed by action and satisfaction. Methods that are useful in developing and maintaining confidence are: economical and practical recommendations, readily adoptable developmental practices, widely seen demonstrations, and personal visits.

11.5  Methods for Creating Desire

Desire has a definite focus, unlike attitudes and interests which are general, which is specific to the objects to which it is attached. Desire comes only when a developmental idea, or intervention, suggested by extension professionals is considered favourable by people. It may be noted here that desire is an outgrowth of interest and confidence.

In creating desire, appeal to the feelings and emotions of people should be employed to support the interest they already have. A desire is a want, and to make that want to be felt and to satisfy the want, the right teaching methods must be used to stimulate feelings and emotions, viz. exhibitions, demonstrations, pictures, working models. For example: solar water heating devices, circulars suggesting benefits, 'before' and 'after' pictures that demonstrate development, and actual development results presented in all possible ways.

11.6  Methods to Ensure Action

Action follows desire. If action does not follow soon after the desire has been created, the desire soon fades away and people continue as before. Consequently, a variety of extension teaching methods must be planned and used to ensure action that result in development. The methods useful for promoting action are: use reminders; ensure the participation of leaders in development work; cooperative action; success stories and radio talks about & by people taking action.

11.7  Methods for Maintaining Satisfaction

Satisfaction depends upon the confidence, pride and success as a result of adoption of developmental initiatives. After a developmental practice has been adopted by people, it is important to remain in touch with them till they experience real satisfaction and continue with the practice. Continuation of the practice and recommendations to others is an indication of satisfaction. Methods that are useful in maintaining satisfaction are: personal contact, whenever possible; timely hints; showing the value of results; giving more information; and publicity in media.

11.8  Factors for Selection of Extension Teaching Methods

No single "rule-of-thumb" can be given for the selection and use of the various extension methods for ensuring success in all situations. On one hand, the individual contact methods furnish the most direct opportunities for influencing people effectively; on the other hand all other methods of group and mass procedures are dilutions or compromises created by the pressure of necessity. We must reach more people, teach them more often, and keep down the cost per contact. In order to get most effective results the extension professionals should: select the appropriate methods; have a suitable combination of the selected methods and; use them in proper sequence, so as to have repetition in a variety of ways. For doing this, a number of factors should be considered, such as:

11.8.1  Audience

Based upon the principle of sine qua non, it is imperative that the instructors must be aware of the type of audience they are going to interact with. In addition, size of the audience coupled with level of their educational qualification also contributes significantly as a factor influencing the choice of extension teaching methods. For instance, group discussion cannot be used effectively when the number of participants exceeds thirty; method demonstration can be used for a relatively small audience, while lecture meetings can be used for large audiences.

11.8.2  Teaching objective

Before starting the selection process for identifying suitable methods, the objectives of the whole process must be very clear in minds of the instructor as well as learners. In this regard, some specific queries need to be addressed: do you want to think about a change in thinking or knowledge or in attitude or feeling or in action or skill? If you want merely to inform or influence a large number of people slightly, you should use mass media. If you want to influence a relatively small number of people to make maximum improvements, resort to individual contact methods. If you want to change attitude or arrive at a consensus of opinion, arrange group discussion or work through village leaders. If you want to teach a skill, use the method demonstration.

11.8.3  Subject matter

Where the new practice is simple or familiar (i.e., similar to those already being followed) the news article, radio or circular letter will be effective, whereas complex or unfamiliar practices will require face-to-face contacts, written materials and audio-visual aids.

11.8.4  Stage of development of extension organization

In the initial stages of extension, result demonstrations will be necessary to gain confidence of farmers. But if extension work is already well established and the farmers have confidence in extension services, result demonstrations may not be necessary and local illustrations of adoption by village leaders will suffice,

11.8.5  Availability of communication media

The availability of certain communication media (i.e. news papers, telephones, radio etc.) will also have a direct bearing on the extent to which these methods can he used.

11.8.6  Relative cost of the method

The relative cost of the method (i.e., the amount spent on extension teaching in relation to the extent of practices changed) is also an important consideration in their selection and use.

11.8.7 Extension professionals’ familiarity with extension methods

An extension professional’s familiarity with, and skill in the use of, several extension methods will also influence his choice and use of the methods.

11.9  Considerations in the Selection of Extension Teaching Methods

The following guidelines are helpful in the selection of suitable extension teaching methods:

11.9.1  Educational level of the audience

· For illiterates - Personal visits.

· For educated - Written materials.

11.9.2  Size of the audience

· For less than 30 - Lecture, Group discussion.

· For more than 30 - Mass methods.

11.9.3  Teaching objective

· To bring awareness - Mass methods.

· To change attitude - Group discussion.

· To impart skill - Demonstration.

11.9.4  Subject matter

· To prove value of a recommended practice - Result demonstration.

· To teach a new skill, or an old one in an improved way – Method demonstration.

· To disseminate simple technology - News article.

· To teach a complex technology -Face-to-face contact with audio visual aids.

11.9.5  Extension organization's credibility

· New organization, yet to gain confidence of people – Result demonstration.

· Well established organization with proven success- Circular letter.

11.9.6  Size of extension staff

· Few staff members - Group and mass contact methods.

· Large number of staff - Individual contact methods.

11.9.7  Availability of media

· For creating awareness and reinforcement of ideas - Television, radio, News paper.

11.9.8  Time of dissemination

· Emergency for individual - Phone call.

·  Emergency for a group of people, or a large number of people - Radio, television, public address system.

Relative cost, familiarity of the extension professionals with teaching methods, the needs of the people, time period the extension programme has been going on in the area, availability of physical facilities, and weather conditions are some of the important factors to be considered while selecting extension teaching methods. Here, one thing is worth mentioning that apart from all afore-mentioned teaching methods for specific categories, there are certain methods which can be universally applied irrespective of any other distinctive feature/factor, viz. radio, television, films, etc.