Skip to main content
Article
See-Hear-Do versus Read-Do-Research: An examination of an alternative method of instructional delivery.
Faculty Publications
  • William Francisco
  • Thomas Noland
  • Debra T. Sinclair
SelectedWorks Author Profiles:

Debra Sinclair

Document Type
Article
Publication Date
2008
Date Issued
January 2008
Date Available
July 2014
Disciplines
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.
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.
Language
en_US
Publisher
Clute Institute for Academic Research
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
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.