CASE STUDIES OF LEARNER CENTERED, FUN FILLED TEACHING METHODS FOR ENGINEERING AND MANAGEMENT EDUCATION

CASE STUDIES OF LEARNER CENTERED, FUN FILLED TEACHING METHODS FOR ENGINEERING AND MANAGEMENT EDUCATION Chandra Vadhana.R Lecturer, Dept of Management Studies,Toc H Institute of Science and Technology, Ernakulam, India cvtist@gmail.com Abstract: This paper presents some innovative and “fun filled” methods of teaching for technical and management education. Teaching and learning can be a fun filled activity too. The paper begins with some background information and previous researches done in this area, to prove the fact that the present day students require the “fun factor” for sustained participation in the classroom. After that, the paper introduces some innovative and fun filled teaching methods along with a case study of how this method was tried by the author and the observations. The paper concludes by saying that in today's world of information overloading, the role of a teacher is to act as a facilitator rather than a “teacher” concept of olden days. For this, the usage of innovative teaching methods is the necessity of the hour. Thus one of the most important skill that is required by today’s teacher is “creativity” in devising interesting and stimulating teaching methods Keywords: Creative learning; Innovative Teaching methods, Participative learning, andragogy I. this question, the outcome of the whole activity called “teaching –learning” is to be first addressed. INTRODUCTION It is a common phenomenon among teachers to complain about the lack of motivation among students in the classroom. The students tend to drift away from the lecture, which the teacher has prepared and is very enthusiastically delivering with all his/her efforts. This drifting may be dependent on many factors both internal and external. Internal factors may include student’s personal interest /liking towards a subject, physical factors like hunger, tiredness, lack of sleep, other important works, emotional distress etc. External factors may include among many other factors, classroom setting, seating arrangements, and the main factor, “the teacher”. II. GOALS OF A TEACHER Traditionally the primary goal of a teacher was to ensure that the students are taught the subjects that are prescribed for each class. Along with this set goal, many teachers also understand that they have a long term goal of moulding the career and future of the student. This perceived role of a teacher is what actually helps them to put in that extra effort in teaching and helping the student develop their intellectual abilities. Apart from this, there can be other short term goals like, helping the student achieve the required success in the examinations. However all these perceived and set goals are weighed differently by different teachers according to their level of interest and passion towards this profession. The point is that it is these goals and the means to achieve them that can be considered as the ways to make teaching interesting and to become an interesting teacher. But in many cases , though the teachers aspire for higher goals ,the means to achieve them is unclear. Many teachers try to bring in different styles of teaching and also try to control, coax and cajole the students to be attentive in the class. But again the problem is that, the results may not be very impressive. Also the long term, learning part is a matter under question. This paper tries to discuss the importance of “learner centered approaches” towards the teaching-learning process and also the relevance of using interesting “fun –filled” teaching methodologies. The paper begins with some background information and previous researches done in this area, to prove the fact that the present day students require the “fun factor” for sustained participation in the classroom. After that, the paper introduces some innovative and fun filled teaching methods along with a case study of how this method was tried by the writer and the observations. How to make “teaching” interesting and how to become an interesting teacher? – a long discussed, long researched area in the field of Education management. In order to answer All this means that there is a need for a paradigm shift in the way students are “taught”. 62 TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 6. Adults respond better to internal versus external motivators (Motivation). Several psychologists and educationists have lead different studies in this quest of finding out the interesting methods for teaching. Caleb Gattegno, Benjamin Bloom, Paulo Freire, Jean Piaget, Maria Montessori, Lev Vygotsky, Rudolf Steiner and many others were pioneers in the field of pedagogical studies. Do we need andragogy or pedagogy? The prominent question in the field of education psychology is whether we need andragogy or pedagogy for teaching in graduate and post graduate level. Knowles himself changed his position on whether andragogy really applied only to adults and came to believe that "pedagogy-andragogy” represents a continuum ranging from teacher-directed to student-directed learning and that both approaches are appropriate with children and adults, depending on the situation." [3] Is there any common learning Principles for the various human beings? Most educational theories were developed exclusively to educate children and youth. Pedagogy , the art and science of teaching children, is today used as a model for formal teaching and training delivery today. The word Pedagogy comes from the Greek (paidagōgeō); in which paidos means "child" and ágō means "lead"; so it literally means "to lead the child". In Ancient Greece, there used to be a slave who supervised the instruction of his master’s son (girls were not publicly taught). This involved taking him to school or a gym , looking after him and carrying his equipment (e.g. music instruments) [1] “Situation” can thus be said as the most important factor for deciding the teaching methodology. So, we need to also analyse the situation based on learner characteristics, learning settings, constraints on time and several other factors before finally choosing the methodology. LEARNER CHARACTERISTICS OF THIS ERA Zemke et.al (2000) has conducted a study on “Generation gaps in the classroom” [4] and found that each generation may have specific preferences for the arrangement of the learning environment , type of instruction and learning activities. The generations have been called traditionalists (those born between 1920-1944) ,Baby boomers (those born between 1945 and 1960), Gen Xers( those born between 1961 to 1980), Milleniums or Nexters (those born after 1980). III. Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles [2]. Knowles' theory can be stated with six assumptions related to motivation of adult learning: 1. Adults need to know the reason for learning something (Need to Know) Traditionalists prefer a traditional training room with a stable, orderly learning environment. They do not like to be put on the spot in front of the trainees. They value direct presentation of information and training materials organized logically. They like trainers to ask them to share their experiences or anecdotes. 2. Experience (including error) provides the basis for learning activities (Foundation). 3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Selfconcept). Baby boomers respond well to interactive training /teaching activities-they like group activities. They like well organized training materials which are easy to access. Compared to other groups , they are especially motivated to learn if they believe training content will benefit them personally. 4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). 5. Adult learning is problem-centered rather than content-oriented (Orientation). Gen Xers prefer a self-directed learning environment. They respond best to training methods that allow them to work at their own pace: videos ,CD –ROMs and web based training.Gen Xers are highly motivated learners who training as a way to increase their 63 TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 employability. They like to learn by doing , through experimentation and feedback. They respond best to training materials that provide visual stimulation with relatively few words. B. From Subject orientation to Personal development orientation The focus of teaching and learning should now be on the total personal development which includes, behavioural skills, values and attitudes of the student along with the subject knowledge. For this, the teaching methodology should also help the student gain the necessary behavioural and personality skills apart from the subject knowledge gained in the process. Daniel Goleman , the famous psychologist , who write the book “Emotional Intelligence” says that emotional skills needs to be incorporated in the school and college education. Nexters prefer a learning environment that includes team work and technology. They like to learn by both working alone and helping others. They are motivated to learn skills and acquire knowledge that will help making their lives less stressful and increase their employability. They place high value on money so linking training to monetary incentives may facilitate learning. Nexters (like gen Xers) prefer entertaining training activities. Training needs to be interactive and to utilize music , art and games. C. From Teaching to Facilitation The age old concept of the teacher, who teaches with the help of a board and chalk ,now must be shifted to a role of the teacher in which , the teacher acts as a motivator and a facilitator in the process of learning. Facilitating is helping the student learn and not in the literal sense of “teaching”. Students must be taught , but need not be “teached” always. They need to be facilitated to learn by themselves. All this requires the teacher to use innovative methods of teaching especially when dealing with technical and management students. Callahan et.al(2003) research paper on “Does method matter? A meta-analysis of the Effects of Training method on older learner training performance” proves that adult learners prefer more involvement and a self–paced learning methodology[5] It is clearly evident from the above discussion that the present generation needs a fun–filled , entertaining teaching and training methodology which will also be giving the necessary information along with usage of latest technology. This also means a radical shift of focus from the teacher to the learner. But the interesting fact is that we are living in an era of different generations, in which the teacher belongs to Baby boomers or GenXer and the student belongs to Nexter! Is that why , we face so much of problems in the teaching-learning environment? IV. D. Adding the “Fun Factor” Any teacher can easily identify from previous experience that the fun aspect in the classroom is what that keeps the student as well as the teacher awake and lively. The whole social interaction process of teaching and learning becomes exciting when it is filled with fun elements. That is why students like those teachers who crack jokes in the class. Moreover ,the fun aspects makes the interaction between the teacher and the student interesting and the teaching and learning becomes an automatic but enjoyable process. Renowned American Psychiatrist William Glassner says that “Fun” is one of the five needs of a student in the classroom . The other needs being survival, love and belonging, power or recognition, and freedom [6]. NEED FOR PARADIGM SHIFT Considering all the above factors, it is now imperative that the traditional teaching methodologies used in technical and management education needs a thorough revamping. This shift although happening in many places, needs to be extended to become an inbuilt teaching methodology. The following areas of changes are identified which will cater to the need of the hour. A. From Teacher Centered to Learner Centered The teaching –learning process should now focus more on the student and get more involvement and participation. The methodology used should be interesting and appealing to them. Students should learn by their experience. V. LEARNER CENTERED INNOVATIVE “FUN FILLED” TEACHING METHODS The following different innovative methods have been tried on an experimental basis among various groups of students ranging from first year Engineering students to final year Management students. The age group of the participants ranges from 18 - 24 years. The methods are listed with an example or an experience. 64 TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 However, the teachers when adopting these methods should also consider its relevance for use in a particular context. The time required for the activity is also given, which needs to be calculated further, considering a batch size of 60 students (common classroom size in a school or college). In some cases, the activities can be given as an assignment with prior notice, so that the students come well prepared. The benefit of using these techniques is also listed, based on the experience and observation of the experimenter and also by the feedback of the students. • Method 1: “Train the Trainer” - Senior students teach junior students Based on the subject and topic , Time one to two hours required Tools required Facilities for Audio and Video Preparati on time Sufficient preparation time must be given based on the capability of the students Benefits Team work, Responsibility, Subject knowledge, presentation skills, confidence, application of skills/subject already learnt. Fun Factor Medium Knowled ge Transfer Immediate and Direct • • should facilitate and provide the necessary support for the group in the preparation of the content, schedule etc. Case Study: The second year MBA students were asked to prepare and deliver a training session on “Communication skills” to the first year MBA students. The session was planned for two hours. The team size of the trainer team was sixteen (16). The trainer group was subdivided into pairs and each pair was given various sub topics and areas of training delivery. There were several sessions of planning and each aspect of training had to be taken by the students themselves. The teacher’s role is to support when required and provide the overall guidance. On the particular day of the training, a group of junior students (30 in numbers) were given as “trainees”. The trainers then handled the session for two hours, playing the role of a “trainer” in pairs. After the training session is over, a feedback from the trainees was collected and the program was rated “very good”. A post training analysis was also done along with the teacher and the students who undertook this assignment. The post training analysis helped the students to understand the nuances behind organizing and conducting a training program. The senior students could understand the difficulties of a teacher and the junior students could become a good listener. Principle: Many previous researchers found that (Astin, 1993; Simpson & Frost, 1993) [7], [8] involvement and commitment are two important attributes of successful students, and willingness to take responsibility for the future is a third. Involved, committed, and responsible students seem to know where they are going, spend whatever time and energy it takes to achieve their goals, and access the resources they need to help them along their way. Inculcating the values of shouldering responsibility is therefore an important factor for development of the student. Method 2: Creative Song composition 5 mins presentation time per Time group required Methodology: Selected Senior students (Eg: Second year students) are given a topic for taking a training session for the junior students ( Eg: First year students ). The topic and session timings are fixed based on mutual discussions between the teacher and students. The teacher 65 Tools required Paper ,Pen Preparation time 15 mins for each group Benefits Team work, Subject knowledge, Presentation skills, Creativity, Aids in better understanding of the subject learnt already, decision making, helps in understanding/memorizing difficult concepts. Fun Factor High TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 • • • Knowledge Transfer Immediate and indirect Principle: According to the results of recent researches using music in the educational process not only makes it more lively, enjoyable but stimulate "right" brain learning. Several years ago one research showed that people listening to Mozart scored better on a standard IQ test.(“”Mozart Effect”-studied by Dr. Alfred A. Tomatis [9] [10]). Listening to Mozart also reduces severity of epileptic seizures and Alzheimer's disease. [11] People often use music to relax after exhausting day, to get rid of stress or to prepare for tests. So it is logically to listen to music in order to make your students study better. Using famous songs is an efficient method to activate and interest the students.[12] But , not just listening to music, but also making them involved in composing music would be still better activity which also triggers the creativity hidden. • Methodology : The students are divided into small groups and asked to prepare a song or poem about the subject already taught. This way, the difficult concepts, especially those which are difficult to memorise can be easily learnt by the student. For eg: Definitions , lists , theories etc can be converted to popular film songs and be sung /presented by the group members themselves. The teacher must conduct this activity without prior information and the activity becomes interesting when it is done spontaneously. • Case Study : The first year MBA students were given this activity and they could come up with very interesting songs and poem related to several management principles. The songs were presented by the group members in front of the classmates. The groups presented the several topics like definition of Accounting, Fourteen principles of H.Fayol, Functions of managers etc in the form of songs and poems. Some songs were formed on popular film songs, which helped the students to easily memorise the subjects Method 3: TV/Radio Shows Role-play 10- 15 mins per group Time required Tools required • Nil when organized spontaneously. otherwise ,as per the requirements of the team 66 Preparation time Sufficient preparation time must be given based on the capabilities of the group Benefits Team work, Subject knowledge, presentation skills, Creativity, Aids in better understanding of the subject learnt already, decision making, communication skills, confidence Fun Factor High Knowledge Transfer Long term and Indirect. In some cases, based on the program, the learning can be direct and immediate also. Principle: Role-playing has been considered as a very effective means of training and teaching in management education. Several previous researches have proved its usefulness in professional and behavioural trainings.[13],[14] However its use has not been fully tapped in technical education. This role-playing when done in tune with TV or similar media programs are much more interesting for the students. Methodology : The entire class is divided into smaller groups. Each group is given the task of preparing and presenting a TV show /radio program based on the subject already discussed or taught in the class. Of course, the idea and type of program can be made contemporary or can be original, based on the creativity and decision of the group members. However, each group member must participate in one or the other way while the show is presented before the audience. The topic can be either given by the teacher or asked to voluntarily select. Once the group is given enough time for discussion, they can be asked to present it in front of the remaining classmates. The teacher must provide the rules and regulations for the program with regard to the time slot, the content and the subject coverage. These groups can be evaluated on the basis of their creativity, their communication skills, the content coverage and their presentation. Case Study:This activity was given to the First year BTech Students. They were asked to present any television show based on any subject that they have learnt. This activity was tried out both as a spontaneous activity, TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 in which the topic is given and the presentation done during the same session as well as ,as a well prepared activity with sufficient preparation time. Both the cases produced excellent results, as the students came up with very interesting and informative “TV Shows” on subjects related to Science, Engineering , English etc. Some of the programme names were “Coffee with Dr.Newton”, “Super Scientist-Reality show”, “English For all” etc. Each of these shows were presented within 10-15 minutes and the audience rated the programs based on their content coverage, presentation style, creativity etc. • Method 4 : Peer Group –learning method with Student Teachers 15-30 mins per group based on Time the topic required • • Tools required Nil Preparation time Sufficient preparation time must be given .Topics must be allotted sufficiently advance Benefits Subject knowledge, presentation skills, communication skills, confidence, responsibility , listening skills, interest towards the subject , understands the subject better Fun Factor Medium Knowledge Transfer Immediate and direct them by “student teacher”. After giving the necessary time for the student teacher to teach, the teachers are interchanged and each group gets a new teacher. The new teacher asks question to the group and evaluates the group members for their knowledge. Case Study: This activity was given to a class of 7th Semester Electronics Engineers for the subject called “Industrial organization and management”. Being technically inclined students, this subject was rather considered as a boring subject. Due to the high number of students in the class , as well as the higher distraction level of students, it was very difficult to follow only lecture method. Moreover the subject itself was easily comprehensible by self reading. This method actually helped the students in learning the subject better, especially the theories and other contents related to management. Though the fun factor was mainly because of the different styles of “student teacher” , the other advantage was that each student got a chance to become a “teacher of the day” and in the process became more confident of themselves. Method 5: Imaginative Story telling by the students 3-5 mins per group /individual Time required Principle: The basic principles of this activity is somewhat the same as that of the “train the trainer” activity, already shown above. This activity also highlights the need for giving more responsibility for the students, which would help to learn themselves, rather than the teacher lecturing the complete subjects. Methodology : This method is to be organized prior to the session. The entire class is divided into small groups of 6-8 members each. On a particular day, one group will come prepared with a topic assigned to them at least one week in advance. Then each of the group member is sent to the remaining group and asked to teach the portion to the small group before them. This way the entire groups get one teacher each and the lesson is taught to • Tools required Paper and Pen Preparation time Sufficient preparation time must be given within the same session.Topics can be allotted sufficiently advance Benefits Application of Subject knowledge, presentation skills, communication skills, confidence, listening skills, interest towards the subject ,creativity Fun Factor High Knowledge Transfer Long term and indirect Principle: "Tell me a fact and I'll learn. Tell me the truth and I'll believe. But tell me a story and it will live in my heart forever." - Indian Proverb 67 TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 • • • Story telling has long been used as a tool for teaching and training. If we try to remember what our teachers has taught us in our school days or college days , we normally remember incidents or stories that touched our heart. When a difficult subject like science is taught , we can actually make the students write or tell a story related to that. Story telling has been found to be effective as a training method for management lessons and researchers Wende etal (2009) found that Storytelling can be used as an effective tool for knowledge transfer in IT industry.[15], [16] • Methodology: In this method, Students are asked to narrate imaginative stories related to the subject they are learning. Let it be as imaginative as possible, the concepts will form more deeply. If the story is based on the animal kingdom, it will be more interesting for the students. This activity can be conducted as an individual work or as a group work. • Case Study: This story telling method was tried out in semester three Electronics and Communication Engineering classes , as part of their soft skills sessions. The students were divided into small groups and were asked to write an imaginative story related to their subject already learnt. They came up with several stories related to scientific principles, connecting it to fiction and in some cases current affairs. Some stories were humorous; others were more like a science fiction. Any product related to the topic/subject Preparation time Sufficient preparation time must be given within the same session. Topics can be also allotted sufficiently advance Benefits Application of Subject knowledge, presentation skills, communication skills, confidence, listening skills, interest towards the subject ,creativity , research skills, Fun Factor High Knowledge Transfer Long term and direct Methodology: This method is another innovative teaching –learning process. This is highly useful when learning scientific products or tools. The student can be asked to study the features of the tool that is taught in the class and then they can be divided into small groups. Each group has to make a “Sales presentation “of the product they have learnt. Case Study: Some of the final year students of the Information Technology Engineers was given the task of selling a new generation Laptop. The group made a presentation and demonstration of the features of the laptop. The group members in turn learnt the features of the laptop and the subject learnt was connected very well to this practical method. The audience asked questions related to purchase decisions and could very well understand the features and the technology behind. Method 7: Using examples from Animal kingdom Based on the content and Time coverage. required Method 6: “Sell your product” 3-5 mins per group /individual Time required Tools required Principle: Sales is a social process which requires extreme communication and convincing skills. It also requires that the sales person is clear and well knowledgeable about the product or service which he is trying to sell. All this means that the salesperson knows the product in and out and is able to answer any question that the prospect is asking. • 68 Tools required Research and reference materials from library , internet , observation method Preparation time At least two weeks for each group /individual Benefits Application of Subject knowledge, presentation skills, communication skills, confidence, interest and higher level thinking of the subject ,creativity , research skills, observational skills , comparison and analytic skills Fun Factor Medium –High Knowledge Transfer Immediate and indirect Principle: Giving examples from animal world is yet another innovative method. Every animal can be used as an example for delivering concepts of team work, TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 • • management theories, leadership theories etc. These examples will help the students to absorb the principles and theories in a simple manner.[17],[18] For engineering classes, there can be discussions based on several natural phenomenon and animal behavior for proving or disapproving various scientific phenomenon. Methodology: The students can be divided into various groups and given a task of observing a particular animal behavior for some time. About two weeks time could be given after selecting a particular animal. After that, the groups make a presentation of their observations. • Case Study: This exercise was given to some group of MBA Students. One such group made a presentation on “Management lessons from Ants”. Another group presented on “Management lessons from Elephant” Method 8: Cartoon Video Analysis / Cartoon Drawing 5-10 mins per group/individual Time required • Tools required Audio and Video facility Preparation time 15-30 mins for discussion Benefits Application of Subject knowledge, presentation skills, communication skills, confidence, interest and higher level thinking of the subject ,creativity , observational skills Fun Factor High Knowledge Transfer Immediate and indirect • Principle: Cartoons are a very interesting and fun filled method for teaching scientific concepts and in some cases management concepts. There are many cartoon characters like Tom & Jerry ,Mr. Bean etc , which brings out many scientific principles and management principles in a lighter vein. It has also been proved that using cartoons for teaching helps in not just making the session interesting, but also better understandable for the students. In a news release published June 8, 2005, The American Association for Psychological Science reported that a study by two University of Ohio professors of Psychology, Mark Shatz and Frank LoSchiavo, found that using levity in a virtual classroom can “significantly boost student interest and participation.” Another example is the series of Dummies books. Look at the success these books enjoy on almost any topic. Part of their success may be the generous use of cartoons throughout their books. It seems that cartoons help people relate to complicated material in a way that makes it is easier to digest.[19] [22] Methodology: Cartoons can be used as a tool for explaining certain aspects by the teacher himself/herself. Alternately, after showing a cartoon picture or video, the students can be divided into small groups and asked to discuss the aspects expected and present. The video may need to be played twice or thrice, as the students may or may not be able to grasp the details in the first view. But a second or third view will help them analytically think and present. Another version of this method is that the students themselves can be divided into small groups and each group can be given the task of developing a good cartoon picture /video relevant to the subject and explain why they made that, the relevance and subjects learnt out of it etc. Case study: The first year MBA students were divided into small groups of 4-5 members and were asked to draw a cartoon showing any management or organizational principle. The groups were given around 1 hour of time for discussing and drawing the cartoons. In some cases, since the group members were not confident of drawing, they were given the liberty of cutting and pasting pictures from newspapers if required. The results were very good, as the students came up with very interesting cartoons based on organization , manager etc. VI. CONCLUSION This paper is an attempt to introduce some innovative and “fun filled” teaching methods for technical and management education. Technical education which has been long considered as one that can only be taught using the “chalk and talk” method, now can become more interesting and activity oriented. Management education try to incorporate many of these factors like student participation and responsibility sharing , however , the “fun factor” may be missing in many of the methods. This paper tried to introduce some methods which are 69 TIST.Int.J.Sci.Tech.Res.,Vol.1 (2012), 62-70 also fun filled and at the same time ensuring that knowledge transfer happens smoothly. In today’s world, where information is available freely at the click of a button, the role of a teacher becomes less significant , unless necessary emotional aspects are built in the method of teaching and learning. This “human touch” is what that is going to be the most important factor in teaching and learning. Gone are the days when teachers were very strict and carrying a cane to classroom lectured for an hour. Today, teachers are expected to be friendly and create a fun filled atmosphere for learning. This paper is also an attempt to make all the teachers to understand the necessity for improving their “facilitating” skills through creative methods. Thus ,we can say thinking creatively is an important skill for a teacher. [12] [13] [14] [15] [16] To conclude: “Creativity is contagious. Pass it on.” — Albert Einstein. Hence this paper. [17] VII. ACKNOWLEDGMENT [18] The author would like to acknowledge all the students who have actively participated in all the above said activities . The author would also like to thank the management and the Principal of TIST , for having given the freedom to try out these activities in the classrooms. [19] [20] VIII. REFERENCES [21] [22] [1] [2] From Encyclopedia Britannica M.Knowles, The Adult Learner: 4th ed.(Houston, TX:Gulf Publishing, 1990) [3] Merriam, et al (2007). Learning in Adulthood: A Comprehensive Guide, p. 87 [4] R.Zemke, C.Raines, and B.Filipczak,”Generation Gaps in the Classroom”,Training (November 2000):4854;J.Salopek,”The Young and the Rest of Us”,Training and Devleopment (February 2000):26-30 [5] J.Callahan,D.Kiker, and T.Cross, “Does method Matter? A meta –analysis of the effects of training method on older learner training performance,” Journal of management (2003): 663-80 [6] Glassner.W, “The Quality School Teacher”,1992, “Reality Therapy”,1965; Rea, Dan; Millican, Kelly Price; Watson, Sandy White,” The Serious Benefits of Fun in the Classroom.”, Middle School Journal, v31 n4 p23-28 Mar 2000 [7] Astin, A. W. (1993). “What matters in college?: Four critical years revisited.” San Francisco: Jossey-Bass [8] Simpson, R., & Frost, S. (1993). Inside college. NewYork: Plenum. [9] Tomatis .A.Alfred , “Pourquoi Mozart?”, 1991 [10] Rauscher, F., Shaw, G., Ky, K. (1993). Music and spatial task performance. Nature, 365 611. Retrieved 2009-04-29 [11] Campbell, Don (1997). The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit. ISBN 0-380-97418-5. Dept. of Linguistics, Brigham Young Univ., Provo, UT Professional 70 Communication Conference, 1999. IPCC 99. Communication Jazz: Improvising the New International Communication Culture. Proceedings. 1999 IEEE International 1999 Wise PS, Methods of teaching--revisited. Character play and role play, J Contin Educ Nurs. 1980 Jan-Feb;11(1):37-8. Chesler, M., and Fox, R. (1966). Role-playing methods in the classroom. Chicago: Science Research Associates. Lisa Hartling, Shannon Scott, Rena Pandya, David Johnson, Ted Bishop and Terry P Klassen , “Storytelling as a communication tool for health consumers: development of an intervention for parents of children with croup. Stories to communicate health information” BMC Pediatrics 2010 ,September 2010 Bergman P: Storytelling as a teaching tool. Clin Excell Nurse Pract 1999 , 3(3):154-7. PubMed Abstract ; Storytelling as a tool for knowledge transfer in the IT industry -Wende, Erik, University of Zurich, Department of Informatics, Binzmühlstr. 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