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The example method allows for targeting the LO in this way - HOW?
This method's advantage, over alternatives, given the LO, is in providing/ensuring/allowing ... the students ...

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To adopt and adapt methods for their own practice.

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To adopt and adapt methods for their own practice.

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Asking students to select a method for their own purpose the students are provided with opportunity to approximate their own practice in terms of the chosen method.
Advantage is in having a restricted set of options to exemplify and communicate that the generic practice lends itself to some tried and tested formats... encourages engagement with the community of practice.

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The tutor will prepare the initial overview and guidance on a programming concept, then students will then prepare their own example using their pc's.

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The tutor will prepare the initial overview and guidance on a programming concept, then students will then prepare their own example using their pc's.

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By following this approach, students will observe then practice, enabling them to have the confidence that they have achieved a programming concept.
This reminds me of my own experience at secondary school observing the science teacher conducting an experiment.

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I have used this activity before- it gives opportunity for less confident people to 'observe' others role-playing, or debating and when they feel more confident, they can swap in.

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I have used this activity before- it gives opportunity for less confident people to 'observe' others role-playing, or debating and when they feel more confident, they can swap in.

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encourages colaborations and ideas sharing

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I find this helpful in teaching in lecture theatres, discussion with neighbours or small groups and feeding back

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I find this helpful in teaching in lecture theatres, discussion with neighbours or small groups and feeding back

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I have used this before ' useful for teaching skills

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I have used this before ' useful for teaching skills

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I have used this with small classes to build their perspectives on a topic and then try to explain it to a new group form the perspective of the previous group.

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students consistently build on their knowledge adding layers of thinking to each new concept shared 

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students consistently build on their knowledge adding layers of thinking to each new concept shared 

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Useful to discuss in small groups then share altogether and ask questions of each other groups outcomes.

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Useful to discuss in small groups then share altogether and ask questions of each other groups outcomes.

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I think I've just reworded what it says

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Used this when demonstrating a practice procedure

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Used this when demonstrating a practice procedure

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Gives confidence to those less confidence within the group

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Gives confidence to those less confidence within the group

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good for debating two opposing points of view-

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good for debating two opposing points of view-

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good for differentiation ( weaker students learn from stronger etc)

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good for differentiation ( weaker students learn from stronger etc)

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encourages active learning where students making decisions rather than being told what to do 

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encourages active learning where students making decisions rather than being told what to do 

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Used this in 'cafe' style group work where participants move around the groups, each table has a set question/pice of work

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Used this in 'cafe' style group work where participants move around the groups, each table has a set question/pice of work

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Building on the work of the previous group

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watching demos allows students to think through the whole process step by step 

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watching demos allows students to think through the whole process step by step 

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Demonstration when in practical sessions

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Demonstration when in practical sessions