Instrutional
Methods
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Aim
• The purpose of this session is to increase the effectiveness
of the trainings that are prepared by the participants, by
selecting the right instruction method for target group and
the subject.
• By the end of this session participant should;
– Define instructional method
– Lists the instructional methods
• Describes the mass instructional methods
• Describes the individual learning methods
• Describes the small group methods
– Describes the relation between the target group and instructional
method
– Describes the relation between the learning objective and 2 / 18
instructional method
Two Definitions
• Instructional design
– the practice of creating "instructional experiences which make
the acquisition of knowledge and skill more efficient, effective,
and appealing.”
– The process consists broadly of determining the current state
and needs of the learner, defining the end goal of instruction,
and creating some "intervention" to assist in the transition.
• Instructional (teaching) method
– A teaching method comprises the principles and methods used
for instruction. Commonly used teaching methods may include
class participation, demonstration, recitation, memorization, or
combinations of these.
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http://en.wikipedia.org/w/index.php?search=Instructional+method&title=Special%3ASearch&go=Go
http://en.wikipedia.org/wiki/Teaching_method
Teaching Methods
• Mass education
More teacher
centered
• Small groups
• Individual
More student
centered
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Teacher-centered education
• In teacher-centered education, students put
all of their focus on the teacher. The teacher
talks, while the students exclusively listen.
During activities, students work alone, and
collaboration is discouraged.
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http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/
Student-centered instruction
• When a classroom operates with studentcentered instruction, students and instructors
share the focus.
• Instead of listening to the teacher exclusively,
students and teachers interact equally.
• Group work is encouraged, and students learn
to collaborate and communicate with one
another.
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http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/
Gagne's Nine Events of Instruction
•
•
•
•
•
•
•
•
•
1. Gain attention of the students
2. Inform students of the objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
http://www.niu.edu/facdev/resources/guide/learning/gagnes_nine_events_instruction.pdf 7 / 18
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.).Forth Worth, TX: Harcourt
Brace Jovanovich College Publishers.
Inquiry – Based Learning
• Starts by posing questions, problems or scenarios rather than simply presenting established facts or
portraying a smooth path to knowledge.
• The process is often assisted by a facilitator.
• Inquirers will identify and research issues and
questions to develop their knowledge or solutions.
• Inquiry-based learning includes problem-based
learning, and is generally used in small scale
investigations and projects, as well as research.
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Connection with learning theories
• Behavioral
• Cognitive
• Constructive
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AndragogyPedagogy
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Mass Education
•
•
•
•
•
•
Lectures
Demonstration
Sympozium
Seminars
Distant learning
MOOC (Mass Open Online Courses)
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Small Group Education
•
•
•
•
•
•
Discussions
Buzz groups
Assignment groups
Brain storming
Learning by doing
Project based learning
•
•
•
•
•
Case discussions
Balint Groups
Role play
Triple learning
Micro edcuation
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Individual Education
• Clinical teaching
• Individual learning activities
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How to select the correct method
•
•
•
•
•
•
Number of students
Student composition (Homojenous/heterojenous)
Learning objectives and their level
Student level
Time deserved for education
Motivtion of students
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• Assimilation
– In Assimilation, what is perceived in the outside world is
incorporated into the internal world, without changing the structure
of that internal world, but potentially at the cost of "squeezing" the
external perceptions to fit.
– If you are familiar with databases, you can think of it this way:
your mind has its database already built, with its fields and
categories already defined. If it comes across new information
which fits into those fields, it can assimilate it without any trouble
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http://www.learningandteaching.info/learning/assimacc.htm
• Accommodation
– In Accommodation, the internal world has to accommodate itself
to the evidence with which it is confronted and thus adapt to it,
which can be a more difficult and painful process.
– In the database analogy, it is like what happens when you try to put
in information which does not fit the pre-existent fields and
categories. You have to develop new ones to accommodate the
new information.
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http://www.learningandteaching.info/learning/assimacc.htm
When to use which method?
Knowl Attitude
edge
Problem Communic
solving ation skills
Motor
skills
Class lecture
7
3
4
2
0
Discussion
8
9
6
7
2
Audiovisual lect
6
3
4
1
4
Role play
4
8
8
8
3
Case discussion
5
7
9
3
4
COACHING
5
6
8
7
9
Demonstration
6
4
7
4
9
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Take Home Messages
• How do you define “instructional design” and
“instructional methods”?
• List teaching methods according to domains
– Mass education
– Small group teaching
– Individual teaching
• Explain the relationship between teaching
methods and target groups
• What is the relationship of learning objectives and
taching methods?
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