Methods of Instruction

Southern Illinois University CarbondaleInstructor Workshop

Class Objectives

• DEMONSTRATE the procedures and principles required for the planning and preparation of units of instruction

• DEMONSTRATE the procedures and principles required in the teaching/delivery process.

• IDENTIFY characteristics of various instructional methods

• ANALYZE verbal and visual teaching process in order to improve your own and others' instructional abilities.

Topic Roadmap

• Instructional Methods

• Components

• Content

• Methods to increase student learning

• Review and Summary

Methods of Instruction

• Lecture

• Demonstration

• Facilitation

• Self-study

• Computer/Web based training (CBT/WBT)

• On-the-job-training (OJT)

Lecture Method

A formal or semiformal oral presentation of information by a single individual; facts, concepts, problems, relationships, rules, or principles presented orally either directly (as by classroom instructor) or indirectly (as by video).

Lecture ComponentsComponents

ContentWhat students are to learn and what

is tested

OrganizationOrder in which

you present content

SupportWhat you say or

show students so they understand

content

Types of Content• Facts

• Held as-is in memory• Hard to remember

- Job Aids- Mnemonics

• Use rehearsal to apply facts to job tasks

• Concepts• Class of items that share

features and are known by a common name

• Give examples or use comparisons- Metaphors- Similes- Analogies

Types of Content

• Principles• A statement of the

relationship between concepts

• May also be called a rule, theory, generalization or heuristic

Examples:• All men are created equal

(social)• As velocity increased, the

perpendicular air pressure decreases (scientific)

• On the job training meets individual differences (training)

Content

Primary role of training is to teach principles

Processes: A description of how things work

Business: How the system moves “things” from person to person, group to group or unit to unit, from start to finish

Organization• Topical

– Most common– Used for written materials – outline– Useful for reference and handouts

• Problem-Solution– Most powerful – easily involves learner’s

imagination

Organization• Cause and Effect

– Effective when describing physical laws, history, management

– Used where a clear cause and effect relationship can be found

– Use whenever possible• Simple to Complex

– Used when explaining complex procedures, such as those involving numbers

– Explain in sets (chunks) – Step must be understood before moving to the next– Used in skills training

Content Chunking

How to eat an elephant…

• Typical learner can only hold 7 +/- items in working memory

• Breaks concepts up into memorable “portions”

Organization• Overlay

– Used when explaining business or technical processes.– Process is explained several times, each time in greater

detail– Best supported with visuals

• View Points– Used to explain organizational roles, responsibilities,

points of view, etc.

Organization• Whole-Part-Whole

– Give the big picture, then explain the details, and then give the big picture again

• Chronological– Focuses on time of events, not the process itself

• Spatial– Used to explain relationships – Focuses on two or three-dimensional systems

SupportWhat you say or do to elaborate…

• Mode- Words alone to

communicate abstract concepts, principles

- Pictures are better for explaining concrete concepts

• Purpose– Clarification support

• “What I mean is…”– Proof support

• “What I say is true…”– Interest support

• “Stay with me now…”

SupportPurpose

ModeOral Visual

ClarificationExamples

Comparisons

Diagrams, maps, photos, charts, slides,

films, overheads, etc

ProofStatistics,

quotations, journal articles

Diagrams and charts,

photographs

InterestPersonal

experience, jokes

Cartoons, graphics

DemonstrationPresentation or portrayal of a sequence of events to show a procedure, technique, or operation; frequently combines an oral explanation with the operation or handling of systems equipment or material. May be presented directly (as by a classroom instructor) or indirectly (as by video).

Demonstration•Practice or rehearse the demonstration

•Ensure that all materials are at hand

•Ensure that all can see and hear

•Use questions throughout the demonstration

•Conduct a brief review of the steps uponconclusion of the demonstration

Demonstration

• Combines seeing with doing• Very interactive• Step-by-step instruction• Repetition is crucial

DemonstrationIntroductionPresentation

KnowledgeDemonstrationRepetition

Review/SummaryLearning ObjectivesTeaching pointsSafety

Performance/ApplicationCritiqueAssignment

LectureIntroductionPresentation

Knowledge

Review/SummaryLearning ObjectivesTeaching points

Assignment

FacilitationWhat is a facilitator

• Literally means “making things easy”

• Helps a group or team achieve results in interactive events by using a range of skills and methods to aid people as they work together

• Focuses on the process of “how”

Facilitator• Not always subject experts

• Attempt to draw on existing knowledge of the participants

• Facilitate access to training where gaps in knowledge are identified and agreed on

• Focus on the foundations of adult education: establish existing knowledge, build on it and keep it relevant

FacilitationGroup Development Model – Tuckman (1965)

• Forming• Storming• Norming• Performing• Adjourning

FacilitationQuestioning in facilitation

• Use “YOU” questions- How do you see this?- What are your priorities?- How important is ….. to you?- Tell me more about ….. ?- What if ….. Why ….. How ….. ?

Self Study

• Printed verbal materials such as books, periodicals, manuals, or handouts.

• Reading may be course assigned or self-assigned.

Computer Based Training

• Self-paced learning activities accessible via a computer or handheld device

• CBTs typically present content in a linear fashion, much like reading an online book or manual

• Often used to teach static processes, such as using software or completing mathematical equations

On-The-Job Training• Takes place at the place of work doing the actual

job

• Usually a professional trainer, or sometimes an experienced employee will serve as the instructor/trainer

• Uses actual equipment, transfer and application of knowledge is immediate

Review and Summary

• Objectives

• Lecture

• Demonstration

• Facilitation

Methods of Instruction

Questions