Methods of Instruction
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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 Components
Components
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
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