Instructional Methods Information
Part 1
Dr. Bob Kizlik
Instructional methods and teaching methods mean the same thing. Teaching strategies,
for all practical purposes, means the same thing. Regardless of what we call such
processes, they are primarily descriptions of the learning objective-oriented activities
and flow of information between teachers and students. Although some may argue
otherwise, to split hairs over whether such methods are meaningfully different adds
nothing to the process of learning to be a teacher. Direct and indirect instruction are two
main categories that many educators find useful for classifying teaching methods, but it
is, as you will see, a bit more complicated than placing all instruction into two
categories. Any instructional method a teacher uses has advantages, disadvantages,
and requires some preliminary preparation.
Often times, a particular teaching method will naturally flow into another, all within the
same lesson, and excellent teachers have developed the skills to make the process
seamless to the students. Which instructional method is "right" for a particular lesson
depends on many things, and among them are the age and developmental level of the
students, what the students already know, and what they need to know to succeed with
the lesson, the subject-matter content, the objective of the lesson, the available people,
time, space and material resources, and the physical setting. Another, more difficult
problem is to select an instructional method that best fits one's particular teaching style
and the lesson-situation. There is no one "right" method for teaching a particular lesson,
but there are some criteria that pertain to each that can help a teacher make the best
decision possible. The following teaching or instructional methods relate to the
instruction part of the ADPRIMA Instruction System. The methods are not listed in a
preferred sequence, no hierarchy of putative superiority of method is intended, and
obviously, not all are appropriate for all grades and subject matter content areas.
Perhaps I should also confess a bias about learning, regardless of the instructional
method employed by the teacher. The bias is that I firmly believe that the most
meaningful learning for any student is that which results from the learner constructing
his own knowledge and meaning from the subject matter content. This approach is
commonly referred to a constructivism. There is a wealth of information available on the
Internet about constructivism. Just enter it into Bing or Google to see what I mean.
Cooperative Learning
Advantages
Helps foster mutual responsibility
Supported by research as an effective technique
Students learn to be patient, less critical and more compassionate
Disadvantages
Some students don't work well this way
Loners find it hard to share answers
Aggressive students try to take over
Bright students tend to act superior
Preparation
Decide what skills or knowledge are to be learned
Requires some time to prepare students to learn how to work in groups
Brainstorming
Advantages
Listening Listening exercise that allows creative thinking for new ideas
Encourages full participation because all ideas are equally recorded
Draws on group's knowledge and experience
Spirit of cooperation is created
One idea can spark off other ideas
Disadvantages
Can be unfocused
Needs to be limited to 5 - 7 minutes
Students may have difficulty getting away from known reality
If not managed well, criticism and negative evaluation may occur
Value to students depends in part on their maturity
Preparation
Teacher selects issue
Teacher must be ready to intervene when the process is hopelessly bogged down
Direct Teaching
Advantages
Very specific learning targets
Students are told reasons why content is important - helps to clarify lesson objective
Relatively easy to measure student gains
Good for teaching specific facts and basic skills
Is a widely accepted instructional method
Disadvantages
Can stifle teacher creativity
Requires well-organized content preparation and good oral communication skills
Steps must be followed in prescribed order
May not be effective for higher-order thinking skills, depending on the knowledge base
and skill of the teacher
Preparation
Content must be organized in advance
Teacher should have information about student prerequisites for the lesson
Lecture
Advantages
Factual material is presented in a direct, logical manner
May provide experiences that inspire - useful for large groups
Most efficient way to convey teacher spoken information
Disadvantages
Proficient oral skills are necessary
Audience is often passive
Learning is difficult to determine as the lecture progresses
Communication is one-way
Not appropriate for children below grade 4
Preparation
There should be a clear introduction and summary
Effectiveness is related to time and scope of content
Is always audience specific; often includes examples, anecdotes
Lecture with Discussion
Advantages
Involves students, at least after the lecture
Students can question, clarify and challenge
Lecture can be interspersed with discussion or breaks as the content and time permit
Disadvantages
Time constraints may affect discussion opportunities
Effectiveness is connected to appropriate questions and discussion; often requires
teacher to "shift gears" quickly
Preparation
Teacher should be prepared to allow questions during lecture, as appropriate
Teacher should also anticipate difficult questions and prepare appropriate responses in
advance
Multimedia (computer, Internet, CD, DVD, film)
Advantages
Entertaining way of introducing content and raising issues
Internet content easily updated
Usually keeps group's attention
Cost effective way to obtain and disseminate content
May provide opportunities for independent student investigation in a wide range of
topics
Disadvantages
Can raise too many issues to have a focused discussion
Distractions happen all too easily
Students working independently can easily lose focus of lesson topic
Most effective when followed by discussion
Discussion may not have full participation
Preparation
Teacher must formulate rules and communicate them to students
Need to obtain and set up equipment
Computing skills required for some applications
Most effective when teacher prepares for discussion after the presentation or activity
Role Playing
Advantages
Introduces problem situation dramatically
Provides opportunity for students to assume roles of others and thus appreciate another
point of view
Allows for exploration of solutions
Provides opportunity to practice skills
Disadvantages
Some students may be too self-conscious
Not appropriate for large groups
Can be time consuming to set up and execute
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Teacher must have back up activities in case of problems
Games
Advantages
Students are usually interested in and challenged by games
Can provide opportunities for team member building skills
Feedback is usually easy to provide and is quick
When used in direct relationship to a lesson objective, can provide a stimulating experience for all
Disadvantages
Can create in-group/out-group feelings
Can demotivate those who are not competitive by nature
Can create feelings of inadequacy in those not as skilled or forceful
Can discourage creativity if the format is very rigid and the focus is strongly on winning
Preparation
Choose relevant games at an appropriate level that can be reasonably expected to achieve the learning
objectives
Introduce the game and make the objectives clear
Give clear and thorough directions
Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
Do not take sides or show partiality
Keep a handle on things
Instructional Methods Information
Part 2
Dr. Bob Kizlik
This is a continuation of the Instructional Methods Part 1. As such, the heading information is really the
same, so...Instructional methods and teaching methods mean the same thing. Teaching strategies, for all
practical purposes, means the same thing. Regardless of what we call such processes, they are primarily
descriptions of the learning objective-oriented activities and flow of information between teachers and
students. Although some may argue otherwise, to split hairs over whether such methods are meaningfully
different adds nothing to the process of learning to be a teacher. Direct and indirect instruction are two
main categories that many educators find useful for classifying teaching methods, but it is, as you will
see, a bit more complicated than placing all instruction into two categories. Any instructional method a
teacher uses has advantages, disadvantages, and requires some preliminary preparation. Often times, a
particular teaching method will naturally flow into another, all within the same lesson, and excellent
teachers have developed the skills to make the process seamless to the students. Which instructional
method is "right" for a particular lesson depends on many things, and among them are the age and
developmental level of the students, what the students already know, and what they need to know to
succeed with the lesson, the subject-matter content, the objective of the lesson, the available people,
time, space and material resources, and the physical setting. Another, more difficult problem is to select
an instructional method that best fits one's particular teaching style and the lesson-situation. There is no
one "right" method for teaching a particular lesson, but there are some criteria that pertain to each that
can help a teacher make the best decision possible. The following teaching or instructional methods
relate to the instruction part of the ADPRIMA Instruction System. The methods are not listed in a
preferred sequence, no hierarchy of putative superiority of method is intended, and obviously, not all are
appropriate for all grades and subject matter content areas.
Small Group Discussion
Advantages
Allows for participation of everyone
Students often more comfortable in small groups
Groups can reach consensus
Disadvantages
Needs careful thought as to purpose of group
Groups may get side tracked
Preparation
Needs careful thought as to purpose of group
Groups may get side tracked
Case Studies
Advantages
Develops analytic and problem solving skills
Allows for exploration of solutions for complex issues
Allows student to apply new knowledge and skills
Disadvantages
Students may not see relevance to own situation
Insufficient information can lead to inappropriate results
Not appropriate for elementary level students
Preparation
Teacher has to define problem situation and roles clearly
Teacher must give very clear instructions
Discussion
Advantages
Pools ideas and experiences from group
Effective after a presentation, film or experience that needs to be analyzed
Allows everyone to participate in an active process
Disadvantages
practical Not practicalwith more that 20 students
A few students can dominate
Some students may not participate
Is time consuming
Can get off the track
Preparation
Requires careful planning by the teacher to guide the discussion toward the lesson
objective
Requires preparation of a question outline
Worksheets and Surveys
Advantages
Allows students to think for themselves without being influenced by others
Individual thoughts can then be shared in large group
Disadvantages
Can be used only for short period of time
Preparation
Teacher has to prepare handouts
Computer Simulations
Advantages
Students can work independently
Abundant selection of simulation software in many subjects, especially the sciences and social studies
Effects of decisions can be readily seen and evaluated
Transfer of learning to different subjects may be facilitated
Disadvantages
Computer software for simulations can be expensive
Some students may be easily distracted by the medium at the expense of the subject matter
Not suitable for some subject matter areas such as mathematics
Preparation
Teacher must make sure the simulation relates to a lesson or unit objective
Teacher must have "plan B" ready in case the simulation is not as expected
Independent Study
Advantages
Learning skills developed have impressive staying power
Students can learn to increase the rate at which they understand new material
There is a greater opportunity for transfer of learning to other subjects
Increased opportunities for students to problem solve what is needed to learn intended content
(prerequisites)
Students may learn how to pace learning and thereby gain self-confidence
Disadvantages
Distractions are always a possibility -- requires self-discipline
Appropriate materials may not be available or accessible
Not appropriate for certain age groups such as students below grade four, or for highly
complex subject matter such as physics, which require a good deal of explanatio n
Preparation
Develop plan to monitor and collect feedback about independent study activities for each student
Provide appropriate resources that are connected to the subject matter in question
Provide plan to provide feedback to students during the course of independent study
Guest Speakers
Advantages
Can provide a dynamic and engaging presence
Can personalize a topic to make it more interesting and/or chalenging
Often breaks down an audience's stereotypes
Disadvantages
May not be a good speaker
Can inadvertently present information not appropriate for the age and maturity of the aduience
Preparation
Contact speakers and coordinate
Interview speakers before making commitment
Inform students about the speaker before the presentation
Make an appropriate introduction
