Unit 5Unit 5

Educational MethodsEducational Methods

What instructional methods What instructional methods have you been exposed to??have you been exposed to?? ……in high school?in high school? ……in college?in college? ……in non-formal settings?in non-formal settings?

Analogies…Analogies…

Teaching is like fishing…Teaching is like fishing… You use different lures for different fishYou use different lures for different fish You use different methods for different You use different methods for different

learners.learners. Teaching is like beautiful music…Teaching is like beautiful music…

Where, instructional methods are the Where, instructional methods are the instrumentsinstruments

When played alone they make sound…When played alone they make sound… When played together in tune, rhythm, When played together in tune, rhythm,

and feeling, they become amazing music!and feeling, they become amazing music!

Analogies…Analogies…

Toolbox…Toolbox… What is in your “toolbox”?What is in your “toolbox”?

Selecting and Using a Variety of Selecting and Using a Variety of Instructional MethodsInstructional Methods

Instructional objectives:Instructional objectives: Define method of InstructionDefine method of Instruction Discuss factors to consider when Discuss factors to consider when

selecting a method of instructionselecting a method of instruction Distinguish between methods of Distinguish between methods of

instruction and instructional aidsinstruction and instructional aids Identify & discuss a variety of Identify & discuss a variety of

teaching methodsteaching methods

What is a “Method”?What is a “Method”?

a procedure or process for attaining a procedure or process for attaining an object: as an object: as a a (1) (1) :: a systematic procedure, a systematic procedure,

technique, or mode of inquiry employed technique, or mode of inquiry employed by or proper to a particular discipline or by or proper to a particular discipline or art (2) art (2) :: a systematic plan followed in a systematic plan followed in presenting material for instructionpresenting material for instruction

b b (1) (1) :: a way, technique, or process of a way, technique, or process of or for doing somethingor for doing something (2) (2) :: a body of a body of skills or techniquesskills or techniques

Teaching MethodTeaching Method

Objective oriented activities and Objective oriented activities and flow of information between flow of information between teachers and studentsteachers and students

Methods, Strategy, Aid, Methods, Strategy, Aid, Approach Approach Teaching Method tend to be synonymous Teaching Method tend to be synonymous

with technique according to Websterwith technique according to Webster Teaching Strategy – “careful plan” that Teaching Strategy – “careful plan” that

serves an important function in achieving a serves an important function in achieving a specific outcome.specific outcome.

Instructional aids includes:Instructional aids includes: Chalkboard, Flip chart, PowerPointChalkboard, Flip chart, PowerPoint Overheads, VCR, Real Objects, etc.Overheads, VCR, Real Objects, etc.

Teaching Approach is a “holistic process”Teaching Approach is a “holistic process” Includes the teaching steps, problem-Includes the teaching steps, problem-

solving strategies, and teaching methods.solving strategies, and teaching methods.

TeachingTeaching Methods Methods

Lecture-ExplainingLecture-Explaining Resource PeopleResource People Case StudyCase Study Group DiscussionGroup Discussion Brainstorming & Buzz GroupsBrainstorming & Buzz Groups Field-trip (tour)Field-trip (tour)

Additional Methods/StrategiesAdditional Methods/Strategies

OthersOthers Directed (supervised) studyDirected (supervised) study Role-PlayRole-Play Socratic DialogueSocratic Dialogue JigsawJigsaw Concept Map/SketchConcept Map/Sketch DebateDebate Cooperative LearningCooperative Learning Panel of ExpertsPanel of Experts

What What FactorsFactors do we consider do we consider when selecting an instructional when selecting an instructional method?method? The intended specific outcome The intended specific outcome

or purposeor purpose Size of groupSize of group Learners’ Learners’ preference for for

learninglearning The content sometimes dictates The content sometimes dictates

the methodthe method Required preparationRequired preparation

Instructional/Teaching Methods Instructional/Teaching Methods vs. Instructional Aids?vs. Instructional Aids?

Assist the teacher in the Assist the teacher in the teaching/learning processteaching/learning process White boardWhite board HandoutsHandouts PropsProps Pictures/VideoPictures/Video AudioAudio Computer based simulationComputer based simulation ModelsModels Others? Others?

Tools for your teaching tool boxTools for your teaching tool box

Let’s Try SomeLet’s Try Some

Incorporating Incorporating Problem-solving Problem-solving (Decision-making) (Decision-making) Techniques Into Techniques Into InstructionInstruction

P-S (Decision-Making) P-S (Decision-Making) TechniquesTechniques Forked-RoadForked-Road Possibilities FactorsPossibilities Factors Situation to be ImprovedSituation to be Improved Effect, Find the CauseEffect, Find the Cause

““Forked-Road” Decision-Forked-Road” Decision-Making TechniqueMaking Technique

Essential Elements of a Essential Elements of a Forked-Road Technique are:Forked-Road Technique are: A problem where a learner must A problem where a learner must

decide between decide between two possible choicestwo possible choices of actionof action

Must have Must have factorsfactors to consider to consider Must make a decision based upon Must make a decision based upon

the factors consideredthe factors considered

Before engaging in a Before engaging in a problem-solving (decision-problem-solving (decision-making)…making)… The problem (opportunity) must be defined!The problem (opportunity) must be defined!

Need to ask yourself, Need to ask yourself, “What is the “What is the problem?”problem?”

Usually proposed in question formUsually proposed in question form Often, the problem is derived from a Often, the problem is derived from a

situation, or scenario.situation, or scenario. case studycase study May be real or contrivedMay be real or contrived

Record

for a

ll to

see

Class ExerciseClass Exercise

ScenarioScenario You have been hired in a new position and You have been hired in a new position and

your supervisor tells you that the company your supervisor tells you that the company will purchase you a will purchase you a new computernew computer.. Your supervisor explains that you can Your supervisor explains that you can spend spend

up to $2150.00up to $2150.00 on a new desktop computer on a new desktop computer and software. Furthermore, because of and software. Furthermore, because of existing purchasing agreements you must existing purchasing agreements you must select between select between DellDell and and GatewayGateway..

The choice is yours, however your The choice is yours, however your supervisor has requested a decision in two supervisor has requested a decision in two days.days.

What is the decision What is the decision you need to make?you need to make?

Should I purchase Dell computer or a Gateway computer?

Forked Road TemplateForked Road Template

Forked-RoadProblem-Solving Technique

Define the Problem / Decision to be Made:

Choice One Choice Two

Factors to Consider

Decision / Recommendation:

What if we have more What if we have more than two choices?than two choices?

Possibilities-Factors!Possibilities-Factors!

Possibilities-Factors TemplatePossibilities-Factors Template

Possibilities-FactorsProblem-Solving Technique

Define the Problem / Decision to be Made:

Possibilities (Possible Solutions)

Factors to Consider

Decision / Recommendation:

Forked Road or Possibilities Forked Road or Possibilities Factors?Factors?1.1. Selecting between turf grass and natural grass.Selecting between turf grass and natural grass.2.2. Choosing a greenhouse covering.Choosing a greenhouse covering.3.3. Determining whether to attend the National Determining whether to attend the National

Convention.Convention.4.4. Selecting from among seed varieties.Selecting from among seed varieties.5.5. Determining best pest control.Determining best pest control.6.6. Selecting a career choice.Selecting a career choice.7.7. Promoting a management practice.Promoting a management practice.8.8. Determining whether to invest in new Determining whether to invest in new

equipment.equipment.9.9. Selecting lumber types.Selecting lumber types.10.10. Choosing a “path” of action.Choosing a “path” of action.

Instructional TipsInstructional Tips

1.1. Get learners to define the problem (best)Get learners to define the problem (best) Or, you define the problemOr, you define the problem

2.2. Record for all to seeRecord for all to see3.3. Use the template to facilitate the problem-Use the template to facilitate the problem-

solving (decision-making) effortsolving (decision-making) effort• Complete the template yourselfComplete the template yourself

4.4. Assist students in identifying the factors to Assist students in identifying the factors to considerconsider

5.5. Provide the resources for seeking out Provide the resources for seeking out information on the possibilitiesinformation on the possibilities

6.6. Have students identify a solutionHave students identify a solution7.7. Allow students to share their solution with Allow students to share their solution with

rationale for their choicerationale for their choice

Integrating reading, Integrating reading, speaking, listening and speaking, listening and writing skillswriting skills

JigsawJigsaw Is a teaching technique invented by social psychologist Is a teaching technique invented by social psychologist

Elliot Aronson in 1971. in 1971. Students of a normal-sized class (26 to 33 students) are Students of a normal-sized class (26 to 33 students) are

divided into competency groups of four to six students, divided into competency groups of four to six students, each of which is given a list of subtopics to research.each of which is given a list of subtopics to research.

Individual members of each group then break off to work Individual members of each group then break off to work with the "experts" from other groups, researching a part of with the "experts" from other groups, researching a part of the material being studied, after which they return to their the material being studied, after which they return to their starting body in the role of instructor for their subcategory.starting body in the role of instructor for their subcategory.

The strategy is an efficient teaching method that The strategy is an efficient teaching method that encourages listening, engagement, interaction, peer encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the teaching, and cooperation by giving each member of the group an essential part to play in the academic activity.group an essential part to play in the academic activity.

Both individual and group accountability are built into the Both individual and group accountability are built into the process. process.

Jigsaws are a four-skills approach, integrating reading, Jigsaws are a four-skills approach, integrating reading, speaking, listening and writing.speaking, listening and writing.

Expert Panels AA1+A2+A3+A4

Expert Panels DD1+D2+D3+D4

Expert Panels BB1+B2+B3+B4

Expert Panels CC1+C2+C3+C4

Team 1 Team 2

Team 1 Team 2

Each team provides one expert to form a panel

Teams regroup for peer teaching and report writing

Team 3 Team 4

Team 3 Team 4

Let’s Try itLet’s Try it

You have each been given aYou have each been given a First, all the #’s get into teams First, all the #’s get into teams 11 Second, you will be ‘experts’ on the Second, you will be ‘experts’ on the

events of the Olympic Games events of the Olympic Games and meet by color and meet by color ((blueblue,, orange orange,, purple purple,, yellow yellow))

Third, get back together in # Teams Third, get back together in # Teams and share 4 facts about your event and share 4 facts about your event with the others in your teamwith the others in your team

Closure…Closure…

Select the right “tool” for the Select the right “tool” for the right “job”right “job”

Variety is valuedVariety is valued Method is determined by many Method is determined by many

factorsfactors Include instructional aids to add Include instructional aids to add

variety & clarity variety & clarity