Method of Instruction

This section should include the types of activities that you will use to facilitate student learning. For
example, lecture, seminar, large or small group discussion, and lab experimentation are different methods
of instruction. You may want to use a combination of methods to help students achieve course objectives.
Keep in mind that "[t]here is no best teaching method" (Prégent, 2000, p. 98).

"Selecting the most appropriate method of instruction can be done by considering [a number of] factors"
(Forsyth, Joliffe, & Stevens, 1999, p. 92). This process is outlined in the following table (Forsyth et al.,
1999, p. 94).

Factors that affect the choice of delivery strategy

Type of Instructional
Factor Variable
Strategy
large mass, individualized
Number of students
small individualized, group
homogeneous mass, group, individualized
Type of student
heterogeneous individualized, group
skill-based group, individualized
process mass, group, individualized
Type of content
attitudinal group
knowledge mass, group, individualized
long mass, group, individualized
Time to develop
short mass, group
many mass, group, individualized
Repeats of course
few mass, group
many group, individualized
Number of staff
few mass, group

Attitude of staff positive group, individualized

towards innovation negative mass

Support staff many mass, group, individualized

available few mass, group

Educational traditional mass, group

environment non-traditional group, individualized

Design of learning fixed mass

environment changeable mass, group, individualized
large mass, group, individualized
Funds available
little mass, group

Administrative rigid mass

environment flexible mass, group, individualized
Forsyth, I; Joliffe, A; & Stevens,
D. (1999). Planning a Course:
Practical Strategies for
Teachers, Lecturers and
Trainers. (2nd ed). London:
Kogan Page Limited.

Prégent, R. (2000). Charting

Your Course: How to Prepare to
Teach More Effectively. (English
ed.). Madison, WI: Atwood
Publishing.