L8 - Basic Instructional Methods Modified - 1

L8: Basic Instructional Methods
Contributors
Prof. (Mrs.) Susan S. Mathew

Associate Professor, Department of Electrical and Electronics Engineering Education
&
Dr K. K. Jain
Professor, Department of Mechanical Engineering Education
&
Dr A. S. Walkey
Professor, Department of Electrical and Electronics Engineering Education
Editor: Dr Joshua Earnest, Professor of Electrical Engineering
National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.2: Instructional Methods and Strategies – Part 1 L8: Basic Instructional Methods
Lesson L8: Basic Instructional Methods
Learning outcomes: At the end of this lesson, you will be able to:
LO 1. Use lecture method effectively.
LO 2. Use question answer and other techniques to improve lecture method of instruction so
that the learners are actively involved in the T-L process.
LO 3. Employ demonstration technique during instruction effectively.
LO 4. Apply tutorial technique effectively.
LO 5. Use laboratory experiences to develop the practical learning outcomes.
Contents
1.0 OVERVIEW ................................................................................................................................... 3
2.0 LECTURE METHOD ....................................................................................................................... 3
2.1 Question Answer Technique ....................................................................................................... 4
2.2 Types of Questions ...................................................................................................................... 4
2.3 Feedback to Questions ................................................................................................................ 5
2.4 Other Techniques to Improve Lecture ........................................................................................ 5
3.0 DEMONSTRATION METHOD ........................................................................................................ 6
3.1. Types of Demonstration .............................................................................................................. 7
3.2 Laboratory/ Workshop/ Field-based Demonstration .................................................................. 8
3.3 Planning for Demonstration ........................................................................................................ 8
4.0 TUTORIAL METHOD ................................................................................................................... 11
4.1 When and Where to Use Tutorials? .......................................................................................... 12
4.2 Individual Tutorial...................................................................................................................... 12
4.3 Group Tutorial ........................................................................................................................... 13
5.0 LABORATORY METHOD ............................................................................................................. 13
5.1 Need for Laboratory Work ........................................................................................................ 14
5.2 Objectives of Practical Work ..................................................................................................... 14
5.3 Factors influencing Laboratory Instruction ............................................................................... 16
5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work ............................................. 17
6.0 CONCLUSION ............................................................................................................................. 18
7.0 REFERENCES .............................................................................................................................. 20
AICTE-NITTT Module 4: Instructional Planning and Delivery © NITTTR, Bhopal All rights Reserved L8 Page 2
Lesson L8: Basic Instructional Methods

1.0 OVERVIEW
In the previous lesson, the instructional strategies were classified as teacher-centred and student-
centred strategies. In this lesson, commonly used instructional methods and strategies required to
teach typical engineering education courses are discussed, and hence they are referred to here as
basic instructional methods. Every engineering teacher, whether newly inducted or experienced,
invariably use the Lecture method, Tutorial method, Laboratory and Demonstration methods in the
teaching-learning environment. How to use these effectively, is discussed in this lesson.
2.0 LECTURE METHOD
After going through this e-content, video and activity/assignment related to lecture method, you
will be able to use the lecture method to teach the engineering courses effectively.
The lecture is a method, which is very widely used for instruction and it is observed that a teacher
uses lecture for a major part of teaching. The word lecture is derived from the Latin word lectus,
which translates into ‘to read’. Although there are different definitions, in this context, the following
definition is considered.
Lecture is a method of imparting learning where one teacher teaches a relatively large
group of students (numbering 20 or even more) exclusively by one-way
communication, usually talking to them without much of students’ participation in the
teaching-learning process.
Although the lecture method is just one of several

instructional methods, it’s usually considered the primary
one by most teachers. This is because it is convenient and
usually makes the most sense in many circumstances,
especially with larger classroom sizes. Lecturing lets
teachers address all students of the class at the same time
to expose students to unpublished or not readily available
material and where the students are passive learners
(Figure 1). The lecture method is quite popular due to its Figure 1: Lecture method
certain strengths, some of which are given here:
a) A teacher can dispense more information (facts, theory) in less time and thereby complete the
syllabus/curriculum of a course.
b) It is cost-effective. More number of students can be included in the teaching-learning
environment.
c) The teacher can adapt the lecture to the time and resources available.
d) Teachers and students being familiar with this method feel comfortable.
e) A teacher can pick up non-verbal cues from the students regarding their learning, as well as
teaching.
f) A lecture that is properly managed ensures students' discipline.
When the focus is on the achievement of learning outcomes in the students, the lecture method has
its share of limitations:
a) Lecturers involve one-way communication where learners are passive listeners.
b) Due to poor note-taking skills in students, they forget much of what is heard during the
lecture.
c) All teachers are not trained to deliver good lectures, thereby reducing their effectiveness.
d) As learners' active participation is limited, it tends to become dull, drab and boring.
e) For want of feedback from the learners, there is very little evidence of the learning outcome.
f) It takes limited care of the individual differences in the students’ interests and experiences.
g) Research has indicated that recall of information after the lecture is not that effective.
h) The lecture method is not at all suitable for developing practical skills.
i) It is not effective in developing desirable attitudes and social skills in the learners.
Some of these limitations could be overcome with the help of some other instructional techniques
and media that have been described later. However, one way of ensuring two-way communication is
to use the 'oral question-answer technique'. For this, a teacher needs to plan well in advance, as to
what questions would be asked to students after covering each teaching point in the class. The use of
the ‘oral question-answer technique’ helps in improving the effectiveness of the lecture.
2.1 Question Answer Technique

Good questions help the students to be actively involved in learning, and there is less scope to get
“switched off”. Depending on the purpose, questions of various types can be formulated. Oral
questioning can be used to:
a) Introduce a new topic.
b) Review what has been taught.
c) Develop subject matter step-by-step.
d) Check whether students understand.
e) Stimulate the mental activity of students.
f) Encourage/promote healthy discussions.
g) Direct students to new possibilities in the problem being tackled.
h) Help students apply previously learned material.
i) Prompt students to make additions to their answers.
j) Develop oral communication skills of students.
2.2 Types of Questions

During any instructional session, several types of questions can be used which are listed below:
a) Rhetorical questions: These are the questions that the teacher can use in rapid succession in
such a way that there is no opportunity for students to respond. This is a way to present
information and give variety to the presentation.
b) Introductory questions: These are the questions asked to introduce new knowledge. In the
beginning, these may be used to test previous knowledge so that the teacher knows what and
where to start.
c) Developing questions: These are the questions asked for developing the lesson with the active
participation of the students. These may help the students discover new knowledge by
themselves.
d) Leading questions: These questions are asked after students have been asked some questions,
which they have not been able to answer. These leading questions provide some prompts or
clues to the students and lead students to correct answers.
e) Recapitulatory question: These questions are asked at the end of the lesson to revise the lesson,
measure the success of the lesson, and evaluate how much learning has occurred.
To increase the active participation of students and to provide them practice for comprehending the
concepts, principles, etc. during the lecture or any instructional session, the following types of
questions depending upon the process of asking questions can also be used in addition to the types
of questions mentioned above:
i. Centering questions: These can be used for focusing students thinking on a particularly
important concept or principle asked.
ii. Probing questions: These can be used for trying to get a student to go beyond his/her initial
answer to a previous question.
iii. Redirecting questions: These can be used for getting other students to respond to an initial
student's question or to comment on another student’s response.
2.3 Feedback to Questions

The student's responses to questions raised during the session should be handled carefully:
a) The teacher should give feedback about the correctness or otherwise of the answers.
b) The teacher should reward (reinforce) their correct responses.
c) The teacher should handle the incorrect or partially correct responses by offering
explanations in simple language and giving much more familiar examples.
How teachers respond to erroneous answers is critical in maintaining the trust and developing
curiosity. The students should experience incorrect or partially correct answers genuinely as learning
opportunities. Hence to improve the effectiveness of any lecture session, the teacher ought to ask
questions, help students to understand the significance of the question, ask students to make a
judgment and provide them with some basis for making the judgment, answer the question and
leave students with a leading problem or question related to the topic taught.
2.4 Other Techniques to Improve Lecture

In the previous section, you have learned that to remove the limitation of one-way communication,
one of the effective ways is to use the 'oral question-answer technique'. Weaving other instructional
techniques, methods and instructional media mentioned below during a lecture improves this
method.
These methods should build interest, maximize understanding and retention, involve learners during
the lecture, and then reinforce what has been said. Along with the Question-answer technique, some
of these methods are:
a) Demonstration
b) Lead-off stories or interesting visuals
c) Use of media like a chalkboard, whiteboard, interactive board, smartboard

d) Use of resources like charts, video programmes, books, hand-outs, manuals, self-learning
modules, case studies
e) Examples and analogies
f) Short classroom assignments and tests.
If such techniques are properly planned and implemented, if not all, at least some of the limitations
of the lecture method can be removed. The demonstration method that is one of these techniques,
is being dealt with in this lesson and some other techniques will be discussed in subsequent lessons.
For increasing the effectiveness, it is also important for any teacher to properly organise the lecture
in three phases i.e. introduction, development of content, and summarization/ consolidation. While
planning for implementing the instructional session, a teacher should take care to incorporate these
phases and the nine ‘Events of Instruction’, discussed in lesson - 4 (Gagne 1970) and will be further
dealt with in the last unit of this module-4.
Please see the associated video on the Improved Lecture method. You may also refer to the web links
provided in the references to get more information.
VIDEO
3.0 DEMONSTRATION METHOD
After going through the e-content, video and activity/assignment related to demonstration
method, you will be able to plan to conduct an effective demonstration
Research has shown that one of the ways to maximise

learning is using the real things in the classroom, laboratory
or any other place. The use of the real thing in the
classroom is through demonstration. For example, the
teacher can show a small electric motor (Figure 2), which
could be brought into the class to show the stator, rotor,
windings, shaft and other things. It could also be diodes or
transistors in an electronics engineering class or different
types of gravel or aggregate in a civil engineering class and
so on. A well planned, well-performed demonstration by
Figure 2: Display of components of
the teacher provides stimulating visual reinforcement. It Induction motor
includes thinking, invites discussion and bring out why,
when and how the way things or phenomenon happen, and generates a sense of satisfaction in the
class. The demonstration method could be defined as:
Demonstration is an instructional method that normally combines oral explanation with the
handling or operation of equipment or materials.
Demonstrations serve as a link between theory and practice. In a teaching-learning environment, it is

an activity carried out by the teacher in the classroom, laboratory, workshop or any other situation
to support theory discussed during classroom instruction or to show how something is done (skill).
Demonstrations may be used at the beginning of the lesson, during the lesson to link theory and
practice or to provide a motivation and/or stimulus variation to the students.
A lecture with a demonstration can make the teaching-learning process more effective. Learning
becomes much more effective when concepts, principles, etc. studied in theory classes are
synchronized with the demonstration or laboratory work. A demonstration can be planned as a part
of a lesson to provide a motivation or stimulus variation to the students. The teacher should perform
a demonstration and ask questions as the demonstration is in progress.
3.1. Types of Demonstration

For a better understanding, the trainee can
classify demonstration into four types based
on the purpose for which it is going to be
used.
Display type - This is used to show something
in outline or detail.
Examples - External features of a theodolite
and components of the crankshaft (Figure 3) Figure 3: Display of components of crankshaft
etc.
a) Operational type - This is used to show how something

works– working principle, constructional details, processes
etc.
Examples – Mechanism of an engine (Figure 4), Working of
an Oscilloscope working of a Vernier calliper, working of a
compound lever, etc. Figure 4: Mechanism of an engine
b) Instructional type – This is used to show how something is done

so that the student can repeat the same.
Examples – Reading a thermometer, how to start an electric
motor, how to drill properly, etc. (Figure 5)
c) Illustration type – This can be used to show why something

happens the way it does.
Examples – Concepts like deflection (Figure 6), discharge through Figure 5: Drilling
V- Notch, principles like ohm’s law, laws of friction etc.
The teacher can also classify demonstration based on the location

where it is conducted as:
• Laboratory-based demonstration
• Workshop–based demonstration
• Field-based demonstration
• Classroom-based demonstration
Figure 6: Concept of deflection
Normally, for developing practical skills, laboratory, workshop or
field-based demonstrations are used.
3.2 Laboratory/ Workshop/ Field-based Demonstration
Students prefer to see (rather than hear) how things happen.

It is a fact that the more the senses are used during a
teaching-learning situation, the greater the possibility of the
student learning and retaining what is being taught.
Demonstration makes this possible. The demonstration can
also be used during the laboratory/ workshop/ field session
to develop some practical skills related to equipment or
process (Figure 7). The students will be able to clear up the
doubts which might have risen in theory class. In that case,
the master craftsperson or the concerned expert on that Figure 7: A Field based demonstration
equipment or process can conduct the demonstration so that
the students can observe and practice the skills under controlled supervision. The main objective of
such a demonstration is to develop the requisite skills required by the industry.
REFLECTION SPOT
It has been stated that:
• Demonstration can be used for explaining ‘how something can be done?’
• Demonstration can be used for explaining ‘how something works?’
• Demonstration can be used for explaining, ‘what something is like’
• Demonstration can be used for explaining, ‘why something happens the way it does’.
From your course area, find at least one example where above requirements of demonstration
are met.
3.3 Planning for Demonstration
When the teacher prepares a proper plan, s/he will not only be able to deal with expected learning
problems but also will feel confident while dealing with unexpected learning problems. The purpose
of the demonstration should be quite clear. Therefore, the learning outcome/s, the teacher wants
his/her students to achieve through demonstration should be thoroughly understood. Planning for a
demonstration involves six stages.
Planning for
Design Rehearsal Motivation Performance Practice Feedback
a. Planning for Design

To have a good design, first of all, the teacher has
to decide for his/ her demonstration, the
objectives to be achieved. Once the objectives are
clear, then decide the type of demonstration,
which suits the need i.e. whether it is a classroom
Figure 8: A class room-based demonstration
(Figure 8), laboratory, field or workshop type. Try to find out what students already know so that it
can be omitted or touched lightly. Take care of certain critical points that need attention during the
demonstration. Decide, develop or arrange in advance, if any instructional media is required to
support the demonstration so that it is more effective.
b. Planning for Rehearsal

Before starting the demonstration, arrange the required material and equipment systematically so
that they are readily available when needed. Make sure that the equipment is working satisfactorily.
If necessary, collect or prepare instructional media for greater effectiveness such as drawings,
product or process leaflets, graphs, diagrams, charts, animations, video, computer-based
presentations, etc. Before the demonstration, do not forget to rehearse, so that you become sure
and confident that everything will work during the demo in front of students. If needed make an
appropriate sequence of the operations. Prepare well for each step. If required by the student,
repeat the whole sequence or part of it.
c. Planning for Motivation

To motivate the students, it is beneficial to have their active participation, instead of merely
observing the demonstration. The importance and purpose of the demonstration ought to be
established to build up the interest of students in the demonstration. Students' attention to specific
points should be drawn; and if possible, by involving the students during the demonstration by
inviting them to assist the teacher.
d. Planning for Performance

While demonstrating the most important thing is that students should hear and see the
demonstration. The teacher will be tempted to look at the work, and if the teacher talks to the work
table rather than to the students, the teacher cannot hope to be heard. In addition to this, the
student will also feel neglected. The involvement of students can be achieved by asking them. "What
will happen further", by building suspense during demonstration or expressing wonder about a
certain thing. Allow students to try for themselves if time permits. Encourage students to ask
questions and make special efforts to clear their doubts. Make sure that students see the
demonstration clearly. The size of the model used should be appropriate for the size of the group.
Use enlarging media such as a document camera, or projector to show tiny components or parts
visible to all.
e. Planning for Practice

If the demonstration is for the development of skill, allow students to emulate. Promote interaction
among the students. Supervise each student and while they are practicing, watch common mistakes.
Once the demonstration is complete, repeat and explain both the correct and incorrect way of doing
it. Also plan to evaluate each student’s performance of the skill.
f. Planning for Feedback

Invite any of the faculty members or colleagues to watch the new demonstration. Have detailed
feedback from him/her or observe any of the colleagues giving a demonstration and note his/her
good points for the improvement.
3.4 Demonstration for Development of Manipulative Skills
In simple words, skill can be defined as an 'organised and coordinated pattern of mental/or physical
activity’. When any teacher plans to use the demonstration method for developing manipulative
skills in a laboratory or workshop, do remember that giving a demonstration is not just performing,
but it includes explaining the procedure as well. Demonstration of a skill by a teacher primarily
consists of two parts:
Doing part
Demonstration
Explaining
Now, the question comes up as to what the explanation should include in this case.
a) A list of the equipment, tool and other materials required for the demonstration.
b) A logical sequence of steps in a skill that the students can follow.
c) The techniques, cues and key points of each step are to be emphasized.
d) A description of the safety procedures to be followed.
Steps for developing skills Skill

Skills are best learned by repeated
practice. Hence, it is also important that
a skill lesson should be planned to
Demonstration by Practice by
contain the two components as shown
Teacher/ Students
below.
Demonstrator
A teacher must identify those mistakes, which may hinder the learning of manipulative skills, and
should act to rectify them immediately. Once having gone through a sequence of movements
wrongly, it is very difficult for learners to unlearn. This must be prevented from happening. For
example, a student before starting to solder, it is important that s/he should hold the soldering iron
correctly and a teacher ought to ensure it. Principles of planning a skill lesson include:
i. Show students how to do it.
ii. Explain key points.
iii. Demonstrate the skill in full
iv. Break the skill down into its parts
v. Give reasons for doing a particular step in a particular way.
vi. Give the students plans of practice
vii. Repeat: Let the students watch the teacher/ demonstrator do it again.
viii. Let them do the simple parts of the job.
ix. Ensure feedback
x. Help them to do the whole, under supervision/observation. Provide feedback.
xi. Allow for free practice. Provide feedback.
xii. Let them practice on their own.
ACTIVITY
Identify skill(s) related to one of the courses you plan to deal with. Write the steps for
developing identified skills in students using the demonstration technique
3.5 Points to be taken care of before giving Demonstration

a) Anticipate those steps, which may cause the greatest difficulty and provide or have a ready
form of supplemental instruction to clarify the point.
b) Have all materials and equipment needed for the demonstration at hand and within reach.
c) Rehearse before the actual presentation; be sure that everything works as planned.
d) Give a short demonstration to avoid the fatigue of students and to help retention what is
learnt.
e) Remove all distractions before the demonstration begins like unnecessary noise, unused
equipment, etc.
f) Be sure that everyone can see, as the worth of a demonstration is measured by its visual
appeal.
g) Use large equipment objects etc. if possible.
h) Avoid glare from the light source and shining surface.
i) Hold work aloft, where all can get a good view.
j) Stand by the side of the chart or model, particularly when it is on the board behind the
teacher.
k) Support demonstration with charts, diagrams, slides & printed instructional materials.
l) Ensure all students see the demonstration from the angle of their seats so that they don't
have any difficulty when they do it by themselves.
Please see the associated videos to get more information. VIDEO
4.0 TUTORIAL METHOD
After going through the e-content and video related to tutorial you will be able to explore the use
of tutorial as an instructional method.
In most of the curricula of engineering programmes, credits of lecture (L), tutorial (T), and practical
(P) are part and parcel called the L-T-P design. Therefore, tutorials have to be taken
with all seriousness as they are included even in the timetable. The individuals in a class though
treated as equal by the teacher, are not comparable to each other, neither in terms of cognitive
ability nor in terms of desirable attitudes. The tutorial method is the follow-up action of a lecture
session and one of the means to create an environment for individualized instruction. To achieve
maximum learning in the students, it is desirable to go for individualized instruction. When the word
'tutorial' is used, it signifies one-to-one interaction between teacher and student. It can be defined as
below -
A tutorial is an interaction between the teacher and student(s), primarily on one-to-one basis
wherein an instructional session is reviewed, or a problem considered.
Tutorials are not intended to supply what books and lectures can give, rather provide students
opportunities for more practice and clear their doubts. During the tutorial, the teacher enquires
from students, about their areas of difficulty and tries to help them. Most of the time, students are
least prepared even to know what to ask. In such situations, teachers on their own identify areas of
difficulty and give an assignment to the student to solve the problems so that they could learn from
repeated practice. This particular part of the lesson aims to explain what a 'tutorial' is, emphasize the
strengths of a tutorial and how best it can be used as a method of teaching. Even when there is no
provision of 'tutorials' in the timetable, the concept of 'tutorial' can be adopted in any educational
institution.
The tutorial is popular for practice and remedial teaching due to its following salient features:
a) It brings in elements of individualised learning to a large extent, as a student has to make
attempts to learn on his/her own, and then identify what he/she does not understand.
b) It helps the students in solving their difficulties.
c) It supplements learning occurring during normal classroom teaching.
d) It provides the students with an opportunity to exchange and validate ideas learnt through
individual study.
The tutorial has its share of limitations as well:
i. An individual tutorial is time-consuming. If there are large numbers of students, it will be
difficult for the teacher to cater to the needs of every individual student satisfactorily.
ii. During group tutorials, the pace of the instruction would differ if students vary in mental
ability.
iii. Even with these limitations, one can use this method effectively by proper planning.
With the advancement of technology, there are other ways and means to create a tutorial-like
situation. For example, in 'Computer-Assisted Learning (CAL)', there is a one-to-one interaction
between student and teacher (in the form of a CAL lesson).
4.1 When and Where to Use Tutorials?
Situations, where tutorials can be used, are:

a) When the topics are very important for understanding subsequent topics.
b) When the topics are difficult.
c) When the topic requires drill and practice.
d) When the students face some problems.
e) When the teacher wants to have remedial teaching for weak students.
f) When students need the guidance of a teacher for their project work, assignment, seminar
presentation etc.
Tutorials can be of two types - Individual tutorials and Group tutorials.
4.2 Individual Tutorial
Here the teacher will meet one of the students possibly in

the office at pre-fixed times or in the laboratory or some
other location (Figure 9). Students can come up with the
problem. The role of the teacher will be a facilitator of
learning. There will be close interaction between the
teacher and the student. Because of this, there will be
better interpersonal relationships and students can feel free Figure 9: Individual tutorial
to get doubt(s) clarified.
Example
Suppose in an electronics engineering class, the students are taught how to calculate the gain of an
amplifier. But it may be possible that some weak students have not understood it thoroughly. So,
they may come individually to the teacher during the pre-fixed time and then the teacher can explain
stepwise how to solve the problem. To see whether the student has understood or not, the teacher
can give similar exercises with slight variations in the circuit. This drill and practice followed by
immediate feedback will help them learn. The teacher will also provide individual care and attention.
4.3 Group Tutorial
Figure 10 depicts a group tutorial situation. The number of students in group tutorials could be 5 to
10. The preferred seating arrangement in this is around a table, to
facilitate easy interaction between the teacher and the students.
Student
Group tutorial could be in the form of getting exercises solved in a
group with teacher assistance, and getting doubts clarified for Teacher
specific topics/situations. Additional gain from the use of this
method is that through the interaction, interpersonal relationship
Figure 10: Group Tutorial
drastically improves. There is a great deal of intimacy and every
Seating Arrangement
student gets individual attention from the teacher.
Example
Suppose the teacher asks the students to design a 'fibre optic link' based on the power budget. For
this, the students have to collect data and do calculations to get the final result. The teacher can
have a group tutorial for a group of students in which the teacher can look at what they have done,
what their difficulties are, and how they can proceed further.
Please watch the associated video of the tutorial method.
VIDEO
5.0 LABORATORY METHOD
After going through the e-content, video and activity/assignment related to Laboratory method,
you will be able to use appropriate laboratory experience as an effective teaching method to
develop the pre-determined practical outcomes.
Engineering is a 'hands-on' profession, where doing

is the key. Applying engineering to everyday life
requires both theory and hands-on practice. While
the former lends itself to classroom learning, the
latter can only be learned and practiced in the
physical laboratory. In this method the teacher’s
role has to be that of a 'guide' and students must do
most of the 'action'. This means that students need
to be most of the time guided and helped to Figure 11: Laboratory method
conduct practicals in the laboratory. The laboratory
method (Figure 11) can be used both for individual and group instruction and how to effectively use
this instructional method to develop the pre-determined outcomes is discussed in this lesson.
5.1 Need for Laboratory Work

Firstly, it is necessary to understand the reason for the existence of the laboratory in the engineering
institutions, which is different from science colleges. The laboratories in the science colleges are set
up to verify the various scientific theories, rules, laws and principles. Whereas the laboratories/
workshops in the professional institutions related to the engineering education system are
established to develop the requisite competency and skills required for the concerned profession.
Laboratory functions as a ‘miniature industry’ where the necessary equipment and instruments are
set up to develop the basic and essential competencies and skills related to that occupation and
required by the industry so that they become almost ready for the world of work on graduation.
It is also pertinent to understand that the students are not all the time doing only practical activities,
but they also undergo experiences of being a group leader, team member and such generic
laboratory-based activities hence the term ‘laboratory experiences’ would be a more appropriate
term to be used in place of the term ‘laboratory experiments’ as they are not ‘experimenting’
anything. In fact, the ‘practical work’ would be still better as they will be doing that practical work,
which help them to attain the practical outcomes/ skills required by the industry. Hence there should
not be any of the so-called ‘Study Type’ experiments as the focus of the laboratories is on developing
the skills and not observation. Therefore, just observation and study of static equipment in a
laboratory/ workshop cannot be considered ‘practical/ laboratory work’. Therefore, in most parts of
this lesson and associated videos, the term practical work or experience (which means laboratory/
workshop/ fieldwork) is used.
5.2 Objectives of Practical Work

All engineering programmes have several courses and associated laboratory work. The practical work
in the laboratories related to these courses needs to be focused, to render the students more
acceptable to the industry. Most of the graduates from engineering programmes, who get employed
in the industry work on the shop floor, undertake production, market and service the products. For
this to happen, the objectives of the laboratory work ought to be clear to both the teacher and the
students. The objectives of the laboratory work with a special focus on UG and diploma engineering
curricula are discussed separately in subsequent paragraphs.
Thirteen objectives, converged at the colloquy convened in San Diego, California, where
academicians discussed “What are the fundamental objectives of engineering instructional
laboratories?” which are listed below. All objectives start with the following: “By completing the
laboratories in the engineering undergraduate curriculum, the student will be able to….”
i. Instrumentation: Apply appropriate sensors, instrumentation, and/ or software tools to make

measurements of physical quantities.
ii. Models: Identify the strengths and limitations of theoretical models as predictors of real-
world behaviours. This may include evaluating whether a theory adequately describes a
physical event and establishing or validating a relationship between measured data and
underlying physical principles.
iii. Practical Work: Devise practical works, specify relevant equipment and procedures,
implement these procedures, and interpret the resulting data to interpret and come to
conclusions.
iv. Data Analysis: Demonstrate the ability to collect, analyze, and interpret data, and to form
and support conclusions. Make an order of magnitude judgments and use measurement unit
systems and conversions.
v. Design: Design, build, or assemble parts, products, or systems, using specific methodologies,
equipment, or materials; meet client requirements; develop system specifications from
requirements; and test and debug a prototype, system, or process using appropriate tools to
satisfy requirements.
vi. Learn from Failure: Identify unsuccessful outcomes due to faulty equipment, parts, code,
construction, process, or design, and then re-engineer effective solutions.
vii. Creativity: Demonstrate relevant levels of independent thought, creativity, and capability in
real-world problem-solving.
viii. Psychomotor: Demonstrate competence in selection, operation, and modification of relevant
engineering tools and resources.
ix. Safety: Identify health, safety, and environmental issues related to technological processes
and activities, and deal with them responsibly.
x. Communication: Communicate effectively about laboratory work with a specific audience,
both orally and in writing, at levels ranging from executive summaries to comprehensive
technical reports.
xi. Teamwork: Work effectively in teams, including individual and joint accountability; assign
roles, responsibilities, and tasks; monitor progress; meet deadlines; and integrate individual
contributions into a final deliverable, product.
xii. Ethics in the Lab: Behave with the highest ethical standards, including reporting information
objectively and interacting with integrity.
xiii. Sensory Awareness: Use the human senses to gather information and to make sound
engineering judgments in formulating conclusions about real-world problems.
For undergraduate engineering students from engineering institutions, the following list of objectives
has been formulated for their laboratory work:
a) Develop practical skills through first-hand experience.
b) Show an attitude of enquiry.
c) Show confidence and ability to solve problems.
d) Interpret events and results.
e) Work effectively as a leader of a team.
f) Work effectively as a member of a team.
g) Assess errors and reduce them.
h) Observe and measure physical phenomena.
i) Write technical reports.
j) Select suitable equipment, instruments and materials.
k) Locate and rectify faults in systems.
l) Set and handle instruments, machines and equipment.
m) Follow standard/ specified test procedure.
n) Show awareness of safety procedures.
o) Understand concepts, theories and principles.
p) Understand the operation of instruments, machines, systems, equipment, etc.
q) Integrate theory and practice.
r) Discover or prove rules, relationships and principles.
To fulfil these objectives of engineering laboratories, some of the most industry needed skills that
could be developed in students through practical work during the programme of study in a technical
institution are given in Table-1.
Table 1: Some Common Skills to be Developed in Laboratory
S. No. Practical Skills Social Skills & Values Cognitive Skills

1 Operate Follow safe practices Evaluate
2 Handle with dexterity Manage time Analyze
3 Survey Show alertness Communicate in written form
4 Procure Exhibit sincerity Communicate orally
5 Estimate Show Interest Listen
6 Install Demonstrate Confidence Solve problem
7 Test Show Cost consciousness Draw conclusions
8 Inspect Adhere to Healthy practices Record
9 Repair Work hard Classify
10 Maintain Show empathy Investigate
11 Service Demonstrate Integrity Interpret
12 Use of modern tools Self-motivation Use for varied applications
13 Measure with precision Self-discipline Observe
As can be observed, Laboratory work can be used for the achievement of outcomes in all the three
domains of learning i.e. psychomotor domain, affective domain and cognitive domain.
These skills are possible to be developed if the laboratory work is suitably designed and effectively
implemented. Repeatability is one of the characteristics of skill development and this needs to be
built in the laboratory work design for implementation. Social skills and values, which are the
outcomes in the affective domain, can be developed through only some methods, the laboratory
being one of the most prominent ones, especially since in any curriculum, significant time is allotted
to practical work. Values are not social skills. Good values like loyalty, sincerity and others are those
that the industry strongly needs, for which a suitable environment has to be created in the
institutions and teachers should motivate the students to internalize such noble values and ethics
and assess them at appropriate times.
5.3 Factors influencing Laboratory Instruction
The following are the important factors that influence laboratory instruction. As the influence of
these factors is self-evident, a brief discussion on them is only given.
a) Teacher competence
It is important that the teachers themselves need to be confident, competent and trained to
operate all the concerned equipment in the laboratory, they have been given responsibility.
A necessary step before administering any practical work is to try it out. This will enable the
teacher to appreciable the difficulties that the students may encounter when performing it.
Furthermore, the teacher will be in a better position to guide the students in the
achievement of the industry-relevant skills.
b) Resource Constraints
Equipment must be available in good working condition in the laboratory. Equally important
is the availability of necessary consumables. Policy support and essential funds ought to be
available for ensuring the same.
c) Students Characteristics
While more able students need little guidance, average and less able ones need more
support from the teacher and have to be gradually trained up to take up the student-centred
learning experience. Some students readily take up the initiative and assume responsibilities,
while some students feel contended with passive roles. Teacher influence becomes
necessary to make such students take an active role and thereby develop necessary practical
skills which cannot be attained anywhere else.
d) Learning Outcomes
This is a vital factor. The students should clearly understand the outcomes expected through
the practical work. The relevance of the laboratory work has to be appreciated by the
student to gain and sustain his/ her interest. Therefore, there has to be clarity to students as
well as to teachers regarding the practical learning outcomes and the practical skills linked
with the course outcomes and programme outcomes, which need to be acquired by the
students.
e) Assessment of Learning Outcomes

One of the most important factors in the development of practical outcomes effectively is their
assessment. If teachers design assessment schemes properly and make them transparent
and implement them sincerely, it can motivate students to acquire the skills through
laboratory work effectively. Details about it will be discussed in the subsequent lessons.
5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work
The engineering teacher is the key person who has to facilitate the development of requisite
practical skills, social skills and cognitive skills in the students. The main roles of the teacher in the
laboratory are:
a) Plan and design lab experiences.
b) Provide guidance and direction during laboratory practice.
c) Assess the students’ performance.
d) Organise and manage the laboratory work in totality.
For achieving this, the major responsibilities of the teacher specifically in the laboratory are
highlighted here:
i. Ensure that all the equipment required for that course is procured, installed and
commissioned.
ii. Assure the availability of required consumables in time.
iii. Plan to organise the practical work.
iv. Design practical work to develop the industry-relevant skills relevant to the course.
v. Develop notes for teachers and compile them in the form of a teacher guide, so that the
designed practical work is implemented properly.
vi. Implement the practical work to develop the industry-relevant skills relevant to the course.
vii. Facilitate the development of the skills in the students during the practical work.
viii. Assess the students’ performance and certify whether the practical learning outcomes have
been acquired or not.
The above responsibilities may call for special care and additional activities such as:
• Prepare various schedules.
• Develop learning material for labs/ workshops - (Instruction sheets, Models, Charts, Video
Programs, CAI packages, etc.).
• Decide relevant instructional strategy.
• Ensuring active student participation.
• Render guidance and assistance.
• Set criteria for evaluation - Continuous, end-of-term using Rubrics, Checklist, Rating Scale
• Ensure housekeeping and maintenance of the laboratory.
• Ensure safety in the laboratory.
In nutshell, it can be said that laboratory work is a powerful tool to develop industry-relevant skills
and practical outcomes, which cannot be developed in the classroom. Hence, the practical work in
the laboratory/ workshop/ field needs to be effectively designed and implemented to develop the
requisite skills in the students. Moreover, the laboratories also need to be utilized for the maximum
amount of time so that the students will have more time to practise and develop their skills. All of
these point to the fact that laboratory work is to be logically and scientifically designed or innovated
to focus on the development of these skills in the students.
Please watch the associated videos on the laboratory to get more information. VIDEO
6.0 CONCLUSION
It can thus be seen that all the basic instructional methods, discussed in this lesson, viz Lecture,
Demonstration, Tutorial and Laboratory have their features, strengths and limitations. ‘All said and
done’, the ultimate aim is that the students achieve the expected learning outcomes. For this, a
judicious mix of instructional strategies incorporating several methods should be adopted. Along
with it, a good mix of various instructional media needs to be used for implementing the session
effectively, keeping in focus that there is active student involvement in the teaching-learning process.
This will come only through sustained ‘practice and feedback’.
*******
ACTIVITY
Please go through the given case related with improved lecture method and answer the
questions that follow.
Mrs. Surbhi Khanna, is an Assistant Professor in electrical engineering department of XYZ

technical Institute. She was teaching “Basic electrical engineering” in second semester for the
last three months. She tried her best to make her lessons interesting to the students. She
brought different types of models relevant to the topics to the classroom, conducted several
small demonstrations in the class room, encouraged students to observe the natural phenomena
and used several other activities to make students learn effectively. Whenever she was planning
for the delivery of classroom lecture, she proceeded as follows:
a) Introducing the topic.
b) Asking questions about last topic covered.
c) Demonstrating the concept to be taught with a simple model.
d) Consolidating information from the demonstration on the board.
e) Giving examples and non-examples of concept taught.
f) Asking students to give more examples and non-examples concept.
g) Asking students to solve a problem in the class, which makes use of concept taught that
day, and/or on previous turn.
h) Going around the class and seeing that students are working and solving their
difficulties.
i) Commenting on the solution.
j) Summarising the lecture.
Answer the following:

i. State the variety of instructional methods, Mrs. Khanna has planned?
ii. In your opinion was she able to:
a) generate students’ interest in learning electrical engineering?
b) satisfy to the individual needs of the students?
c) encourage creative thinking of the students?
d) assist the students to organise their knowledge?
e) motivate students to participate more in the learning process?
*******
7.0 REFERENCES
Banthiya N.K., Joshua E., Mathew Susan S. et al.(1999). Devise Teaching Strategies and Select Teaching
Methods- Competency-Based Self-Learning Module. TTTI Bhopal.
Banthiya N.K., Srivastava M.K, Earnest, Joshua, Mathew S.S. (1999). Design suitable learning experiences for
laboratory work & Direct laboratory experiences to achieve specified aims. Module 4: Competency-
Based Self-Learning Module; TTTIBhopal.
Damodharan V. S. ACCA, AICWA and Rengarajan.V. AICWA.Innovative Methods of Teaching. paper article
Earnest, Joshua, et al. (1999). Competency-Based Laboratory Manuals for Various Courses of DEVE and DERE
Programmes. St.Xavier's Technical InstituteMumbai.
Earnest, Joshua. (2003). How to Assess Student Outcomes in an Engineering College Laboratory? - Proceedings
of the International Symposium on ‘Best Assessment Processes V’, at Rose-Hulman Institute of
Technology, Terre Haute, Indiana; USA.
Earnest, Joshua.(September 8 - 11 2002).Graded Laboratory Experiments – An Innovation. Proceedings of the
30th SEFI Annual Conference ‘The Renaissance Engineer of Tomorrow’; at the University of Florence,
Firenze; Italy; Technical Session B5.
How do I improve my lectures? Retrieved March 06, 2019,
fromhttps://www.montclair.edu/academy/resources/teaching-resources/how-do-i-improve-lectures/
Improving lectures by understanding students’ information processing. Retrieved March 02, 2019, from
https://www.colorado.edu/ftep/sites/default/files/attached-files/ftep_memo_to_faculty_1.pdf.
Jain K.K and Lalla G.T.(1995). The module on Skill Training Techniques. Technical Teachers’ Training
InstituteBhopal.
Jain P.C., Mathew, Susan.S., Earnest, Joshua, et al.(1999). Compendium of Laboratory Experiences– A Project on
Effective Utilization of Laboratory Equipment (Maharashtra State) – A Report; TTTI. Bhopal, India.
Levin (1989).Secondary Instruction: A manual for classroom Teaching. Allyn & Bacon.
Mathew S.S.(2002). Conduct a good demonstration, using laboratory equipment. Module 4: Competency-Based
Self-Learning Module: Technical Teachers’ Training Institute Bhopal.
Mathew, Susan S., Earnest, Joshua. (9-13 February 2004). Innovations in the Laboratory for Competency
Development. Proceedings of the 7th UNESCO International Centre for Engineering Education (UICEE)
Annual Conference on Engineering Education, Mumbai, India.
Mukhopadhyay M.& Kapruan N. S.(1978).Conduct Tutorial. CBTE Module No.24, Technical Teachers’ Training
InstituteBhopal.
Patki S D (1994).The module on Overview of Teaching Methods.Cement Industry HRD Project, Technical
Teachers’ Teaching Institute: Bhopal.
Some advantages and disadvantages of tutorial Methods of Teaching.Retrieved March 08, 2019,
fromhttp://www.dissertationhelponline.co.uk/blog/advantages-disadvantages-tutorial-method-
teaching/
Teaching improvement guide. Retrieved March 06, 2019, from https://sites.google.com/a/uwlax.edu/teaching-
improvement-guide/improvement-strategies/teaching_methods_course_structure/a-lecture.
Ten suggestions for improving a lecture. Retrieved March 02, 2019, from
http://www.montana.edu/facultyexcellence/Papers/lecture.pdf.
Tutorial strategy in education.Retrieved March 06, 2019, from http://www.vkmaheshwari.com/WP/?p=2427
Tutorials and small group Teaching.Retrieved March 08, 2019,
fromhttps://iubmb.onlinelibrary.wiley.com/doi/pdf/10.1016/0307-4412%2888%2990007-6
Why lecture.Retrieved March 07, 2019, fromhttps://faculty.londondeanery.ac.uk/e-learning/improve-your-
lecturing/why-lecture
Wilson B.(1987). Methods of Training: Individualised Instruction. Parthenon Publishing: Lancashire
ASSIGNMENT
Some learning outcomes are given below. Identify the outcomes, which can be best achieved
through laboratory work.
S. No Learning Outcomes Yes or

No
The student will be able to
1. apply all the rules of grammar to form meaningful sentences.
2. select suitable instruments for carrying out specified survey work.
3. follow given safety precautions while conducting a performance test on an
induction motor.
4. sketch a given object.
5. discriminate between active form and passive form in simple, compound and
complex sentences.
6. demonstrate the ability to work in groups.
7. check the soundness of the columns and beams with accuracy.
8 state the laws of friction.
9 start the given pump in good condition in three minutes.
10 define the concepts: work, power and energy.
DISCUSSION FORUM
Suggested topics for discussion forum:
• Discuss the concerns related to the roles of teachers, students and technical staff in the
laboratory.

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L8: Basic Instructional Methods

Prof. (Mrs.) Susan S. Mathew

Editor: Dr Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Lesson L8: Basic Instructional Methods

Lesson L8: Basic Instructional Methods

2.0 LECTURE METHOD

Although the lecture method is just one of several

f) A lecture that is properly managed ensures students' discipline.

2.1 Question Answer Technique

2.2 Types of Questions

2.3 Feedback to Questions

2.4 Other Techniques to Improve Lecture

c) Use of media like a chalkboard, whiteboard, interactive board, smartboard

Research has shown that one of the ways to maximise

Demonstrations serve as a link between theory and practice. In a teaching-learning environment, it is

3.1. Types of Demonstration

a) Operational type - This is used to show how something

b) Instructional type – This is used to show how something is done

c) Illustration type – This can be used to show why something

The teacher can also classify demonstration based on the location

3.2 Laboratory/ Workshop/ Field-based Demonstration

Students prefer to see (rather than hear) how things happen.

3.3 Planning for Demonstration

Design Rehearsal Motivation Performance Practice Feedback

a. Planning for Design

Figure 8: A class room-based demonstration

b. Planning for Rehearsal

c. Planning for Motivation

d. Planning for Performance

e. Planning for Practice

f. Planning for Feedback

3.4 Demonstration for Development of Manipulative Skills

Steps for developing skills Skill

3.5 Points to be taken care of before giving Demonstration

Please see the associated videos to get more information. VIDEO

4.0 TUTORIAL METHOD

4.1 When and Where to Use Tutorials?

Situations, where tutorials can be used, are:

4.2 Individual Tutorial

Here the teacher will meet one of the students possibly in

4.3 Group Tutorial

Engineering is a 'hands-on' profession, where doing

5.1 Need for Laboratory Work

5.2 Objectives of Practical Work

i. Instrumentation: Apply appropriate sensors, instrumentation, and/ or software tools to make

r) Discover or prove rules, relationships and principles.

Table 1: Some Common Skills to be Developed in Laboratory

S. No. Practical Skills Social Skills & Values Cognitive Skills

5.3 Factors influencing Laboratory Instruction

e) Assessment of Learning Outcomes

5.4 Teachers’ Role and Responsibilities Regarding Laboratory Work

Mrs. Surbhi Khanna, is an Assistant Professor in electrical engineering department of XYZ

Answer the following:

S. No Learning Outcomes Yes or

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