Educational Methods

Unit 5
What instructional methods
have you been exposed to??
 …in high school?
 …in college?
 …in non-formal settings?
Analogies…
 Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different
learners.
 Teaching is like beautiful music…
 Where, instructional methods are the
instruments
 When played alone they make sound…
 When played together in tune, rhythm,
and feeling, they become amazing music!
Analogies…

 Toolbox…
 What is in your “toolbox”?
Selecting and Using a Variety of
Instructional Methods
 Instructional objectives:
 Define method of Instruction
 Discuss factors to consider when
selecting a method of instruction
 Distinguish between methods of
instruction and instructional aids
 Identify & discuss a variety of
teaching methods
What is a “Method”?

 a procedure or process for attaining

an object: as
 a (1) : a systematic procedure,
technique, or mode of inquiry employed
by or proper to a particular discipline or
art (2) : a systematic plan followed in
presenting material for instruction
 b (1) : a way, technique, or process of
or for doing something (2) : a body of
skills or techniques
Teaching Method

 Objective oriented activities and

flow of information between
teachers and students
Methods, Strategy, Aid,
Approach
 Teaching Method tend to be synonymous
with technique according to Webster
 Teaching Strategy – “careful plan” that
serves an important function in achieving a
specific outcome.
 Instructional aids includes:
 Chalkboard, Flip chart, PowerPoint

 Overheads, VCR, Real Objects, etc.

 Teaching Approach is a “holistic process”

 Includes the teaching steps, problem-
solving strategies, and teaching methods.
Teaching
Methods

 Lecture-Explaining
 Resource People
 Case Study
 Group Discussion
 Brainstorming & Buzz Groups
 Field-trip (tour)
Additional Methods/Strategies

 Others
 Directed (supervised) study
 Role-Play
 Socratic Dialogue
 Jigsaw
 Concept Map/Sketch
 Debate
 Cooperative Learning
 Panel of Experts
What Factors do we consider
when selecting an instructional
method?
 The intended specific outcome
or purpose
 Size of group

 Learners’ preference for

learning
 The content sometimes dictates
the method
 Required preparation
Instructional/Teaching Methods
vs. Instructional Aids?
 Assist the teacher in the
teaching/learning process
 White board
 Handouts

 Props

 Pictures/Video

 Audio

 Computer based simulation

 Models

 Others?
Let’s Try Some

Tools for your teaching tool box

Incorporating Problem-
solving (Decision-making)
Techniques Into
Instruction
P-S (Decision-Making)
Techniques
 Forked-Road
 Possibilities Factors
 Situation to be Improved
 Effect, Find the Cause
“Forked-Road” Decision-
Making Technique
Essential Elements of a
Forked-Road Technique are:
 A problem where a learner must
decide between two possible choices
of action
 Must have factors to consider
 Must make a decision based upon
the factors considered
Before engaging in a
problem-solving (decision-
making)…
 The problem (opportunity) must be defined!

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

ll
 Usually proposed in question form

e a
 Often, the problem is derived from a

se or
situation, or scenario.

f
 case study

d
 May be real or contrived
or
c
Re
Class Exercise
Scenario
 You have been hired in a new position and
your supervisor tells you that the company
will purchase you a new computer.
 Your supervisor explains that you can spend
up to $2150.00 on a new desktop computer
and software. Furthermore, because of
existing purchasing agreements you must
select between Dell and Gateway.
 The choice is yours, however your
supervisor has requested a decision in two
days.
 What is the decision
you need to make?

Should I purchase Dell computer

or a Gateway computer?
Forked Road Template

Forked-Road
Problem-Solving Technique

Define the Problem / Decision to be Made:

Choice One Choice Two

Factors to Consider

Decision / Recommendation:
What if we have more
than two choices?
 Possibilities-Factors!
 Possibilities-Factors Template

Possibilities-Factors
Problem-Solving Technique

Define the Problem / Decision to be Made:

Possibilities (Possible Solutions)

Factors to Consider

Decision / Recommendation:
Forked Road or Possibilities
Factors?
1. Selecting between turf grass and natural grass.
2. Choosing a greenhouse covering.
3. Determining whether to attend the National
Convention.
4. Selecting from among seed varieties.
5. Determining best pest control.
6. Selecting a career choice.
7. Promoting a management practice.
8. Determining whether to invest in new
equipment.
9. Selecting lumber types.
10. Choosing a “path” of action.
Instructional Tips
1. Get learners to define the problem (best)
 Or, you define the problem
2. Record for all to see
3. Use the template to facilitate the problem-
solving (decision-making) effort
• Complete the template yourself
4. Assist students in identifying the factors to
consider
5. Provide the resources for seeking out
information on the possibilities
6. Have students identify a solution
7. Allow students to share their solution with
rationale for their choice
Integrating reading,
speaking, listening and
writing skills
Jigsaw
 Is a teaching technique invented by social psychologist
Elliot Aronson in 1971.
 Students of a normal-sized class (26 to 33 students) are
divided into competency groups of four to six students,
each of which is given a list of subtopics to research.
 Individual members of each group then break off to work
with the "experts" from other groups, researching a part of
the material being studied, after which they return to their
starting body in the role of instructor for their subcategory.
 The strategy is an efficient teaching method that
encourages listening, engagement, interaction, peer
teaching, and cooperation by giving each member of the
group an essential part to play in the academic activity.
 Both individual and group accountability are built into the
process.
 Jigsaws are a four-skills approach, integrating reading,
speaking, listening and writing.
 Team 1 Team 2 Team 3 Team 4

Each team provides one expert to form a panel

Expert Panels A Expert Panels C

A1+A2+A3+A4 C1+C2+C3+C4

Expert Panels B Expert Panels D

B1+B2+B3+B4 D1+D2+D3+D4

Teams regroup for peer teaching and report writing

Team 1 Team 2 Team 3 Team 4

Let’s Try it

 You have each been given a

 First, all the #’s get into teams 1
 Second, you will be ‘experts’ on the
events of the Olympic Games
and meet by color (blue, orange, purple, yellow)
 Third, get back together in # Teams
and share 4 facts about your event
with the others in your team
Closure…

 Select the right “tool” for the

right “job”
 Variety is valued
 Method is determined by many
factors
 Include instructional aids to add
variety & clarity