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?
Lets 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!
Need to ask yourself, What is the
problem?
Usually proposed in question form
Often, the problem is derived from a
situation, or scenario.
case study
May be real or contrived
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

Lets 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