Methods of Instruction

1. Methods of Instruction Southern Illinois University Carbondale Instructor Workshop

2. Class Objectives DEMONSTRATE the procedures and principles required for the planning and preparation of units of instruction DEMONSTRATE the procedures and principles required in the teaching/delivery process.  IDENTIFY characteristics of various instructional methods ANALYZE verbal and visual teaching process in order to improve your own and others' instructional abilities.

3. Topic Roadmap Instructional Methods Components Content Methods to increase student learning Review and Summary

4. Methods of Instruction Lecture Demonstration Facilitation Self-study Computer/Web based training (CBT/WBT) On-the-job-training (OJT)

5. Lecture Method A formal or semiformal oral presentation of information by a single individual; facts, concepts, problems, relationships, rules, or principles presented orally either directly (as by classroom instructor) or indirectly (as by video).

6. Lecture Components

7. Facts • Held as-is in memory • Hard to remember • Job Aids • Mnemonics • Use rehearsal to apply facts to job tasks • Concepts • Class of items that share features and are known by a common name • Give examples or use comparisons • Metaphors • Similes • Analogies Types of Content

8. Principles • A statement of the relationship between concepts • May also be called a rule, theory, generalization or heuristic Examples: • All men are created equal (social) • As velocity increased, the perpendicular air pressure decreases (scientific) • On the job training meets individual differences (training) Types of Content

9. Content Primary role of training is to teach principles Processes: A description of how things work Business: How the system moves “things” from person to person, group to group or unit to unit, from start to finish

10. Organization Topical Most common Used for written materials – outline Useful for reference and handouts Problem-Solution Most powerful – easily involves learner’s imagination

11. Cause and Effect • Effective when describing physical laws, history, management • Used where a clear cause and effect relationship can be found • Use whenever possible • Simple to Complex • Used when explaining complex procedures, such as those involving numbers • Explain in sets (chunks) • Step must be understood before moving to the next • Used in skills training Organization

12. Content Chunking How to eat an elephant… Typical learner can only hold 7 +/- items in working memory Breaks concepts up into memorable “portions”

13. Overlay • Used when explaining business or technical processes. • Process is explained several times, each time in greater detail • Best supported with visuals • View Points • Used to explain organizational roles, responsibilities, points of view, etc. Organization

14. Whole-Part-Whole • Give the big picture, then explain the details, and then give the big picture again • Chronological • Focuses on time of events, not the process itself • Spatial • Used to explain relationships • Focuses on two or three-dimensional systems Organization

15. What you say or do to elaborate… Support • Mode • Words alone to communicate abstract concepts, principles • Pictures are better for explaining concrete concepts • Purpose • Clarification support • “What I mean is…” • Proof support • “What I say is true…” • Interest support • “Stay with me now…”

16. Support

17. Demonstration Presentation or portrayal of a sequence of events to show a procedure, technique, or operation; frequently combines an oral explanation with the operation or handling of systems equipment or material. May be presented directly (as by a classroom instructor) or indirectly (as by video).

18. Demonstration Practice or rehearse the demonstration Ensure that all materials are at hand Ensure that all can see and hear Use questions throughout the demonstration Conduct a brief review of the steps upon conclusion of the demonstration

19. Demonstration Combines seeing with doing Very interactive Step-by-step instruction Repetition is crucial

20. Lecture Introduction Presentation Knowledge Review/Summary Learning Objectives Teaching points Assignment Demonstration Introduction Presentation Knowledge Demonstration Repetition Review/Summary Learning Objectives Teaching points Safety Performance/Application Critique Assignment

21. Facilitation What is a facilitator Literally means “making things easy” Helps a group or team achieve results in interactive events by using a range of skills and methods to aid people as they work together Focuses on the process of “how”

22. Facilitator Not always subject experts Attempt to draw on existing knowledge of the participants Facilitate access to training where gaps in knowledge are identified and agreed on Focus on the foundations of adult education: establish existing knowledge, build on it and keep it relevant

23. Facilitation Group Development Model – Tuckman (1965) Forming Storming Norming Performing Adjourning

24. Facilitation Questioning in facilitation Use “YOU” questions How do you see this? What are your priorities? How important is ….. to you? Tell me more about ….. ? What if ….. Why ….. How ….. ?

25. Self Study Printed verbal materials such as books, periodicals, manuals, or handouts. Reading may be course assigned or self-assigned.

26. Computer Based Training Self-paced learning activities accessible via a computer or handheld device CBTs typically present content in a linear fashion, much like reading an online book or manual Often used to teach static processes, such as using software or completing mathematical equations

27. On-The-Job Training Takes place at the place of work doing the actual job Usually a professional trainer, or sometimes an experienced employee will serve as the instructor/trainer Uses actual equipment, transfer and application of knowledge is immediate

28. Review and Summary Objectives Lecture Demonstration Facilitation

29. Methods of Instruction Questions