Instructional+Methods


 * Instructional Methods **[[image:lecture.jpg width="420" height="265" align="right"]]

An instructional method is how a teacher will teach, or the method/process in which instruction occurs. According to Shuell, instructional methods are ways that information is presented to students, and there is never //one// "best" approach (1996). Instructional method can also have many names, such as teaching method or instructional strategy, or be easily confused with other terms, including pedagogy or methodology.


 * List of Instructional Methods **

A broad, but not exhaustive, list of instructional methods as compiled by Cruikshank, Bainer, and Metcalf (1995):

1. Academic games or competition (see picture 2) 2. Activity 3. Brainstorming 4. Case study 5.Centers of interest and displays 6.Colloquia 7.Contract 8.Controversial Issues 9.Cooperative learning 10.Culture jamming 11.Debate (see picture 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">12.Debriefing <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">13.Demonstration <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">14.Direct instruction <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">15.Discovery or inquiry <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">16.Discussion (see picture 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">17.Drill and practice <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">18.Feedback <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">19.Field observation, fieldwork, field trip- <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">20.Independent study or supervised study <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">21.Individualized instruction <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">22.Installation <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">23.Module <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">24.Mastery learning <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">25.Mixed-mode instruction <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">26.On-line instruction and learning (see picture 5) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">27.Performance <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">28.Presentation and lecture (see picture 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">29.Problem <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">30.Programmed and automated instruction <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">31.Project <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">32.Protocols <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">33.Recitation <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">34.Reports, written and oral <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">35.Role playing <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">36.Simulation game- <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">37.Simulation <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">38.Synectics <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">39.Tutoring <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">40.Unit <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">41.Values clarification


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher or Student Centered? Active or Passive Learners? **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ormrod defines teacher-directed instruction as when "the teacher calls most of the shots, choosing which topics will be addressed, directing students' activities, and so on" and defines learner-directed instruction as "students hav[ing] considerable control regarding the specific issues they address and the ways they address those issues" (2011, p. 414) Bonner says active student learning is necessary for complex cognitive tasks while passive teaching methods are appropriate for simple cognitive tasks (1999). When selecting an instructional method, student autonomy and thinking skills are important to consider.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Choosing a Method **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How does a teacher decide the way in which content or skills are taught?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">First, a teacher must set the objectives of the lesson (Bonner, 1999). Students' ability, or "the knowledge and skills our students bring to the situation," must be taken into account (Ormrod, 2011, p. 414). Different methods are more appropriate for different contexts, and most methods can be combined with others (Ormrod, 2011). Taking into account stated learning goals, desired classroom conditions, students' capability, and teacher style, choose an appropriate instructional method.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Choosing the appropriate instructional method is a subjective process improved by considering the needs of students and the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional methods should not be confused with teaching techniques. Methods are a broad means of doing something, while techniques are specific and innumerable (see chart). For each instructional method, many techniques can be used. For example, the most commonly used instructional method is lecture, but lectures can greatly vary based on individual teacher techniques.

Webliography

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bonner, S. E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. //Issues in Accounting Education, 14//(1), 11-39. Retrieved from http://search.proquest.com/docview/210902331?accountid=8117

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (1995). //The act of teaching//. New York: McGraw-Hill.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ormrod, J. E. (2011). //Educational psychology: Developing learners//. Upper Saddle River, N.J: Merrill/Prentice Hall.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), //Handbook of educational psychology// (pp. 726-764).