1. Educational Methods
Unit 5

2. What instructional methods have you been exposed to??
…in high school?
…in college?
…in non-formal settings?

3. Analogies… Teaching is like fishing… Teaching is like beautiful music…
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!

4. Analogies…
Toolbox…
What is in your “toolbox”?

5. 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

6. 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

7. Teaching Method
Objective oriented activities and flow of information between teachers and students

8. 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.

9. Teaching Methods Lecture-Explaining Resource People Case Study
Group Discussion
Brainstorming & Buzz Groups
Field-trip (tour)

10. Additional Methods/Strategies
Others
Directed (supervised) study
Role-Play
Socratic Dialogue
Jigsaw
Concept Map/Sketch
Debate
Cooperative Learning
Panel of Experts

11. 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

12. 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?

13. Tools for your teaching tool box
Let’s Try Some
Tools for your teaching tool box

14. Incorporating Problem-solving (Decision-making) Techniques Into Instruction

15. P-S (Decision-Making) Techniques
Forked-Road
Possibilities Factors
Situation to be Improved
Effect, Find the Cause

16. “Forked-Road” Decision-Making Technique

17. 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

18. 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
Record for all to see

19. Class Exercise

20. 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 $ 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.

21. What is the decision you need to make?
Should I purchase Dell computer or a Gateway computer?

22. Problem-Solving Technique
Forked Road Template
Forked-Road
Problem-Solving Technique
Define the Problem / Decision to be Made:
Choice One
Choice Two
Factors to Consider
Decision / Recommendation:

23. What if we have more than two choices?
Possibilities-Factors!

24. Possibilities-Factors Template
Problem-Solving Technique
Define the Problem / Decision to be Made:
Possibilities (Possible Solutions)
Factors to Consider
Decision / Recommendation:

25. Forked Road or Possibilities Factors?
Selecting between turf grass and natural grass.
Choosing a greenhouse covering.
Determining whether to attend the National Convention.
Selecting from among seed varieties.
Determining best pest control.
Selecting a career choice.
Promoting a management practice.
Determining whether to invest in new equipment.
Selecting lumber types.
Choosing a “path” of action.

26. Instructional Tips Get learners to define the problem (best)
Or, you define the problem
Record for all to see
Use the template to facilitate the problem-solving (decision-making) effort
Complete the template yourself
Assist students in identifying the factors to consider
Provide the resources for seeking out information on the possibilities
Have students identify a solution
Allow students to share their solution with rationale for their choice

27. Integrating reading, speaking, listening and writing skills

28. 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.

29. Team 3 Team 4 Team 1 Team 2 Expert Panels A A1+A2+A3+A4
Each team provides one expert to form a panel
Expert Panels A
A1+A2+A3+A4
Expert Panels C
C1+C2+C3+C4
Expert Panels B
B1+B2+B3+B4
Expert Panels D
D1+D2+D3+D4
Teams regroup for peer teaching and report writing
All the #’s get together i.e. A1+ B1+C1+D1 (1 – 6) = teams
Expert Panels all the Letters get together i.e. A1+A2+A3+A4+A5+A6 (all blue)
Regroup to re-teach by Teams
Team 1
Team 2
Team 3
Team 4

30. 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

31. 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