1. Instructional Methods
Prof. N.J. Rao

2. Instructional methods
are defined as “ways of helping someone to learn”
A large number of instructional methods are used in practice
Theoretical basis for many of the methods has been worked out
Examples
Classroom lecture
Apprenticeship
Model building
Learning centres
Tutorial groups
February 2010
N.J. Rao IIIT, Bangalore

3. Efficacy of an instructional method
depends on the
nature of the subject
instructional setting
experience of the instructor with the method
Instructional methods should be thoughtfully matched to objectives and desired learning outcomes
February 2010
N.J. Rao IIIT, Bangalore

4. Classification of instructional methods
Teacher-centered approaches
Learner-centered approaches
February 2010
N.J. Rao IIIT, Bangalore

5. Teacher centered approaches
Lecture
Demonstration
Lecture-discussion
February 2010
N.J. Rao IIIT, Bangalore

6. Lecture Very effective if not over used
If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry
Because lecture is teacher-centered and student activity can be mainly passive, the attention span of students may be limited.
Many students, because of learning style preferences, may not readily assimilate lectured content
Lectured content is often rapidly forgotten.
February 2010
N.J. Rao IIIT, Bangalore

7. Lecture
Many instructors still believe that comprehension was entirely the students' responsibility.
As we become more knowledgeable about cognitive research, however, it is apparent that much of that burden is the responsibility of the instructor as well.
February 2010
N.J. Rao IIIT, Bangalore

8. Lecturing with concern for understanding
Provide a preview of information prior to an explanation.
Organize information within a step-by-step lesson sequence.
Assess student learning when information is being given.
Signal transitions between information.
Use multiple examples to illustrate information points.
Stress important points during explanations.
Provide for brief pauses at appropriate times during the lecture
Eliminate additional unexplained content nonessential to current explanation.
Present less to be more effective.
Review information frequently.
February 2010
N.J. Rao IIIT, Bangalore

9. Demonstration
Demonstration involves the teacher showing students a process or procedure
Involving students in demonstrations allow this method to be less passive.
February 2010
N.J. Rao IIIT, Bangalore

10. Lecture-discussion
Lecture-discussion is a combination of lecture and teacher questioning of students.
February 2010
N.J. Rao IIIT, Bangalore

11. Active Learning Focuses the responsibility of learning on learners
Practice after initial learning, is of vital importance in one's education/career, and is important for cognitive development,
practice is required during learning
Being active during learning, not merely behaviorally but cognitively, greatly improves learning.
February 2010
N.J. Rao IIIT, Bangalore

12. Active learning allows
Reflection & Observation
Enables participants to reflect on the experiences identified in the active learning phase.
Participants will think about these experiences, analyzing them in a critically reflective manner.
Critical incident journaling facilitates this stage.
Abstraction/Conceptualization
Theory is generated to conceptualize the named experiences.
Practice and Application
February 2010
N.J. Rao IIIT, Bangalore

13. Learner-centered Instruction Methods
Simulations
Case studies
Cooperative learning
Group discussions
Group assignments
Bulletin Boards and FAQs
Problem-based learning
Co-operative Learning Group
Journals and blogs
February 2010
N.J. Rao IIIT, Bangalore

14. Simulations
Put the student in a "real" situation without taking the risks.
Students are able to experience consequences of their behavior and decisions
Models, game formats, structured role plays, or an interactive computer or video program can be used
During simulation activities, students become active participants in the learning process.
February 2010
N.J. Rao IIIT, Bangalore

15. Group assignments involve asking and refining questions debating ideas
making predictions
designing plans and/or experiments
collecting and analyzing data
drawing conclusions
communicating their ideas and findings to others
asking new questions
creating artifacts
February 2010
N.J. Rao IIIT, Bangalore

16. Benefits of group assignments
Integrates curriculum areas, thematic instruction, and community issues.
Encourages the development of habits of mind associated with lifelong learning, civic responsibility, and personal or career success.
Overcomes the dichotomy between knowledge and thinking, helping students to both "know" and "do."
Assesses performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance.
February 2010
N.J. Rao IIIT, Bangalore

17. Benefits of group assignments(2)
Engages and motivates bored or indifferent students.
Supports students in learning and practicing skills in problem solving, communication, and self-management.
Creates positive communication and collaborative relationships among diverse groups of students.
Meets the needs of learners with varying skill levels and learning styles.
February 2010
N.J. Rao IIIT, Bangalore

18. Group Assignments Case preparation Case discussion
Solving an open ended problem
Report
Mini-project
Conducting a survey
Product design
February 2010
N.J. Rao IIIT, Bangalore

19. Mini-project No N times Yes 1 February 2010 N.J. Rao IIIT, Bangalore
Teacher announces the list of projects & puts up the details
Formation of project groups & selection of a group leader
Groups choose a project from the given list
Teacher approves the project chosen? No
N times
Teacher decides ‘N’- the no. of choices
Yes
Acquire necessary study material
Group Discussions between the members
Members share resources
A well defined problem is formulated 1
Mini-project
February 2010
N.J. Rao IIIT, Bangalore

20. 1 End of the project February 2010 N.J. Rao IIIT, Bangalore
Division of work among the members
Creation of time plan depicting various stages involved in the project
Individual members carry out allotted work
Group leader monitors the work & updates everyone with the progress periodically
Group discusses & based on the feedback work is reallocated
Timely submission of progress report to teacher & obtaining feedback
Demonstration of the project carried out to the panel of teachers 1
Group submits the final project report
Teacher grades the project & gives reviews(optional)
End of the project
February 2010
N.J. Rao IIIT, Bangalore

21. Problem-based Learning
PBL is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences
Characteristics of PBL are
Learning is driven by challenging, open-ended problems
Students work in small groups
Teachers take on the role as “facilitators” of learning
February 2010
N.J. Rao IIIT, Bangalore

22. History of PBL
Howard Barrows introduced PBL in the medical school of McMaster University, Canada in 1980
In 1990s it was adopted by several schools in USA
It was adopted by several individual teachers in engineering programs
Republic Polytechnic in Singapore conduct all their programs based on PBL
February 2010
N.J. Rao IIIT, Bangalore

23. Principles underpinning PBL
Students do not start on an empty slate. Prior knowledge, assumptions and experiences are critical in helping students find meaningful entry points into the problem
Learning happens in a social context, with meaning negotiated in a collaborative team setting
Strategies are consciously applied to deal with unfamiliar information, handling team dynamics and working out feasible and well-thought through solutions
Learning takes place through self directed discovery and questioning
The use of problems acts as a stimulus for learning
Critical reflection happens throughout the learning process
February 2010
N.J. Rao IIIT, Bangalore

24. Role of PBL teacher
Decides what content knowledge, skills, and attitudes a problem should help students develop, but they are no longer the center of attentions as students learn
Guides students through the process of answering PBL question , but they provide no answers themselves.
Plays key role behind the scenes, designing the problem, subtly guiding students through it, and evaluating their performance
Students’ success at solving the problem without constant direction is an indication of teacher’s success at using PBL.
February 2010
N.J. Rao IIIT, Bangalore

25. Role of PBL Teacher
Teacher develops the problem and fits it into curriculum
Teacher guides students through the problem
Evaluates performance of students as they solve the problem
February 2010
N.J. Rao IIIT, Bangalore

26. Exercise
Determine an instructional strategy (collection of instructional methods) you wish to use for your course (Group level decision)
Identify the assessment pattern for the course keeping in mind resources, technologies, number of students in the class etc.
Design the learning activities for the chosen instructional methods (other than lectures)
February 2010
N.J. Rao IIIT, Bangalore