4.

0 Introduction 4 Instructional Methods

4.1 Objectives
4.2 Core Instructional Methods
4.4 Supporting Instructional Methods
4.5 Deciding on Methods
4.6 The use of Activities/Learning Tasks in Promoting Learning
4.7 Designing and using learning tasks
4.8 Individualized Instruction
4.9 Knowing the subject well
4.10 Playing the role of tutor
4.11 Suggestions for Administering Individualized Instruction
4.12 Reflecting on this chapter
4.0 Introduction
In chapter 3, we saw the importance of good planning and
preparation.
However, the lesson plan itself will not teach the lesson
effectively.
It is the teaching methods and communication skills of the
instructor that translate the plan into an effective learning
experience for the trainees.
The instructor can make the subject interesting and alive for
the learner.
In this chapter, we will outline the range of instructional
methods that can be employed under the “umbrella” term of
teaching.
 4.1 Objectives

In completing this chapter, you should be able to:

compare and contrast a range of instructional methods
select appropriate instructional methods for the specific content you teach
use a range of instructional methods in your teaching role.
• What do we mean by an instructional method? An instructional
method, in the broadest sense, refers to any planned activity on the
part of the teacher that seeks to promote identified learning.
4.2 Core instructional methods
We refer to these methods as core in the sense that they are
probably the most used approaches and provide structure for a wide
variety of equally important supporting methods.
4.2.1 Lecturing and explaining

Explanation is the most used instructional method.

It is often referred to as “the lecture method”, “presentation” or
“chalk and talk”.
If used well it can facilitate effective learning by conveying key facts,
concepts and principles.
 4.2.1.1 Attributes of good explanation
Effective explanation is characterized by:
clear statements and examples of what is being explained and its relevance
to what learners need to know.
logical organization of information with appropriate examples and analogies
to illustrate concepts and principles
linking of key topics, concepts and principles
re-capping of key points at the end of each sub-topic
a clear engaging style of presentation
supporting well-designed and appropriate teaching and learning aids
opportunities for student involvement.
 4.2.2 Demonstration

• Demonstration is a widely used and effective method for teaching of skills at

all levels. Like explanation, it is always linked in some way to other
instructional strategies.

For example, learners are unlikely to learn

effectively from demonstration alone. They
will need guided practice and feedback on
how they are doing.
The following is a guide for planning and conducting a demonstration session.
4.2.2.1 Pre – demonstration planning
Be clear in your mind about what you are trying to demonstrate.
Analyze the skill(s) you intend to demonstrate:
4.2.2.2 Carrying out the demonstration
Make sure everyone can see.
Arouse the interest of learners.
Describe what you intend to do and why.
Ensure that when learners begin, they have an achievable objective in mind.
Try to ensure that learners are employing the correct procedure right from the
start. This is more likely to occur if participants know exactly what they are to
do.
 4.3 Supporting instructional methods
The following instructional methods can all be incorporated within the core
methods outlined above or used as the major method for developing certain types
of learning in a session:
group work (cooperative learning)
questioning
discussion
case studies
role-play.
4.3.1 Group work (cooperative learning)
• It encourages communication and team working.
• It facilitates problem solving and decision making.
• It provides an active basis for learning.
• It enables the sharing of knowledge and the meeting of different
viewpoints and perspectives.
• It encourages ongoing peer assessment
 4.3.2 Questioning
Questions can stimulate interest and motivation.
Questions can use learners’ knowledge for the benefit of the group.
Questions encourage communication between group members.
Questions focus thinking skills and the practice of thinking skills.
Questions encourage the development of self-expression of thought and feelings.
4.3.3 Discussion

by providing a framework for cooperative learning

by encouraging the critical appraisal of different perspectives
by developing a range of thinking skills.
 4.3.4 Case-studies

A case study is a capture of a real life situation. Cases typically provide

information outlining a problem-based scenario, where decisions involving value
judgements are involved.
They present an authentic portrayal of important issues and processes in a
topic area.
They are interesting and appropriate for the group of learners.
They encompass key knowledge for a topic area.
They promote multiple interpretations of a situation.
They offer more than one viable possible solution.
 4.3.5 Role play

Role-play can be a very useful method when learners need to

develop and practice important social and interpersonal skills, for
example, client service, conducting drills, meetings, counselling, etc.
It enables learners to evaluate their performance and feelings in
such situations and develop skills in simulated real life conditions
without the consequences of real life failure.
 4.4 Deciding on methods
The following are important questions to ask yourself concerning your choice
of methods for a given session.
Will the method achieve the identified learning outcomes?
Will the method effectively facilitate the content you want to deal with and
the types of learning required, e.g. knowledge, skills, and attitudes?
Will the method suit the nature of the learning group and the individuals
who comprise it, e.g. stimulate interest, promote self-esteem, etc.?
Will the method utilize the resources you have available and “fit” the
environment?
Will the method fit into your style or range of teaching skills? Are you
comfortable and competent in using the method?
 4.5 The use of activities or learning tasks in promoting learning

For all the above instructional methods, with the possible exception of
explanation, there is an expectation that learners will take an active role in
their own learning.
For example, in demonstration, learners have to actually attempt the task that
is demonstrated.
 4.6 Designing and using learning tasks

The task is clearly focused on identified learning objectives.

Success in the task meets or builds learning towards identified objectives.
The task is as authentic as possible and realistic for the learning group.
The task is clearly achievable in the time allocated.
Clear and sufficient guidance on the task is provided to learners.
 4.7 Individualized instruction
Much of what we have covered in this and other modules will of course apply
to individualized instruction.
However, there are certain aspects of the teaching and learning progress that
need specific emphasis when managing individualized instruction.
As the term individualized suggest, there is a need to focus very much on the
individual learner and his/her specific learning performance and needs.
 4.8 Knowing the subject well
It is advisable that you adopt the following procedures.
Refresh yourself thoroughly on the subject matter before class begins.
Have additional reference sources available to help you and the trainees with
any unusually difficult or unforeseen questions.
If you don’t know the answer to a question, tell the trainee so, but tell him or
her also that you will look it up and let him know later. Never try to fake your
way through, or you will lose credibility.
Keep notes on questions you have problems with and review them before
conducting the course again.
 4.9 Playing the role of tutor
Some things you should consider when being a tutor are suggested below.
Use your time wisely. Be friendly but discourage idle talk with a single trainee.
There may be others waiting to see you.
When discussing with a trainee his test results or any problems he may have,
make use of some of the time as a personal progress interview. Make sure you
“know” the trainee and how well he or she is really doing.
When at all possible, give positive feedback. Don’t be punishing. You do not
want the trainees to be afraid to come to you with their problems. That is, after
all, what a tutor is for.
 4.10 Suggestions for administering individualized instruction

Use our checklists and be sure you give

enough time to explain individualized
instruction to the trainees.
Remember, this may be their first experience
with this kind of training. Remind them that
they are not in a race to finish early.
Notify them, clearly, of any sessions in which
they must all be together.
 4.11 Reflecting on this chapter

This chapter has provided you with the range of instructional methodologies
an instructor like yourself can adopt in conducting your training.
The effectiveness of the instructor’s delivery and communication skills can
make the subject interesting, alive and engaging to the participants.