Instructional Methods Prof. N.J. Rao

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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