1. Session: Instructional methods; How to prepare practical exercise/case study 24 th January 2013 Dr. Eliona Kulluri Bimbashi (University of Tirana)

2. Session outline 1.Core instructional methods – Lecturing and explaining – Demonstration 2. Supporting instructional methods – Group work – Questioning – Discussion – Case studies – Role-play 3. Deciding on methods

3. Lecturing and explaining Clear statements and examples Logical organization of information with appropriate examples Linking of key topics, concepts and principles Re-capping of key points at the end of each sub- topic Clear engaging style Supporting well-designed and appropriate teaching/learning aids Opportunities for students involvement.

4. Demonstration Make sure everyone can see. Arouse the interest of learners. Describe what you intend to do and why Run through the complete activity first, so that the learners know what they are aiming to do. Reveal the main steps of the activity and identify the likely problem areas.

5. … Accompany each step with a verbal description. Adjust the speed of your movements to suit your learners. Inspire confidence in learners as you go along. Try not to over-impress or be too absorbed in your own demonstration. At the end, check that the process has been fully understood.

6. Group work (cooperative learning) Encourages communication and team working Facilitates problem solving and decision making Provides an active basis for learning Enables the sharing of knowledge and different perspectives Encourages ongoing peer assesment

7. … Planning and conducting of group exercise: – Present a large problem (or case study) – Discussion in small groups – Conclusions and solutions from each group – Monitoring from the trainer (check progress and interaction) – Presentation of results from each group

8. Questioning Questions can stimulate interest and motivation. Questions can use learners’ knowledge for the benefit of the group. Questions encourage communication between group member.

9. … Questions focus thinking skills and the practice of thinking skills. Questions encourage the development of self- expression of thought and feelings. Questions can be used to assess student knowledge and understanding.

10. Responding to student answers Some useful strategies include:  Rephrasing the question for the individual concerned  Providing clues to the correct answer  Allowing other individuals to offer a response.

11. Discussion The main objective is to encourage learners to share information and compare points of view. It can specifically promote learning in the following main ways: – By providing a framework for cooperative learning – By encouraging the critical appraisal of different perspectives – By developing a range of thinking skills.

12. Discussion Rounds Buzz groups, pairs and triads Brainstorms

13. Case studies Present an authentic portrayal of important issues and process in a topic area. Interesting and appropriate for the group of learners. Encompass key knowledge for a topic area. Promote multiple interpretations of a solution. Offer more than one viable possible solution

14. … Can help achieve the following outcomes. Promote skills of critical analysis and problem solving. Encourage reflective practice and decision making in complex situations. Motivate learners and create a framework for independent learning.

15. Using case studies Be clear about what the case can teach and what you want the learners to accomplish. Ensure the case has been thoroughly read and digested. Establish a good climate for discussion in which learners can freely express there views and challenge the views of others. Use the case from than one perspective. Illustrate different ways of framing the problem, and the assumptions and valuations that underpin these differences. Used good discussions management techniques.

16. Role play Can be a very useful method when learners need to develop and practice important social and interpersonal skills. 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.

17. Deciding on methods 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, e.g, stimulate interest, promote self-esteem, etc.?

18. … 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 component is using the method?

19. References Kolb, D. (1985). Learning style inventory. Boston, Massachusetts:: Mc Ber and Company. Southern Africa Development Community. (2004). South African Management Development Institute (SAMDI). AMDIN public sector capacity development: training of trainers programme, (2007).