1. Types of educational/instructional methods September 2016
Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD)
Workshop
Types of educational/instructional methods September 2016
Beograd
Prepared by
Univ. Prof Dr Viktor Jakupec

2. Types of educational/instructional methods
Learning Outcomes
The learner understands and uses a variety of adult learning educational/instructional teaching-learning methods
Teaching Activity
Introduction of the concepts, characteristics and applications of teaching-learning methods for adult learning education/instruction (presentation and open forum) )
Learning Activity
Define and select a variety of teaching-learning methods for adult learning education/instruction and determine how learning will take place and select the appropriate methods and alternatives (group activity) 1

3. Types of educational/instructional methods
Introduction to Topic
Educational/ instructional methods as teaching-learning paradigms
Concepts and characteristics of teaching-learning methods
Types and applications of teaching-learning methods
Activity: Apply What You Have Learnt 2

4. Types of educational/instructional methods
Introduction to Topic – A theoretical background
Two major theories inform adult learning theory and practice:
Behaviourism
Constructivism, (i.e. a branch of cognitive theory).
These theories influence teaching-learning methods
Behaviourism asserts that learning can only be assessed through direct observation; positive and negative reinforcement - feedback is necessary for learning, and unlearning
Constructivism concerns itself with creating an environment where a learning process can proceed creatively and productively. 2

5. Types of educational/instructional methods
Educational/ instructional methods as teaching-learning paradigms
Paradigm 1: Self-directed learning
Self-directed Instructor-directed
Open-learning styles Prescribed learning styles
Open / flexible curriculum Imposed curriculum
Process-oriented Content-oriented 15

6. Types of educational/instructional methods
Educational/ instructional methods as teaching-learning paradigms
Paradigm 1: Self-directed learning (Knowles p.12)
A learner’s self-concept moves from dependency to independency or self- directedness.
A learner accumulates a reservoir of experiences that can be used as a basis on which to build learning.
A learner’s readiness to learn becomes increasingly associated with the developmental tasks of social roles.
A learner’s time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance- centeredness.
Motivation to learn: As a person matures the motivation to learn is internal. 15

7. Types of educational/instructional methods
Educational/ instructional methods as teaching-learning paradigms
Paradigm 2: Life-long learning
Rapid Changes in Knowledge (knowledge half-life)
Ongoing, voluntary, and self-motivated
Learning for Personal Development
Learning for Professional Development
Accept responsibility for own learning
View challenges as opportunities for professional growth
Identify own learning methods
Design professional learning goals 15

8. Types of educational/instructional methods
Comparing some characteristics of teaching-learning methods
Traditional Methods
Contemporary Methods
Lectures (teacher/instructor bases education)
Active learning (problem-based, project-based, group-based, peer-based , individualised learning)
Using “one-size fits all” curriculum content
Differentiating content to suit learners’ needs
Assigning rote learning as activity
Enable learners to use what they learned in the learning situation to discuss, theorise, analyse, critique, evaluate, compare and apply to their life-world
Assessment through tests and examination
Provide learners with a range of strategies to demonstrate their knowledge, skills, capacities and competencies
Using resources that suit instruction/teacher
Use engaging resources that are seen relevant to the situation, encourage learners to design/produce own learning resources 15

9. Types of educational/instructional methods
Concepts and characteristics of teaching-learning methods for CPD
Educational/Instructional methods should
Ensure learners’ capabilities to keep pace with the current standards of others in the same field.
Ensure that learners maintain and enhance the knowledge and skills you need to deliver a professional service to your customers, clients and the community.
Ensure learners’ knowledge stays relevant and up to date. The learners are more aware of the changing trends and directions in their profession. The pace of change is probably faster than it’s ever been – and this is a feature of the new normal that we live and work in.
Help learners to continue to make a meaningful contribution to their organisation and team, becoming more effective in the workplace..
(…2) 15

10. Types of educational/instructional methods
Types and applications of teaching-learning methods
Lectures
Problem-based learning
Project-based learning
Group learning
Role playing
Peer learning
Demonstration 15

11. Types of educational/instructional methods
Concepts and characteristics of teaching-learning methods for CPD (continuation)
Educational/Instructional methods should
Help learners to stay interested and interesting.  Focused CPD opens you up to new possibilities, new knowledge and new skill areas.
Help learners to deliver a deeper understanding of what it means to be a professional, along with a greater appreciation of the implications and impacts of their work.
Help learners to advance the body of knowledge and technology within their profession
Help learners to increase public confidence in individual professionals and their profession as a whole 15

12. Types of educational/instructional methods
Types and applications of teaching-learning methods
Lectures
Transmission of data, information and knowledge (passive learning)
Transmission of ideas and theories
Structured and predetermine content delivery
Based on inductive or deductive reasoning 15

13. Types of educational/instructional methods
Problem-based learning
Challenges students to learn through engagement in a real problem.
Develops both problem solving strategies and disciplinary knowledge, skills and capacities through active problem-solving.
Approach
Phase 1. Identify the problem address the “what and why” of the problem
Phase 2. Gather information and list it under a heading entitled: "What do we already know?”
Phase 3. Engage with the problem by addressing "What do we need to know (to solve this problem)?
Phase 4. Phases 1-3 should inform what to do in order to solve the problem. 15

14. Types of educational/instructional methods
Project-based learning (inquiry learning)
Enables learners to explore real-world situations and challenges and obtain a deeper knowledge of the subjects they are studying.
Approach
Phase 1. Learners are given an in-depth issue to explore (open-ended question “essential question”)
Phase 2. Learners define a the issues to be addressed as a “project”
Phase 3. Learners collect, analyse and synthesise data and information
Phase 4. Learners develop alternative solutions to the project
Phase 5. Learners evaluate alternatives according to pre-determined criteria
Phase 6. Learners finalise solution 15

15. Types of educational/instructional methods
Group Learning
Enables learners to explore real-world situations and challenges and obtain a deeper knowledge of the subjects they are studying.
Approach
Phase 1. Set learning goals for the group
Phase 2. Group allocates specific activities to each group member
Phase 3. Each group member undertakes tasks and reports back to the whole group
Phase 4. Group evaluates abn assesses the usefulness and relevance of each member’s tasks
Phase 5. Group consolidates outcomes of each specific tasks (knowledge transfer between members of and within the group) 15

16. Types of educational/instructional methods
Role playing
Enables learners to explore real-world situations and challenges and obtain a deeper knowledge of the subjects they are studying.
Approach
Phase 1. Define the issue to be addressed
Phase 2. Allocate roles
Phase 3. Establish the situation/setting (setting the scenario)
Phase 4. Pose the issue to be addressed
Phase 5. Moderate discussion (use for example Plato’s dialectic method of cross-examination
Phase 6. Draw conclusions 15

17. Types of educational/instructional methods
Activities
Participants to chose a real-life problem, project, or issue
Define and select one of the teaching-learning methods for adult learning education/instruction
Develop a learning plan (i.e. how learning will take place)
Justify the selected methods vis-à-vis alternatives (group activity)
Present findings to other groups 15