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2. Aim The purpose of this session is to increase the effectiveness of the trainings that are prepared by the participants, by selecting the right instruction method for target group and the subject. By the end of this session participant should; –Define instructional method –Lists the instructional methods Describes the mass instructional methods Describes the individual learning methods Describes the small group methods –Describes the relation between the target group and instructional method –Describes the relation between the learning objective and instructional method 2/ 18

3. Two Definitions Instructional design –the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.” –The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Instructional (teaching) method –A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. 3/ 18 http://en.wikipedia.org/w/index.php?search=Instructional+method&title=Special%3ASearch&go=Go http://en.wikipedia.org/wiki/Teaching_method

4. Teaching Methods Mass education Small groups Individual More teacher centered More student centered 4/ 18

5. Teacher-centered education In teacher-centered education, students put all of their focus on the teacher. The teacher talks, while the students exclusively listen. During activities, students work alone, and collaboration is discouraged. 5/ 18 http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/

6. Student-centered instruction When a classroom operates with student- centered instruction, students and instructors share the focus. Instead of listening to the teacher exclusively, students and teachers interact equally. Group work is encouraged, and students learn to collaborate and communicate with one another. 6/ 18 http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/

7. Gagne's Nine Events of Instruction 1. Gain attention of the students 2. Inform students of the objectives 3. Stimulate recall of prior learning 4. Present the content 5. Provide learning guidance 6. Elicit performance (practice) 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer to the job 7/ 18 http://www.niu.edu/facdev/resources/guide/learning/gagnes_nine_events_instruction.pdf Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4 th ed.).Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.

8. Inquiry – Based Learning Starts by posing questions, problems or scenarios - rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. 8/ 18

9. Connection with learning theories Behavioral Cognitive Constructive 9/ 18

10. Andragogy- Pedagogy 10/ 18

11. Mass Education Lectures Demonstration Sympozium Seminars Distant learning MOOC (Mass Open Online Courses) 11/ 18

12. Small Group Education Discussions Buzz groups Assignment groups Brain storming Learning by doing Project based learning Case discussions Balint Groups Role play Triple learning Micro edcuation 12/ 18

13. Individual Education Clinical teaching Individual learning activities 13/ 18

14. How to select the correct method Number of students Student composition (Homojenous/heterojenous) Learning objectives and their level Student level Time deserved for education Motivtion of students 14/ 18

15. Assimilation –In Assimilation, what is perceived in the outside world is incorporated into the internal world, without changing the structure of that internal world, but potentially at the cost of "squeezing" the external perceptions to fit. –If you are familiar with databases, you can think of it this way: your mind has its database already built, with its fields and categories already defined. If it comes across new information which fits into those fields, it can assimilate it without any trouble 15/ 18 http://www.learningandteaching.info/learning/assimacc.htm

16. Accommodation –In Accommodation, the internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it, which can be a more difficult and painful process. –In the database analogy, it is like what happens when you try to put in information which does not fit the pre-existent fields and categories. You have to develop new ones to accommodate the new information. 16/ 18 http://www.learningandteaching.info/learning/assimacc.htm

17. When to use which method? Knowl edge AttitudeProblem solving Communic ation skills Motor skills Class lecture73420 Discussion89672 Audiovisual lect63414 Role play48883 Case discussion57934 COACHING56879 Demonstration64749 17/ 18

18. Take Home Messages How do you define “instructional design” and “instructional methods”? List teaching methods according to domains –Mass education –Small group teaching –Individual teaching Explain the relationship between teaching methods and target groups What is the relationship of learning objectives and taching methods? 18/ 18