At the end of the session the students will be

able to:
 Explain the various types of instructional
methods
 Describe how to use each method effectively
 Discuss the factors that influence selection of
the various methods
 Recognize techniques to enhance teaching
effectiveness
Definition
 Techniques or approaches that the teacher
uses to bring the learner in contact with the
content to be learned.
 Lecture  Demonstration
 Group Discussion  Return
 One to one Demonstration
Instruction  Gaming
 Role playing  Simulation
 Self instruction  Role Modelling
 Target Audience and its characteristics
- size
- diversity
- learning style preferences
 Educator’s expertise (strengths/limitations)
 Objectives of learning
 Potential for achieving learning outcomes
(Acquisition,Retention,Recall)
 Cost Effectiveness
- time allotment
- resources available
 Instructional Setting
 Evolve technology
 Organization
 Delivery
 Management
 What will be presented?
- CONTENT

 How will content be presented?

- TEACHING – LEARNING ACTIVITIES
(lecture,demonstration, etc)
 Scope
- range and depth of studies planned

 Sequence
- order of studies encountered by the
students
 How learners be grouped?
 What instructional medium will be used?
 How to transmit information
 Decide on what instructional methods.
 Provides facts
 Develop skills
 Develop attitude
I. Presentations
- lectures
- demonstration & ret dem
II. Individualized learning
III. Interaction
- small group activities and discussion
 Primary means of transmitting knowledge
 Learners gather around the teacher and take
notes related to what was said
 Safest and easiest teaching method
Lecture
 An instructional method in
which the teacher verbally
transmits directly to groups of
learners for the purpose of
education
 Highly structured
 Can be supplemented with
handout and audiovisual aids
 Introduction
 Body
 Conclusion
 1st 5 minutes
 Outlines the objectives, outcomes and
expectations – its significance
 Audience decides whether to trust the
speaker on what was promised and whether
to invest energy in the presentation
 Example of introduction
- creative problem solving (puzzle)
 “ There’s too much materials to be covered
within the allocated time, I’ll do the best I
can”
Begin with:
 Identify what the learner should gain
 Make solid connections with the learners by
using examples / used in practice or everyday
life
 Outline the key concepts
 Use your expertise and clinical experience
Research says:
 Students can only absorb only 3-4 major
points in 5o minutes lecture and 4-5 in 75
minutes
 give open atmosphere / rules of operation
- “feel free to ask questions anytime or at
the end of the lecture”
 Open atmosphere:
- use controversial quotes
- using humor
- using visual aid or cartoon
 Actual delivery of content
 Careful preparation is needed to cover
important aspects.
 Begin with definition of concepts or principles
 Should be well organized with smooth
transitions between topics
Should contain:
1. General themes that tie together with other
related topics
2. Topics that are difficult for students to
understand (e.g. Fluid Balance)
3. Sufficient depth and complexity to retain
the learner’s interest
4. Testimonies (e.g, quotes from Ca survivor)
case specific data (e.g. Labs) and exhibits
(e.g. Charts/graphs)
 Lecture passive approach to learning -
instructor can enhance the effectiveness of
the presentation by combining it with other
instructional methods;
- discussion or Q & A
 Use audiovisual materials ( videos, OHP, PPt)
 Should be keep within time allotment
 Last 5 minutes
 The lecture needs a definite stopping point
 Closing a NB, ROT,Dismissing class – NA
 It deserves closure – focus learner’s attention
 Lecturer is able to establish finality and make
a link between what was taught and what the
learner will be able to use in life practice
 Conclusion – ties with introduction and body
 Objectives and outcomes should be
reiterated
 Conclusion – should also contain a review of
key points or topics covered
 Allow time for elaboration, amplication and
clarification
 Offer suggestion r/t application and transfer
of knowledge
 Summative take home point
 Contemplate the theoretical basis
 3 common approaches:
- communication
- cognitive learning
- pedagogical / andragogical theories
 Characteristics Pedagogy Andragogy
Concept of Learner •Dependent •Independent
•Passive •Self directed
•Needs Someone •Wants to participate in
outside decisions r/t own
self to make decisions learning
about what, when and •Will increase effort if
how to learn rewarded rather than
punished

Role of learner’s •Past experience given •Wide range of

Experience little attention experience -life/learning
•Narrow focused •Broad interest –likes to
share previous
experience
• Focuses on imitation • Focus on originality
 Characteristics Pedagogy Andragogy
Readiness to Learn •Det. by • Usually in the
someone else (teacher) education process coz
they’ve chosen to be
•Focus is on what is • Wants to assist in
needed to survive and setting the learning
achieve agenda
• Tend to respond • Tend to respond
impulsively rationally
 Characteristics Pedagogy Andragogy

Orientation of teaching •Look to teacher to • Teachers are

/ learning identify what should facilitators, provides
be learned and to resources, supports
provide the info to self –directed learner
learn
• focus on specific •Likes challenging,
(grades,due dates) independent
assignments – reality
based
•Evaluation of learning •Evaluation done jointly
done by teacher by teacher,
/society learner/peers
(grades, cert)
•Need clarity /specificity •Tolerated ambiguity
 Formal
 Expository
 Provocative
 “oral essay”
 Lecturer delivers a well-organized
presentation
 Information backed up theory and research
 Presentation may be written and read to the
audience
 Integrated into the formal lecture
 Lecturer stops and asks a student to respond
to a particular point /idea
 E.g. Patho of SCA – student will present case
study
 Considered most typical
 Much less elaborated
 Lecturer does most of the talking , questions
are entertained
 Instructor still does most of the talking
 But he/ she often provokes students’
thoughts and challenges their knowledge and
values with questions.
 Has numerous variations
 Instructors uses props
 Include lectures with simulations,computer or
video integration
 Instructors speaks 10-15 minutes and then
stimulates student discussion around key
points presented
 Lecturer acts only as facilitator
 Presenter asks the students to write down
their reflections on the lecture and submit
them
 Lecture is followed by the students
conducting
experiments,interviews,observations,
practicing skills, etc during the class period.
1. Conveying enthusiasm
2. Know the content
3. Use notes
4. Speak to an audience of 200 as if they were
single student
5. Make an eye contact
6. Use creative movement
7. The use of stage or podium - places a barrier
8. Create a change of pace
9. Distribute a skeletal outline to identify key
points
1. Student boredom
2. Institutional Barriers
- sked of classes
- class size /classroom
1. Negative Comments
2. Knowledge Retention
ADVANTAGES LIMITATIONS

- Cost Effective - Not individualized

- Targets large - Passive Learners
groups
- Useful for cognitive
domain learning
Small group learning strategies

 An instructional method in
which the learners are together
to exchange information,
feelings and opinions with each
other and the teacher to
achieve objectives.
 Effective both for teaching
affective and cognitive domains
 Group size major consideration
 Determined by purpose or task to be
accomplished
 Small groups more learners can take active
role
 2-20 ; average 10 desirable size
 Teacher’s role facilitator – keep discussion
focused
 Instructor must be well versed on the topic
 Less structure and organization
 group must have some knowledge before this
method
 Each member of the group should input
 Everyone must feel safe and comfortable
 No sarcasm, no digress
ADVANTAGES
 Stimulates sharing of ideas
 Active learners
 Useful for cognitive and
affective domains of
learning
LIMITATIONS
 Shy member does not
participate
 Dominant member
ovewhelms the group
 Highly diverse groups have
difficulty interacting
 Buzz groups
 Brainstorming
 Role play, games, simulations
 Group tutorial
 Group discussion
 Social Roles
 Group norms
Action Oriented Roles Shaper Challenges the learner to
improve
Implementer Puts ideas into action
Completer/finisher Ensures timely
completion
People oriented Roles Coordinator Acts as a chairperson
Team Worker Encourages cooperation
Resource Investigator Explores outside
opportunities
Thought Oriented roles/ Plant Presents new idea and
Cerebral Roles Approaches
Monitor / Evaluator Analyzes the options
Specialist Provides specialized skills
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
1. Forming
- desire to be accepted by others
- avoids controversy/conflicts
- focused on team organization
- gather info and impressions about each
other
2. Storming
- remain nice to each other
- some people’s patience will break early
- with some minor confrontations
- roles and responsibilities
3. Norming
- Rules of Engagement become established
- Roles and tasks agreed
- overcome the conflict
- now understands each other and can
appreciate each skills/ talents
4. Performing
- state of interdependence and flexibility
- everyone knows each other well enough to
be able to work together and trust each
other
5. Adjourning
- completion and disengagement
- proud of the achievements
1. Returning to the experience
- replay the whole experience describing
what happened
2. Attending to feeling
- put students in touch with own feelings
about the experience
try to use positive feelings
3. Re-evaluating the experience
- students associates the experience with
their existing ideas and feelings
4. Learning
- how they feel
 David Kolb’s Theory (1984)
 Learning from experience
 Learning by doing
 Student centered, degree of interaction
 Autonomy, flexibilityand high degree of
relevance
Individualized learning
approaches

 An instruction method in which

the teacher delivers personally
designed instruction to a
learner
 Self directed or discovery learning
 Independent study
 Learning contracts
 Modular instruction
 Audio – tutorial instruction
 individualized prescribed instuction
 Programmed instruction
 “one –to-one instruction”
 Involves the learner and be based on his or
her unique learning needs.
 Tailored to meet objectives of the KSA
 Begins with the assessment of the learner
and mutual setting of objectives
ADVANTAGES LIMITATIONS

 Active Learner  Can be expensive because

 Tailored to individual’s it is labor intensive
needs and goals  Isolates learner
 Useful for all three learning
domains
 Demonstration – done by the teacher
 Return demonstration – done by the students
 Effective in teaching psychomotor (skills)
domain
 Can also enhance cognitive and affective
learning
Demonstration

 An instructional method in
which the learner is shown by
the teacher how to perform a
particular skill.
 Prior to demonstration teacher should inform
learners of the purpose of the procedure,
sequential steps involved, the equipment
needed and the actions expected of them.
 Test equipment first
 Saying something
- Be enthusiastic
- Talk slowly
- Tell and show
 Doing Something
- Put the trainees attention
- Avoid hurrying
- make the demonstration looks easy
 Have him do something simple
 Have him work on an exclusive feature
 Have him do something he would do often
 Ask leading questions
ADVANTAGES LIMITATIONS

 Previews exact skill for the  Maybe expensive because

learner all learners need to easily
 Useful for psychomotor visualize skill.
domain learning  This requires use of
technology or small groups
Return demonstration

 An instructional method in
which the learner attempts to
perform a skill with cues from
the teacher as needed
 Carried out by the learner in an attempt to
perform a task with cues from the teacher
 Teacher should inform learners the purpose
of the procedure and the sequential steps
involved, equipment to be used
 Suited for individual or group
 Learners need reassurance
 Teacher is a coach not an evaluator
 Allow the learner to manipulate equipment
 Praise the learner for procedure correctly
done
 Practice should be supervised until
competent
ADVANTAGES LIMITATIONS

 Active learner  Viewing individual

 Individual guidance performance is labor
 Useful for psychomotor intensive
domain learning
Gaming

 An instructional method
requiring the learner to
participate in a competitive
activity with preset rule to
achieve an educational
objective.
 Can be simple or complex to challenge the
learner’s ability to use higher order problem
solving or critical thinking strategies.
 Enhance skills in the psychomotor and to
influence the affective domain
 Can be placed anywhere
- conducts assessment
- introduce a topic
- summarize information
ADVANTAGES LIMITATIONS

 Active learner  Too competitive for some

 Perceived as “fun” by many learners
learners
 Useful for all three
domains of learning
 An instructional method requiring creation of
a hypothetical or artificial experience engage
the learner in an activity that reflects real life
conditions without the risk taking
consequences of an actual experience
ADVANTAGES LIMITATIONS

 Active learners  Labor intensive

 Practice “reality” in safe  Cost of equipment
setting
 Useful of cognitive and
psychomotor domains
Role Playing

 An instructional method where

learners participate in an
unrehearsed dramatization to
elicit their feelings to achieve
affective domain of objectives
 E.g.- Sensory deficits
- geriatrics
- use of crutches
ADVANTAGES LIMITATIONS

 Active learners  Learner can exaggerate or

 Develops “understanding” understand the role
of others
 Useful for affective
domains
 An instructional method which the teacher
“models or exhibits behaviors that the learner
may initiate or adopt as he or she is socialized
into a role. Learning from role-modeling is
called identification and emanates from
socialization theories.
ADVANTAGES LIMITATIONS

 Helps with socialization  Requires rapport between

into role teacher and learner
 Useful for affective domain
Self instruction

 An instructional method that

provide activities that guide the
learner in independently
achieving the educational
objectives.
ADVANTAGES LIMITATIONS

 Self paced  Learner may procrastinate

 Cost effective  Requires literacy
 Consistent
 Useful of cognitive domain
 Give positive reinforcement.
 Projects acceptance/sensitivity
 Be organized, give direction
 Elicit and provide feedback
 Use questioning
 Know your audience
 Use repetition
 Summarize key points
 Healthcare Setting
 Health – related setting
 Non health care setting