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Method of Instruction

This section discusses different methods of instruction including lecture, seminar, large or small group discussion, and lab experimentation. The document recommends using a combination of methods to help students achieve learning objectives. There is no single best teaching method. The choice of instructional strategy depends on factors like the number of students, type of students, content, time available, and resources. These factors are outlined in a table that shows which instructional strategies like mass instruction, individualized, or group work are best suited under different conditions.

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34 views

Method of Instruction

This section discusses different methods of instruction including lecture, seminar, large or small group discussion, and lab experimentation. The document recommends using a combination of methods to help students achieve learning objectives. There is no single best teaching method. The choice of instructional strategy depends on factors like the number of students, type of students, content, time available, and resources. These factors are outlined in a table that shows which instructional strategies like mass instruction, individualized, or group work are best suited under different conditions.

Uploaded by

mani1464
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Method of Instruction

This section should include the types of activities that you will use to facilitate student learning. For
example, lecture, seminar, large or small group discussion, and lab experimentation are different methods
of instruction. You may want to use a combination of methods to help students achieve course objectives.
Keep in mind that "[t]here is no best teaching method" (Prégent, 2000, p. 98).

"Selecting the most appropriate method of instruction can be done by considering [a number of] factors"
(Forsyth, Joliffe, & Stevens, 1999, p. 92). This process is outlined in the following table (Forsyth et al.,
1999, p. 94).

Factors that affect the choice of delivery strategy

Type of Instructional
Factor Variable
Strategy
large mass, individualized
Number of students
small individualized, group
homogeneous mass, group, individualized
Type of student
heterogeneous individualized, group
skill-based group, individualized
process mass, group, individualized
Type of content
attitudinal group
knowledge mass, group, individualized
long mass, group, individualized
Time to develop
short mass, group
many mass, group, individualized
Repeats of course
few mass, group
many group, individualized
Number of staff
few mass, group

Attitude of staff positive group, individualized


towards innovation negative mass

Support staff many mass, group, individualized


available few mass, group

Educational traditional mass, group


environment non-traditional group, individualized

Design of learning fixed mass


environment changeable mass, group, individualized
large mass, group, individualized
Funds available
little mass, group

Administrative rigid mass


environment flexible mass, group, individualized
Forsyth, I; Joliffe, A; & Stevens,
D. (1999). Planning a Course:
Practical Strategies for
Teachers, Lecturers and
Trainers. (2nd ed). London:
Kogan Page Limited.

Prégent, R. (2000). Charting


Your Course: How to Prepare to
Teach More Effectively. (English
ed.). Madison, WI: Atwood
Publishing.

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