Teaching techniques

1. Unit 5
Educational Methods

2. What instructional methods
have you been exposed to??
 …in high school?
 …in college?
 …in non-formal settings?

3. Analogies…
 Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different
learners.
 Teaching is like beautiful music…
 Where, instructional methods are the
instruments
 When played alone they make sound…
 When played together in tune, rhythm,
and feeling, they become amazing
music!

4. Analogies…
 Toolbox…
 What is in your “toolbox”?

5. Selecting and Using a Variety of
Instructional Methods
 Instructional objectives:
 Define method of Instruction
 Discuss factors to consider when
selecting a method of instruction
 Distinguish between methods of
instruction and instructional aids
 Identify & discuss a variety of
teaching methods

6. What is a “Method”?
 a procedure or process for attaining
an object: as
 a (1) : a systematic procedure,
technique, or mode of inquiry employed
by or proper to a particular discipline or
art (2) : a systematic plan followed in
presenting material for instruction
 b (1) : a way, technique, or process of
or for doing something (2) : a body of
skills or techniques

7. Teaching Method
 Objective oriented activities and
flow of information between
teachers and students

8. Methods, Strategy, Aid,
Approach
 Teaching Method tend to be synonymous
with technique according to Webster
 Teaching Strategy – “careful plan” that
serves an important function in achieving a
specific outcome.
 Instructional aids includes:
 Chalkboard, Flip chart, PowerPoint
 Overheads, VCR, Real Objects, etc.
 Teaching Approach is a “holistic process”
 Includes the teaching steps, problem-
solving strategies, and teaching
methods.

9. Teaching
Methods
 Lecture-Explaining
 Resource People
 Case Study
 Group Discussion
 Brainstorming & Buzz Groups
 Field-trip (tour)

10. Additional Methods/Strategies
 Others
 Directed (supervised) study
 Role-Play
 Socratic Dialogue
 Jigsaw
 Concept Map/Sketch
 Debate
 Cooperative Learning
 Panel of Experts

11. What Factors do we consider
when selecting an instructional
method?
 The intended specific outcome
or purpose
 Size of group
 Learners’ preference for
learning
 The content sometimes dictates
the method
 Required preparation

12. Instructional/Teaching Methods
vs. Instructional Aids?
 Assist the teacher in the
teaching/learning process
 White board
 Handouts
 Props
 Pictures/Video
 Audio
 Computer based simulation
 Models
 Others?

13. Tools for your teaching tool box
Let’s Try Some

14. Incorporating Problem-
solving (Decision-making)
Techniques Into
Instruction

15. P-S (Decision-Making)
Techniques
 Forked-Road
 Possibilities Factors
 Situation to be Improved
 Effect, Find the Cause

16. “Forked-Road” Decision-
Making Technique

17. Essential Elements of a
Forked-Road Technique are:
 A problem where a learner must
decide between two possible choices
of action
 Must have factors to consider
 Must make a decision based upon
the factors considered

18. Before engaging in a
problem-solving (decision-
making)…
 The problem (opportunity) must be defined!
 Need to ask yourself, “What is the
problem?”
 Usually proposed in question form
 Often, the problem is derived from a
situation, or scenario.
 case study
 May be real or contrived

19. Class Exercise

20. Scenario
 You have been hired in a new
position and your supervisor tells you
that the company will purchase you a
new computer.
 Your supervisor explains that you can
spend up to $2150.00 on a new
desktop computer and software.
Furthermore, because of existing
purchasing agreements you must select
between Dell and Gateway.
 The choice is yours, however your
supervisor has requested a decision
in two days.

21. What is the decision
you need to make?
Should I purchase Dell computer
or a Gateway computer?

22. Forked Road Template
Forked-Road
Problem-Solving Technique
Define the Problem / Decision to be Made:
Choice One Choice Two
Factors to Consider
Decision / Recommendation:

23. What if we have more
than two choices?
 Possibilities-Factors!

24. Possibilities-Factors Template
Possibilities-Factors
Problem-Solving Technique
Define the Problem / Decision to be Made:
Possibilities (Possible Solutions)
Factors to Consider
Decision / Recommendation:

25. Forked Road or Possibilities
Factors?
1. Selecting between turf grass and natural
grass.
2. Choosing a greenhouse covering.
3. Determining whether to attend the
National Convention.
4. Selecting from among seed varieties.
5. Determining best pest control.
6. Selecting a career choice.
7. Promoting a management practice.
8. Determining whether to invest in new
equipment.
9. Selecting lumber types.
10. Choosing a “path” of action.

26. Instructional Tips
1. Get learners to define the problem (best)
 Or, you define the problem
2. Record for all to see
3. Use the template to facilitate the problem-
solving (decision-making) effort
• Complete the template yourself
4. Assist students in identifying the factors to
consider
5. Provide the resources for seeking out
information on the possibilities
6. Have students identify a solution
7. Allow students to share their solution with
rationale for their choice

27. Integrating reading,
speaking, listening and
writing skills

28. Jigsaw
 Is a teaching technique invented by social psychologist
Elliot Aronson in 1971.
 Students of a normal-sized class (26 to 33 students) are
divided into competency groups of four to six students,
each of which is given a list of subtopics to research.
 Individual members of each group then break off to work
with the "experts" from other groups, researching a part of
the material being studied, after which they return to their
starting body in the role of instructor for their subcategory.
 The strategy is an efficient teaching method that
encourages listening, engagement, interaction, peer
teaching, and cooperation by giving each member of the
group an essential part to play in the academic activity.
 Both individual and group accountability are built into the
process.
 Jigsaws are a four-skills approach, integrating reading,
speaking, listening and writing.

29. Expert Panels A
A1+A2+A3+A4
Expert Panels D
D1+D2+D3+D4
Expert Panels B
B1+B2+B3+B4
Expert Panels C
C1+C2+C3+C4
Team 1 Team 2
Team 1 Team 2
Each team provides one expert to form a panel
Teams regroup for peer teaching and report writing
Team 3 Team 4
Team 3 Team 4

30. Let’s Try it
 You have each been given a
 First, all the #’s get into teams 1
 Second, you will be ‘experts’ on the
events of the Olympic Games
and meet by color (blue, orange, purple, yellow)
 Third, get back together in # Teams
and share 4 facts about your event
with the others in your team

31. Closure…
 Select the right “tool” for the
right “job”
 Variety is valued
 Method is determined by many
factors
 Include instructional aids to add
variety & clarity