The document discusses innovative and interactive techniques for teaching, including using analogies like fishing and music. It describes selecting instructional methods based on factors like learners and objectives. Teaching methods are defined as techniques, strategies as planned approaches, and aids as supplemental tools. Specific methods are listed like lectures, discussions, and field trips. The document provides templates for problem-solving approaches like the forked road model and possibilities-factors model. Finally, it discusses integrating skills through the jigsaw technique where students research subtopics and teach their expertise to others.

1. Innovative andInnovative and
Interactive TechniquesInteractive Techniques
and Methods ofand Methods of
TeachingTeaching

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

3. Selecting and Using a Variety ofSelecting and Using a Variety of
Instructional MethodsInstructional Methods
 Instructional objectives:Instructional objectives:
 Define method of InstructionDefine method of Instruction
 Discuss factors to consider whenDiscuss factors to consider when
selecting a method of instructionselecting a method of instruction
 Distinguish between methods ofDistinguish between methods of
instruction and instructional aidsinstruction and instructional aids
 Identify & discuss a variety ofIdentify & discuss a variety of
teaching methodsteaching methods

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

5. TeachingTeaching
MethodsMethods
 Lecture-ExplainingLecture-Explaining
 Resource PeopleResource People
 Case StudyCase Study
 Group DiscussionGroup Discussion
 Brainstorming &Brainstorming &
Buzz GroupsBuzz Groups
 Field-trip (tour)Field-trip (tour)
 QuizQuiz
 Book, Journals orBook, Journals or
Website reviewsWebsite reviews
 Interactive videoInteractive video
and audio sessionsand audio sessions

6. Methods/StrategiesMethods/Strategies
 Directed (supervised)Directed (supervised)
studystudy
 Role-PlayRole-Play
 Socratic DialogueSocratic Dialogue
 Jigsaw/CrosswordJigsaw/Crossword
 Concept Map/SketchConcept Map/Sketch
 DebateDebate
 Cooperative LearningCooperative Learning
 Panel of ExpertsPanel of Experts
 CollageCollage

7. Instructional/Teaching MethodsInstructional/Teaching Methods
vs. Instructional Aids?vs. Instructional Aids?
 Assist the teacher in theAssist the teacher in the
teaching/learning processteaching/learning process
 White boardWhite board
 HandoutsHandouts
 PropsProps
 Pictures/VideoPictures/Video
 AudioAudio
 Computer based simulationComputer based simulation
 ModelsModels
 Others?Others?

8. Tools from our teaching tool boxTools from our teaching tool box
Let’s Try SomeLet’s Try Some

9. Management Functions

10. PlanningPlanning
 Quiz – 4-5 Rounds includingQuiz – 4-5 Rounds including
Objective type and other types ofObjective type and other types of
questionsquestions
 Role Play – Give a situation andRole Play – Give a situation and
ask students to enact to theask students to enact to the
situation providedsituation provided
 Case AnalysisCase Analysis
 Video/Movie Review -Video/Movie Review - https://https://
www.youtube.com/watch?v=rS3Aq_2II-swww.youtube.com/watch?v=rS3Aq_2II-s TataTata
Nano manufacturing plant shifting from WestNano manufacturing plant shifting from West
Bengal to GujaratBengal to Gujarat

11. OrganisingOrganising
 Concept Map/Sketch – EventConcept Map/Sketch – Event
based on themesbased on themes
 Case – Event OrganisingCase – Event Organising
 Brainstorming session linked toBrainstorming session linked to
casecase
 Video and Audio reviewsVideo and Audio reviews
 Jigsaw / CrosswordJigsaw / Crossword

12. StaffingStaffing
 Role Play – Process of Staffing /Role Play – Process of Staffing /
recruitingrecruiting
 Field Trip/Tour – Linked to RoleField Trip/Tour – Linked to Role
Play, students will visit differentPlay, students will visit different
industry sectors and collectindustry sectors and collect
informationinformation
 CollageCollage
 Video/Audio reviewsVideo/Audio reviews

13. LeadingLeading
 Video session on top leadersVideo session on top leaders
 Case Study / SituationalCase Study / Situational
analysis on leadinganalysis on leading
 Story tellingStory telling
 Resource peopleResource people

14. ControllingControlling
 Role-play on ControllingRole-play on Controlling
 Case analysis of differentCase analysis of different
situationssituations
 Video reviewsVideo reviews
 Cooperative learningCooperative learning

15. Class ExerciseClass Exercise

16. ScenarioScenario
 You have been hired in a newYou have been hired in a new
position and your supervisor tells youposition and your supervisor tells you
that the company will purchase you athat the company will purchase you a
new computernew computer..
 Your supervisor explains that you canYour supervisor explains that you can
spend up to $2150.00spend up to $2150.00 on a newon a new
desktop computer and software.desktop computer and software.
Furthermore, because of existingFurthermore, because of existing
purchasing agreements you must selectpurchasing agreements you must select
betweenbetween DellDell andand GatewayGateway..
 The choice is yours, however yourThe choice is yours, however your
supervisor has requested a decisionsupervisor has requested a decision
in two days.in two days.

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

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

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

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

21. Forked Road or PossibilitiesForked Road or Possibilities
Factors?Factors?
1.1. Selecting between turf grass and naturalSelecting between turf grass and natural
grass.grass.
2.2. Choosing a greenhouse covering.Choosing a greenhouse covering.
3.3. Determining whether to attend theDetermining whether to attend the
National Convention.National Convention.
4.4. Selecting from among seed varieties.Selecting from among seed varieties.
5.5. Determining best pest control.Determining best pest control.
6.6. Selecting a career choice.Selecting a career choice.
7.7. Promoting a management practice.Promoting a management practice.
8.8. Determining whether to invest in newDetermining whether to invest in new
equipment.equipment.
9.9. Selecting lumber types.Selecting lumber types.
10.10. Choosing a “path” of action.Choosing a “path” of action.

22. Instructional TipsInstructional Tips
1.1. Get learners to define the problem (best)Get learners to define the problem (best)
 Or, you define the problemOr, you define the problem
1.1. Record for all to seeRecord for all to see
2.2. Use the template to facilitate the problem-Use the template to facilitate the problem-
solving (decision-making) effortsolving (decision-making) effort
• Complete the template yourselfComplete the template yourself
1.1. Assist students in identifying the factors toAssist students in identifying the factors to
considerconsider
2.2. Provide the resources for seeking outProvide the resources for seeking out
information on the possibilitiesinformation on the possibilities
3.3. Have students identify a solutionHave students identify a solution
4.4. Allow students to share their solution withAllow students to share their solution with
rationale for their choicerationale for their choice

23. Integrating reading,Integrating reading,
speaking, listening andspeaking, listening and
writing skillswriting skills

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

25. 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

26. Let’s Try itLet’s Try it
 You have each been given aYou have each been given a
 First, all the #’s get into teamsFirst, all the #’s get into teams 11
 Second, you will be ‘experts’ on theSecond, you will be ‘experts’ on the
events of the Olympic Gamesevents of the Olympic Games
and meet by colorand meet by color ((blueblue,, orangeorange,, purplepurple,, yellowyellow))
 Third, get back together in # TeamsThird, get back together in # Teams
and share 4 facts about your eventand share 4 facts about your event
with the others in your teamwith the others in your team

27. Closure…Closure…
 Select the right “tool” for theSelect the right “tool” for the
right “job”right “job”
 Variety is valuedVariety is valued
 Method is determined by manyMethod is determined by many
factorsfactors
 Include instructional aids to addInclude instructional aids to add
variety & clarityvariety & clarity