HOW TO GIVE INSTRUCTION MODULE: LEADERSHIP. Introduction.

HOW TO GIVE INSTRUCTIONHOW TO GIVE INSTRUCTION

MODULE: LEADERSHIPMODULE: LEADERSHIP

IntroductionIntroduction

Call to InstructionCall to Instruction

You will often be called upon to deliver informal and formal instruction as you achieve higher rank.

To be and effective instructor, you must learn:

• Learning theory

• Preparation for instruction

• Techniques for delivery

Learning TheoryLearning Theory

LearningLearning

A change in behavior as a result of experience.

The behavior can be physical and apparent, or it can be intellectual or attitudinal, not easily seen.

A change in behavior as a result of experience.

The behavior can be physical and apparent, or it can be intellectual or attitudinal, not easily seen.

Learning from ExperienceLearning from Experience

Each student can learn only from that which is experienced.Each student can learn only from that which is experienced.

Psychological Classificationsof Learning

Psychological Classificationsof Learning

• Verbal

• Conceptual

• Perceptual

• Motor

• Problem solving

• Emotional

• Verbal

• Conceptual

• Perceptual

• Motor

• Problem solving

• Emotional

Verbal

Conceptual

Perceptual

Motor

ProblemSolving

Emotional

Left Side of the Brain• Numbers• Logic• Word puzzles• Analysis

Left Side of the Brain• Numbers• Logic• Word puzzles• Analysis

Brain StimulationBrain Stimulation

Right Side of the Brain• Music• Imagination• Colors• Motion• Creative expression

Right Side of the Brain• Music• Imagination• Colors• Motion• Creative expression

Both sides work together during learning, but most people have a dominant brain side.Both sides work together during learning, but most people have a dominant brain side.

Are you more left-brained or right-brained?Are you more left-brained or right-brained?

Learning PlateauLearning Plateau

As the number of trials increases, the number of errors decreases rapidly until a learning plateau is reached, after which further improvement comes slowly.

As the number of trials increases, the number of errors decreases rapidly until a learning plateau is reached, after which further improvement comes slowly.

Point of PlateauPoint of Plateau

Reaching the point of plateau signifies the learner may have:

• Reached the limits of his or her capability

• Consolidated the level of skill

• Lost a measure of interest

• Need for a different method

Even so, lack of progress does not mean further learning is impossible.

Reaching the point of plateau signifies the learner may have:

• Reached the limits of his or her capability

• Consolidated the level of skill

• Lost a measure of interest

• Need for a different method

Even so, lack of progress does not mean further learning is impossible.

Getting Students Ready to LearnGetting Students Ready to LearnLearners progress more when motivated by:

• A strong purpose

• A clear objective

• A well-defined reason

A student that is ready to learn meets the instructor at least half-way. This simplifies the instructor’s job.

Learners progress more when motivated by:

• A strong purpose

• A clear objective

• A well-defined reason

A student that is ready to learn meets the instructor at least half-way. This simplifies the instructor’s job.

MotivationMotivation

The drive or desire to do a particular thing.The drive or desire to do a particular thing.

Nine Major Factorsthat Influence Learning

Nine Major Factorsthat Influence Learning

There are nine major factors that influence learning:

1. New learning takes place in the context of past personal experience.

2. Learning is dependent upon motivation.

3. Learning is reinforced through personal exercise.

There are nine major factors that influence learning:

1. New learning takes place in the context of past personal experience.

2. Learning is dependent upon motivation.

3. Learning is reinforced through personal exercise.

Nine Major Factors that Influence Learning (Continued)


4. Learning is facilitated by linking with prior knowledge.

5. Learning is more efficient when new information is logically related.

4. Learning is facilitated by linking with prior knowledge.

5. Learning is more efficient when new information is logically related.



6. Learning is enhanced by providing time for reflection.

7. Learning is enhanced by sensory and emotional involvement.

8. Learning occurs best in an environment that enables more than one kind of learning.

9. Learning requires repetition.

6. Learning is enhanced by providing time for reflection.

7. Learning is enhanced by sensory and emotional involvement.

8. Learning occurs best in an environment that enables more than one kind of learning.

9. Learning requires repetition.

Interpersonal InteractionsInterpersonal Interactions

Instructor-Student InteractionsInstructor-Student Interactions

Learners must feel secure, accepted, and capable of success for them to:

• Pay attention

• Actively participate

• Participate responsibly

Creating a positive learning environment is the instructor’s responsibility. Instructor-student interactions can either improve or hinder learning.

Learners must feel secure, accepted, and capable of success for them to:

• Pay attention

• Actively participate

• Participate responsibly

Creating a positive learning environment is the instructor’s responsibility. Instructor-student interactions can either improve or hinder learning.

Conditions that Hinder LearningConditions that Hinder Learning

• Destructive sarcasm• Intimidation• Boredom• Frustration

• Destructive sarcasm• Intimidation• Boredom• Frustration

• Fatigue• Lack of purpose• Sense of failure

• Fatigue• Lack of purpose• Sense of failure

Some of the conditions that hinder learning are:Some of the conditions that hinder learning are:

Error and Failure DifferError and Failure Differ

Errors can help students learn, but failures cannot.

Errors can help students learn, but failures cannot.

Preparation for InstructionPreparation for Instruction

Prepare for PresentationPrepare for Presentation

Adequate preparation is a must for efficient and effective instruction.Adequate preparation is a must for efficient and effective instruction.

Create or Review the Lesson PlanCreate or Review the Lesson Plan

Creating a lesson plan is the first step to preparing to instruct.

If the lesson has already been planned, the instructor need only become familiar with the plan, and perhaps personalize it.

Creating a lesson plan is the first step to preparing to instruct.

If the lesson has already been planned, the instructor need only become familiar with the plan, and perhaps personalize it.

Format of a Lesson Plan(Part 1 of 2)


For every lesson plan, ask yourself the following questions:

• What is the intended objective or outcome?

• Who is the intended audience?

• What training aids/equipment are needed?

• What technique for instruction will be used?

For every lesson plan, ask yourself the following questions:

• What is the intended objective or outcome?

• Who is the intended audience?

• What training aids/equipment are needed?

• What technique for instruction will be used?



• Is the outline of material to be presented detailed enough?

• What means will be used to assess the effectiveness of the instruction?

• Has a closing or summary been prepared?

• Is the outline of material to be presented detailed enough?

• What means will be used to assess the effectiveness of the instruction?

• Has a closing or summary been prepared?

Techniques for InstructionTechniques for Instruction

One Size Does Not Fit AllOne Size Does Not Fit All

No one instructional technique is perfect for all occasions.

Fit the technique to the:• Type of material• Objective of instruction• Nature of the students• Your experience and

personality

No one instructional technique is perfect for all occasions.

Fit the technique to the:• Type of material• Objective of instruction• Nature of the students• Your experience and

personality

Main Methods of InstructionMain Methods of Instruction

• Lecture• Lecture with audiovisual

aids• Demonstration

• Lecture• Lecture with audiovisual

aids• Demonstration

• Role playing • Case study• Discussion• Cooperative learning

• Role playing • Case study• Discussion• Cooperative learning

For each method of instruction there are advantages, disadvantages, and prescribed methods.

For each method of instruction there are advantages, disadvantages, and prescribed methods.

Here is a list of the main methods of instruction:Here is a list of the main methods of instruction:

LectureLecture

A presentation of information, concepts, or principles by a single individual to a group of listeners.

A presentation of information, concepts, or principles by a single individual to a group of listeners.

Lecture AssumptionsLecture Assumptions

• Instructor knows all

• Students are ignorant about the subject matter

• During the lecture, students have little opportunity to ask questions or make comments

• Instructor knows all

• Students are ignorant about the subject matter

• During the lecture, students have little opportunity to ask questions or make comments

Application of the lecture method involves the following assumptions:Application of the lecture method involves the following assumptions:

Lecture AdvantagesLecture Advantages

The lecture method is the most efficient instructional method for presenting many facts or ideas in a relatively short time.

It is especially good for:

• Introducing a subject

• Ensuring all have the necessary background information

• Giving direction and purpose to a demonstration

• Preparing students for discussion

• Delivering information when there are many students

The lecture method is the most efficient instructional method for presenting many facts or ideas in a relatively short time.

It is especially good for:

• Introducing a subject

• Ensuring all have the necessary background information

• Giving direction and purpose to a demonstration

• Preparing students for discussion

• Delivering information when there are many students

Lecture UsefulnessLecture Usefulness

Lecture is often useful to supplement, summarize, and/or emphasize material from other sources or information difficult to obtain in other ways.

It is good for when students do not have time for research and/or do not have access to reference material.

Lecture is often useful to supplement, summarize, and/or emphasize material from other sources or information difficult to obtain in other ways.

It is good for when students do not have time for research and/or do not have access to reference material.

Lecture DisadvantagesLecture Disadvantages

There are disadvantages to use of the lecture method. Here are a few disadvantages:

• Too many lectures or long lectures without questioning students can cause boredom

• Lectures promote student passiveness

• Possibility of restating or repeating what the learner already knows from reading a textbook

There are disadvantages to use of the lecture method. Here are a few disadvantages:

• Too many lectures or long lectures without questioning students can cause boredom

• Lectures promote student passiveness

• Possibility of restating or repeating what the learner already knows from reading a textbook

• Lecture is not suited to certain types of learning such as:

– Speech skills

– Cooperative group thinking

– Motor skills

– Complex concepts and principles

• Lecture is not suited to certain types of learning such as:

– Speech skills

– Cooperative group thinking

– Motor skills

– Complex concepts and principles

Lecture Disadvantages(Continued)




• Hard for the instructor to judge how well the audience is reacting and if the students’ needs and interests are being met

• An assumption is that the learners are taking adequate notes and are actively listening

• Hard for the instructor to judge how well the audience is reacting and if the students’ needs and interests are being met

• An assumption is that the learners are taking adequate notes and are actively listening

Preparing to LecturePreparing to Lecture

Prepare to lecture by:

• Gathering the necessary information

• Determining a point of view from which to present the subject

• Tailoring the lecture to the students

Prepare to lecture by:

• Gathering the necessary information

• Determining a point of view from which to present the subject

• Tailoring the lecture to the students

Three Main Steps to LectureThree Main Steps to Lecture

SummarySummaryPresentationPresentationIntroductionIntroduction

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Three Main Steps to Lecture: Step 1Three Main Steps to Lecture: Step 1

1. Introduction– Introduce yourself– State the objective– Explain the topic relevance

to the student– Give an overview of the

lecture

1. Introduction– Introduce yourself– State the objective– Explain the topic relevance

to the student– Give an overview of the

lecture

IntroductionIntroduction

11


2. Presentation– Break the larger

topics down into smaller parts

– Provide examples, explanations, illustrations

2. Presentation– Break the larger

topics down into smaller parts

– Provide examples, explanations, illustrations

PresentationPresentation

22


3. Summary – emphasize and

tie together principle points of the lesson, including objectives

3. Summary – emphasize and

tie together principle points of the lesson, including objectives

SummarySummary

33

Guidelines forEffective Use of Lecture

Guidelines forEffective Use of Lecture

Here are some guidelines for effective use of the lecture method:

• Know the specific objectives of the topic

• Ensure the lecture is well organized

• Avoid boring instructing by varying voice stress and intensity

• Watch the class actions (attentiveness) to determine effectiveness of the instruction

Here are some guidelines for effective use of the lecture method:

• Know the specific objectives of the topic

• Ensure the lecture is well organized

• Avoid boring instructing by varying voice stress and intensity

• Watch the class actions (attentiveness) to determine effectiveness of the instruction

Examples of Audiovisual AidsExamples of Audiovisual Aids

Examples of audiovisual aids:

• Chalkboard writings

• Movies

• Overhead projections

Examples of audiovisual aids:

• Chalkboard writings

• Movies

• Overhead projections

Audiovisual Aids CanEnhance Learning

Audiovisual Aids CanEnhance Learning

The strategy of using audiovisual aids encourages comments and questions from students.

A multiple approach through several senses (sight, sound, etc) makes for more complete understanding and greater retention.

The strategy of using audiovisual aids encourages comments and questions from students.

A multiple approach through several senses (sight, sound, etc) makes for more complete understanding and greater retention.

Grasping Whole ConceptsGrasping Whole Concepts

Frequent use of visual materials by the instructor should help students grasp whole concepts where word explanations are often inadequate.

As soon as the object or picture is presented, the word descriptions come into focus with new meaning and lasting effect.

Frequent use of visual materials by the instructor should help students grasp whole concepts where word explanations are often inadequate.

As soon as the object or picture is presented, the word descriptions come into focus with new meaning and lasting effect.

Advantages of Using Lecturewith Audiovisual Aids

Advantages of Using Lecturewith Audiovisual Aids

Using audiovisual aids during lectures is an efficient instructional method for presenting many facts or ideas in a relatively short time.

It is particularly suitable for introducing a subject to ensure that all students have the necessary background.

Using audiovisual aids during lectures is an efficient instructional method for presenting many facts or ideas in a relatively short time.

It is particularly suitable for introducing a subject to ensure that all students have the necessary background.

Advantages of Using Lecturewith Audiovisual Aids (Continued)

Advantages of Using Lecturewith Audiovisual Aids (Continued)

Using audiovisual aids with lecture method is often useful to supplement, summarize, or emphasize material from other sources or to provide information difficult to obtain in other ways, especially complex material.

It helps to focus the students’ attention on the specific concept being presented.

Using audiovisual aids with lecture method is often useful to supplement, summarize, or emphasize material from other sources or to provide information difficult to obtain in other ways, especially complex material.

It helps to focus the students’ attention on the specific concept being presented.

Disadvantages of Using Lecturewith Audiovisual Aids

Disadvantages of Using Lecturewith Audiovisual Aids

There are disadvantages to using the lecture with audiovisual aids method:

• Not good for development of motor skills

• Requires considerable skill in speaking on the instructor’s part

• Assumes active listening and adequate note taking skills on the part of the students

There are disadvantages to using the lecture with audiovisual aids method:

• Not good for development of motor skills

• Requires considerable skill in speaking on the instructor’s part

• Assumes active listening and adequate note taking skills on the part of the students

Procedure for Using Lecturewith Audiovisual Aids

Procedure for Using Lecturewith Audiovisual Aids

The delivery technique for a lecture using audiovisuals is similar to the basic lecture method discussed earlier.

The delivery technique for a lecture using audiovisuals is similar to the basic lecture method discussed earlier.

SummarySummaryPresentationPresentationIntroductionIntroduction

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DemonstrationDemonstration

The process wherein one person does something in the presence of others to show them how to do it or to illustrate a principle.

The process wherein one person does something in the presence of others to show them how to do it or to illustrate a principle.

When to Use DemonstrationWhen to Use Demonstration

It is often appropriate to use the demonstration method when:

• Teaching technique, procedure, or operation to a small group of learners

• There is a need to develop students’ ability to operate equipment or acquire physical skills

It is often appropriate to use the demonstration method when:

• Teaching technique, procedure, or operation to a small group of learners

• There is a need to develop students’ ability to operate equipment or acquire physical skills

Advantages of DemonstrationAdvantages of Demonstration

Some of the advantages of using the demonstration method include:

• Adds to learning by giving students the opportunity to see and hear what is actually happening

• Can be used to illustrate ideas, principles, and concepts for which words are inadequate

• Usually holds the students’ attention

Some of the advantages of using the demonstration method include:

• Adds to learning by giving students the opportunity to see and hear what is actually happening

• Can be used to illustrate ideas, principles, and concepts for which words are inadequate

• Usually holds the students’ attention

Advantages of Demonstration (Continued)

Advantages of Demonstration (Continued)

• Can save money, since only the instructor needs materials

• Can reduce hazards before students begin experimentation or handling of materials involved

• Can lead to a reduction in the length of trial-and-error time

• Can save money, since only the instructor needs materials

• Can reduce hazards before students begin experimentation or handling of materials involved

• Can lead to a reduction in the length of trial-and-error time

Disadvantages of DemonstrationDisadvantages of Demonstration

One disadvantage of using the demonstration method is that it cannot be properly used in large classrooms or with extremely small objects because all students cannot see.

Also, it can be ineffective if the instructor only “shows and tells” without obtaining feedback from students.

One disadvantage of using the demonstration method is that it cannot be properly used in large classrooms or with extremely small objects because all students cannot see.

Also, it can be ineffective if the instructor only “shows and tells” without obtaining feedback from students.

Disadvantages of Demonstration (Continued)

Disadvantages of Demonstration (Continued)

Use of the demonstration method may lead to imitation without understanding.

Also, this method can become time-consuming.

Use of the demonstration method may lead to imitation without understanding.

Also, this method can become time-consuming.

Three Main Steps to DemonstrationThree Main Steps to Demonstration

PerformancePerformanceRepetitionRepetitionShow

and TellShow

and Tell

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Step One: Show and TellStep One: Show and Tell

To complete the show and tell step:

• Position the students and training aids properly.

• Make sure that everyone has an unobstructed view

• Show and explain the operations in step-by-step order

• Say what you are doing as you perform the demonstration

To complete the show and tell step:

• Position the students and training aids properly.

• Make sure that everyone has an unobstructed view

• Show and explain the operations in step-by-step order

• Say what you are doing as you perform the demonstration

Showand Tell

Showand Tell

11

Step One: Show and Tell (Continued)Step One: Show and Tell (Continued)

• Do not emphasize speed during the initial demonstration

• Ensure students understand each step before proceeding

• Repeat difficult operations

• Pause briefly after each operation to observe reactions and to check for understanding

• Do not emphasize speed during the initial demonstration

• Ensure students understand each step before proceeding

• Repeat difficult operations

• Pause briefly after each operation to observe reactions and to check for understanding

Showand Tell

Showand Tell

11

• When needed, such as teaching something involving distinction between left and right, use an assistant demonstrator

• Give proper attention to terminology

• Carefully check students’ comprehension

• When needed, such as teaching something involving distinction between left and right, use an assistant demonstrator

• Give proper attention to terminology

• Carefully check students’ comprehension

Showand Tell

Showand Tell

11


• Always observe safety precautions• Always observe safety precautions

Showand Tell

Showand Tell

11


Attention to TerminologyAttention to Terminology

Use the following techniques to ensure you and your learners are paying close attention to terminology:

• List the names of parts on a chalkboard or chart

• Refer students to a previously made chart that shows the parts and their terminology

• Conduct a terminology drill on the parts of the training aid while the aid is in its assembled or disassembled condition, as appropriate

Use the following techniques to ensure you and your learners are paying close attention to terminology:

• List the names of parts on a chalkboard or chart

• Refer students to a previously made chart that shows the parts and their terminology

• Conduct a terminology drill on the parts of the training aid while the aid is in its assembled or disassembled condition, as appropriate

Check Student ComprehensionCheck Student Comprehension

Ask questions during the demonstration that require the students to recall:

• Nomenclature

• Procedural steps

• Underlying principles

• Safety precautions

Ask questions during the demonstration that require the students to recall:

• Nomenclature

• Procedural steps

• Underlying principles

• Safety precautions

Check Student Comprehension (Continued)

Check Student Comprehension (Continued)

Watch the class for reactions indicating lack of attention, confusion, or doubt, but do not depend solely upon visual observations.

Watch the class for reactions indicating lack of attention, confusion, or doubt, but do not depend solely upon visual observations.

Step Two: RepetitionStep Two: Repetition

Generally, there is a need for the inclusion of one or more repetition steps between the demonstration step and the performance step.

Generally, there is a need for the inclusion of one or more repetition steps between the demonstration step and the performance step.

RepetitionRepetition

22

Step Three: PerformanceStep Three: Performance

The third step is the step in which the students practice under supervision until they have attained the required proficiency.

During this step, they apply what they have previously learned as a result of the demonstrations.

The third step is the step in which the students practice under supervision until they have attained the required proficiency.

During this step, they apply what they have previously learned as a result of the demonstrations.

PerformancePerformance

33

Guidelines for Effective Use of Demonstration

Guidelines for Effective Use of Demonstration

• Practice/rehearse each demonstration in its entirety

• Keep time limitations in mind

• Make sure all materials are at hand

• Practice/rehearse each demonstration in its entirety

• Keep time limitations in mind

• Make sure all materials are at hand

Do the following to effectively apply the demonstration method of instruction:Do the following to effectively apply the demonstration method of instruction:

Guidelines for Effective Use of Demonstration (Continued)

Guidelines for Effective Use of Demonstration (Continued)

• Ensure students can adequately see and hear the demonstration

• Obtain feedback by using questions during the demonstration

• Conduct a brief review of the steps or provide a short summary

• Ensure students can adequately see and hear the demonstration

• Obtain feedback by using questions during the demonstration

• Conduct a brief review of the steps or provide a short summary

Role-PlayingRole-Playing

An instructional technique involving a spontaneous portrayal (acting out) of a situation, condition, or circumstance by selected members of the class.

An instructional technique involving a spontaneous portrayal (acting out) of a situation, condition, or circumstance by selected members of the class.

Putting Yourself inSomeone Else’s Shoes

Putting Yourself inSomeone Else’s Shoes

Role-playing is a form of improvisation in which the participants assume the identity of other persons and then react as they believe those persons would in a particular situation.

Role-playing is a form of improvisation in which the participants assume the identity of other persons and then react as they believe those persons would in a particular situation.

Mass Casualty DrillMass Casualty Drill

Uses of Role-PlayingUses of Role-Playing

Role-playing is especially useful when helping students to:

• Understand perspectives and different ethnic and cultural backgrounds

• Solve problem situations where different roles are in opposition to each other

• Maximize the benefit of counseling or tutoring

Role-playing is especially useful when helping students to:

• Understand perspectives and different ethnic and cultural backgrounds

• Solve problem situations where different roles are in opposition to each other

• Maximize the benefit of counseling or tutoring

Advantages of Role-PlayingAdvantages of Role-Playing

Role-playing can be fun, interesting, motivating, and meaningful, and helps to break the routine of other classroom experiences.

It provides insight into common individual and group problems, reveals different attitudes, and tests various ideas in a practical situation.

Through the use of role-playing students learn to organize thoughts and responses instantly while reacting to a situation or question.

Role-playing can be fun, interesting, motivating, and meaningful, and helps to break the routine of other classroom experiences.

It provides insight into common individual and group problems, reveals different attitudes, and tests various ideas in a practical situation.

Through the use of role-playing students learn to organize thoughts and responses instantly while reacting to a situation or question.

Disadvantages of Role-PlayingDisadvantages of Role-Playing

There are several disadvantages to the use of role-playing:

• Students sometimes emphasize performance (showing off) over the intended objectives of the topic

• It is time-consuming

• Some students are unable to identify with the roles or situation

• “Hot topics” and controversial issues can get out of hand

• It may benefit only the actual participants unless the objectives for the class have been clearly specified

There are several disadvantages to the use of role-playing:

• Students sometimes emphasize performance (showing off) over the intended objectives of the topic

• It is time-consuming

• Some students are unable to identify with the roles or situation

• “Hot topics” and controversial issues can get out of hand

• It may benefit only the actual participants unless the objectives for the class have been clearly specified

Case StudyCase Study

An instructional approach that requires the student to analyze problem situations that may be hypothetical or real.

An instructional approach that requires the student to analyze problem situations that may be hypothetical or real.

Case Studies Challenge LearnersCase Studies Challenge Learners

The following happens during the application of the case study method of instruction:

1. Student(s) receives a “case” - a report containing all pertinent data

2. Student(s) then must:a. Analyze the data

b. Evaluate the nature of the problem

c. Decide upon applicable principles

d. Recommend a solution or course of action

The following happens during the application of the case study method of instruction:

1. Student(s) receives a “case” - a report containing all pertinent data

2. Student(s) then must:a. Analyze the data

b. Evaluate the nature of the problem

c. Decide upon applicable principles

d. Recommend a solution or course of action

Using Case StudiesUsing Case Studies

Each case may be handled by:

• A whole class

• Subgroups of a class

• An individual

Each case may be designed to be handled in varied time periods, ranging from a single class period to an entire course.

Each case may be handled by:

• A whole class

• Subgroups of a class

• An individual

Each case may be designed to be handled in varied time periods, ranging from a single class period to an entire course.

Case Studies and AnalysisCase Studies and Analysis

Analysis of the data involves such things as the use of reference materials prepared for the study, or knowledge and theory already possessed by others and listed in manuals and books.

Analysis of the data involves such things as the use of reference materials prepared for the study, or knowledge and theory already possessed by others and listed in manuals and books.

Case Studies and EvaluationCase Studies and Evaluation

Evaluating and determining applicable principles calls upon the students to make some kind of “reasons-why-this-has-happened” statement.

Evaluating and determining applicable principles calls upon the students to make some kind of “reasons-why-this-has-happened” statement.

Case Studies and RecommendationsCase Studies and Recommendations

Recommended solutions should be a natural outgrowth of case study analysis and evaluation.

Recommended solutions should be a natural outgrowth of case study analysis and evaluation.

Analysis + Evaluation = SolutionAnalysis + Evaluation = Solution

DiscussionDiscussion

A supervised conversation during which the students take an active role by stating their views on a certain topic, at the same time that the instructor guides the group to discover certain principles.

A supervised conversation during which the students take an active role by stating their views on a certain topic, at the same time that the instructor guides the group to discover certain principles.

Types of DiscussionTypes of Discussion

Examples of discussion types include:

• Whole-class discussions

• Debates

• Panels

• Buzz-sessions

• Forums

Examples of discussion types include:

• Whole-class discussions

• Debates

• Panels

• Buzz-sessions

• Forums

Ways of Implementing DiscussionWays of Implementing Discussion

A few ways to include discussion in instruction:

• Ask questions

• Clarify comments

• Make tentative summaries

• Place emphasis on student-centered rather than instructor-centered learning

A few ways to include discussion in instruction:

• Ask questions

• Clarify comments

• Make tentative summaries

• Place emphasis on student-centered rather than instructor-centered learning

Benefits of DiscussionBenefits of Discussion

• Helps develop attitudes

• Challenges and/or reinforces individual values and beliefs

• Develops questioning skills and responses

• Helps develop attitudes

• Challenges and/or reinforces individual values and beliefs

• Develops questioning skills and responses

• Increases motivation

• Active, not passive

• Maintains a high degree of mental alertness

• Increases motivation

• Active, not passive

• Maintains a high degree of mental alertness

Some of the benefits of employing the discussion method include:Some of the benefits of employing the discussion method include:

Cooperative LearningCooperative Learning

In cooperative learning, a class of students is subdivided into groups or teams within which the members work with and depend upon each other to accomplish a learning goal.

In cooperative learning, a class of students is subdivided into groups or teams within which the members work with and depend upon each other to accomplish a learning goal.

Cooperative Learning ProcessCooperative Learning Process

1. Learners are divided into groups.

2. Each team member accomplishes some portion of the assigned objective as an individual goal.

3. They then instruct other team members about what they have learned or accomplished, and receive similar information from the other members.

1. Learners are divided into groups.

2. Each team member accomplishes some portion of the assigned objective as an individual goal.

3. They then instruct other team members about what they have learned or accomplished, and receive similar information from the other members.

There are five steps in the cooperative learning process:There are five steps in the cooperative learning process:

Cooperative Learning Process (Continued)

Cooperative Learning Process (Continued)

4. Team members are encouraged to assist others to achieve their individual goals when needed, and to work together to achieve the overall group objective.

4. Team members are encouraged to assist others to achieve their individual goals when needed, and to work together to achieve the overall group objective.

5. The instructor monitors the individual group activities and may be used as a resource for the group, but does not actively take part in the group work effort.

5. The instructor monitors the individual group activities and may be used as a resource for the group, but does not actively take part in the group work effort.

When to Use Cooperative LearningWhen to Use Cooperative Learning

It is good to use cooperative learning when sufficient time is available for the group to do the following with information:

• Gather

• Discuss

• Digest

• Disseminate

It is good to use cooperative learning when sufficient time is available for the group to do the following with information:

• Gather

• Discuss

• Digest

• Disseminate

It is also good to use cooperative learning when the material to be learned is complex or important, or requires both mastery and retention in long-term memory.

It is also good to use cooperative learning when the material to be learned is complex or important, or requires both mastery and retention in long-term memory.

ConclusionConclusion

Deciding Which Technique to UseDeciding Which Technique to Use

Consider the following whenever deciding which instructional technique to use:

• Number, ability, maturity level, and previous experience of the students

• Nature of the subject matter

• What needs to be emphasized – skills, knowledge, or values/attitudes

Consider the following whenever deciding which instructional technique to use:

• Number, ability, maturity level, and previous experience of the students

• Nature of the subject matter

• What needs to be emphasized – skills, knowledge, or values/attitudes

Deciding Which Technique to Use (Continued)

Deciding Which Technique to Use (Continued)

• Time requirements

• Demands the technique will make on the instructor and students

• Materials required

• Results expected

• Time requirements

• Demands the technique will make on the instructor and students

• Materials required

• Results expected

No Single Correct Way to InstructNo Single Correct Way to Instruct

Some things can be learned more thoroughly by observation or group involvement than through lectures or drill.

Some materials need experimental and demonstration treatment.

Controversial topics lend themselves best to discussion or role-playing.

Some things can be learned more thoroughly by observation or group involvement than through lectures or drill.

Some materials need experimental and demonstration treatment.

Controversial topics lend themselves best to discussion or role-playing.

In any case, the instructor must learn how to use the different techniques.

In any case, the instructor must learn how to use the different techniques.

HOW TO GIVE INSTRUCTION MODULE: LEADERSHIP. Introduction.

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