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Instructional Strategies Tips

Functional education remains the real instrument and strength ofpositive change for sustainable humandevelopment. Education and training are often recognized as the prerequisitesfor quality manpower development and wealth creation.

As the realization of this facts dawn more and more on the peopleof the world, desire for sound education and up-to-date knowledgeacquisition increase, necessitating the need for many more peopleas teachers and instructors who have never participated in a teacher’straining course.

This article will help you to improve your instructional skill, whetheras an on-the-job trainer, classroom teacher or out-of-class instructor.

Last Updated -12th December 2005

Tip:

Instructing others is not the sole responsibility of professionalteachers. Many, all over the world, who have never studied pedagogy,have the responsibility of teaching others placed on them. If youare one of them, you must gain the knowledge of strategies used ininstructing others, to make a success of your teaching assignments.

Instructional Strategies

When we talk of ‘instructional strategies’, what we mean,simply, is ‘a plan of organized thoughtful actions that involvesound employment of effective teaching methods and meaningful coordinationof available resources to achieve the desired objectives of teaching.’

Choice of teaching methods

An instructor must understand the criteria or factors which constitutethe principles underlying the choice of teaching methods.

A teaching method may be good or bad, appropriate or inappropriate,attractive or unattractive, depending on whether the principles aretaken into consideration at the planning and presentation stage.

• The nature of the learners. The maturity or developmentallevel of the learners, the language and communication skills ofthe learners and the assimilating ability of the learners must betaken into consideration. The teaching methods used by the teachermust be appropriate to the students’ background and the topicsbeing treated.
• The nature of the subject. Mathematics, for example,will require a different teaching method from fine art.
• The nature of the topic under consideration. Canthe topic be effortlessly grasped or is it the hard part of a subjectthat cannot be easily understood like the other parts?
• The ability of the teacher. If the instructor isnot able to explain that topic to the learners’ satisfaction,he can resort to Inquiry/ Discovery method, for example.
• The size of the class. The numbers of students ina class can determine to a large extent the teaching method to beused. For example, the Dalton plan of individual work is hardlypracticable in a large class.
• The time and duration of the lesson. If the timein which a lesson must be covered is short, then a method must bechosen that will quickly present the lesson to the students, likeLecture Method.

Classification Of Instructional Strategies

• Teacher-Centered Methods:
  • The teacher does most of the work. Learners’participation in the lesson is few. Lecture, Didactic and story-tellingmethods are good examples.
• Student-Centered Methods:
  • The learner does most of the work. Teachers’participation is minimum. Example:Inquiry/Discovery method,Discussion method, Assignment /Problem-solving method, Role-Playmethod.

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Instructional Strategies

• Didactic (Teaching) Method
  • In all the instructional methods discussed inthis article, the instructor is involved in teaching. But thereis a certain way of teaching, which, for want of a better name,we call ‘Didactic.’ The teacher explains a topic tothe class, answers learners’ questions on the lesson andasks the students questions to test their understanding of thelessons. In addition, he writes the lesson, or a summary ofit, on the board for the students/pupils to copy in their notebooks.
  • This method leans heavily on learning of factsby the learner and is used mainly in the primary and secondaryschools.
• Lecture Method
  • The Lecture Method consists of passing verbalinformation to the students/pupils who listen and write downas much of the lecture as they can. At the end of the lecture,the students ask questions, which the instructor answers. Theteacher does most of the talking. He is fully in charge, themaster of knowledge!
  • Lecture method is more applicable for studentsin higher institutions of learning.
  • The major advantage of the method is that alot of information can be passed on in a relatively short timeand it is particularly suited for teaching large classes.
  • The major limitations of this method are: Itis teacher-centered. It does not encourage students’ activeparticipation in learning activities. Learners with short attentionspan may not derive much benefit from the lecture. It causesboredom in a class because students are not actively involved.
• Discussion Method
  • This method involves exchange of ideas between the teacher andthe learner. The Instructor and the learners talk about the lessonfrom several points of view. In a Literature class, the teachermay invite discussion from the students on a new literary book thata well-known author has just written. The teacher does not seemto have a particular answer he wishes to present to the students.He only wants to give them the opportunity to express their viewsand by so doing their literary appreciation skill.
  • Discussion is important to learning in all disciplines becauseit helps students process information rather than simply receiveit. The students can be more active in this method than in lecturemethod. Discussion is an instructional activity that has uses inclasses of all sizes and disciplines.
  • The advantage of this method is that it creates a forum to solvedifficult problems. Another advantage is that both the teacher andthe students are both involved in the lesson, unlike in the lecturemethod. It also contributes to character development, encouragelogical thinking, promote habits of disciplined discussion and facilitatecreative thinking.
  • The disadvantage is, discussion session can result in bitter argumentsif not properly monitored or if quick-tempered students are allowedto get out of control. For example, a discussion session ends inviolence when a bad-mannered white student uses offensive term torefer to colored people while speaking. The black people in theclass and their white sympathizers first of all released a volleyof angry epithets against the offender. When a few white studentstook his sides, blows began to fly.
• Questioning Method
  • The teacher asks questions and calls the students one-by-one toprovide answers to the questions. This allows the teacher to assessthe previous knowledge, level of understanding, misconceptions andlearning difficulties of the students/pupils.
  • This method allows individual participation of students in thelesson. It also enables the teacher to provide on-the-spot correction.
  • The limitation is that the questions have to be well-phrased,otherwise the students may suffer confusion as to what exact answerthey are to give. This may lead to bad teacher-student relations.The method sometimes creates anxiety on students who cannot answerquestions well.
• Problem Method
  • The teacher presents some problems to the class and asks the studentsto write down the answer. The teacher marks the answers and thenprovides the answers, or model answers, to the problems. The teachermay call some of the students, singly, to provide the solution onthe board. Nearly every subject can be treated at some stage oranother in this way. But the method is most suitable for mathematics.
  • The main advantage of this problem is that it allows the teacherto evaluate the knowledge gained by the students in the previouslessons on a particular subject. The method also gives room forstudent participation in the class activities. Also, the methodgives the student the opportunity not to forget what he has learned.
  • The disadvantage is that a student, in desperation to prove hisknowledge, can resort to cheating.
• Assignment Method
  • Assignment is the piece of work given to the students to do outsidethe classroom, especially from home. The purpose is to consolidatewhat the student/pupil has learnt in the class and prepare theirminds for the next lessons.
  • This method helps to broaden the intellectual horizons of thestudents when they seek for more knowledge from publications, theInternet and experts on the subject of the assignments. It encouragesdiligence.
  • The limitation of the method is that it can encourage plagiarismand cheating.
• Laboratory Method
  • In this method, the students is directed or motivated by the Instructorto investigate, collect, analyze and interpret data. A problem isusually given by the teacher for students to solve by researching.The method is usually used to translate theory into practice.
  • The merit of this method is that it develops the students’skill of observation, classification, analyzing, recording and interpretationof data.
  • The major demerit of the method is that is consumes much moretime than the other instructional strategies.
• Inquiry/discovery Method
  • This is a problem-solving method and is almost similar to laboratorymethod. The method requires the ability to engage in creative thinkingand seek data in solving human problems
• Project Method
  • The project is an organized activity which individual studentsor groups of students carry out under the guidance of an instructorwithin a specific period. The method requires ability to plan, researchand gather necessary materials.
  • The merit of the method is that it helps to advance the student’sresearch and creative ability. It equips him with the competence,experience and confidence to seek for information and engage inpractical investigations create things and solve problems.
  • The demerit is that it is time-consuming. It often requires moremoney spent on it than other instructional methods.
• Group Method
  • In this method, the instructor organizes the students into groupsto study a problem or discuss a given topic.
  • The size of a group depends on the judgement of the instructor.Two to six students in a group is ideal. Smaller groups - two orthree - are better for simple tasks and reaching consensus. Largergroups of four or five are better for more complex tasks and generatinglots of ideas.
• Role Play Method
  • Role play means pretending to be someone else, especially as partof learning a new skill. Role play can be effectively used in trainingcourses and language-learning.
  • The Role Playing Process: The teacher should -
    • present a subject he wants dealt with.
    • choose the participants
    • Set the stage by arranging furniture, indicating where 'doors'might be located.
    • Prepare the audience (the other students) by giving them specificquestions which they must be prepared to answer at the conclusionof the role play. Examples: (a) Would this work in real life?(b) How would you have handled the situation?
    • Ask questions of the participants and audience.
    • Reenact the role play, if necessary, using a variation ofthe situation, new participants, feedback provided to improvea skill. . .
• Case Method
  • Cases are situations, narratives, select data samplings, or statementsthat present unresolved and provocative issues, situations, or questions.As a teaching/learning method, cases challenge participants to analyze,critique, make judgments, speculate and express reasoned opinions.
  • Formats for Cases
    • “Finished” cases based on facts. This is for analysisonly, since the solution is indicated or alternate solutionsare suggested.
    • “Unfinished” open-ended cases, where the resultsare not yet clear (either because the case has not come to afactual conclusion in real life, or because the teacher haseliminated the final facts.) Students must predict, make choicesand offer suggestions that will affect the outcome.
    • Fictional cases. This is entirely written by the instructor.It can be open-ended or finished. But the case must be bothcomplex enough to make it look real.
    • Original documents. News articles, reports with data and statistics,summaries, literary passagesetc.
      

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