The "instructional Pyramid"
- Using as a foundation the Principles of Adult Learning and the Primary Methods of Instruction (discussional and participative lecture), we will overview the primary factors to be considered in making instruction as effective as possible. Built through open discussion, the pyramid becomes a graphic presentation of the methods and techniques of effective instruction.
The "Big 3" as Instructional Methods and Student-Centered Techniques
- Simulations: The design and administration of "real-world exercises that form the basis for workshops; formal and informal role plays, work simulations, analogies and instructional games are discussed.
- Application Exercises: Using case studies written scenarios, problem definitions and 'testing" techniques to facilitate the transfer of theory into practical application.
- Demonstrations: How to instruct by the use of hands-on demonstrations while maintaining student involvement and participation.
- Using content provided by the student or PMl, students will create samples of the "Big 3" techniques and will test the samples in the classroom.
Options for Delivery of "need to know" Content
- The two major delivery methods, participative and discussion lectures are reviewed. We will take an in-depth look at supplemental instructional techniques that can be used to enhance the primary delivery methods.
Enhancing the Use of Visual Aids
- The values, purposes and pitfalls of audiovisual aids as instructional tools will be reviewed Techniques for enhancing student involvement and adding life and energy to the use of audiovisual aids will be presented.
Design and Use of Questions
- For maximum student participation and interest using questions effectively is a critical instructional skill. The values, design as and uses of a variety of questioning techniques will b e presented and demonstrated. Guided practice in planning and designing questions will be provided.
Additional Interactive Techniques
- Potential value and design of a variety of enhancement techniques (attention getting "lid openers", programming written and graphic materials, gimmicks and humour) will be presented and practiced.
Lesson Plan Scripting and Teaching Guides
- Based on information presented during the course and following examples of prepared lesson plans, the students will be given learn-by-doing practice at creating lesson plans and teaching guides.
- Students will prepare a scripted lesson plan and will create teaching guides for their assigned segments - As a summary exercise, students will select the best instruction method, use question planning skills and select additional technique to create a student-centered segment of instruction Working with a group-assigned block of contents students will each create a lesson plan and a teaching guide.
- Student Practice Working with previously created lesson plans and teaching guides, students will t each their group-assigned segment of the lesson plan to the entire class. Each Day practice will be followed a full class discussion led by the instructor. Discussion comments will include an analysis of both design and delivery of the lesson.
- This course will reemphasize the importance of instruction that is "student centered" as opposed to "instructor-centered." in addition, we will consider ways to make a scripted lesson plan come alive and some of the "up-front to polish" presentation skills that give instructor an addition sense of confidence in their delivery.
- What effect does the classroom environment have on the effectiveness of the instruction? We will consider issues of room arrangement, timing of activities breaks, etc., and their influence on the effectiveness of the instruction.
Managing the Classroom
- Here we will review the Effective Classroom instruction information on how to handle the "on-the-spot" need soft he group (i.e., wrong answers arguments, lack of focus e.tc.). In addition, we will look a t some advantages and techniques for team teaching and how instructors can support one another.