INSTRUCTIONAL METHODS

a) Direct Instruction

Direct instruction is a teacher-centered approach where information is presented in a structured, systematic

way. It includes lectures, demonstrations, guided practice, and independent practice.

Teacher Perspective:

 The teacher delivers content directly to students, often using visual aids like slides or a whiteboard.
 The teacher shows how to perform a task or experiment, explaining each step.
 The teacher works through examples with the class, providing support and feedback.
 The teacher assigns tasks for students to complete on their own to reinforce learning.

Student Perspective:

 Students listen, take notes, and ask questions to clarify their understanding.
 Students observe and learn by watching the teacher perform tasks.
 Students practice new skills with the teacher’s help, gaining confidence.
 Students apply what they have learned independently, solidifying their knowledge.
 Plan and structure lessons with clear objectives.
 Use visual aids and real-life examples to enhance understanding.
 Provide immediate feedback during guided practice.
 Assign relevant and challenging tasks for independent practice.

b) Indirect Instruction

Indirect instruction is a student-centered approach that encourages students to explore, inquire, and discover
knowledge on their own. It includes inquiry-based, problem-based, cooperative, and discovery learning.

Teacher Perspective:

 The teacher poses questions and guides students in investigating answers.

 The teacher presents real-world problems for students to solve collaboratively.
 The teacher organizes students into groups to work on tasks together.
 The teacher provides materials and opportunities for students to explore concepts independently.

Student Perspective:

 Students ask questions, conduct research, and present findings.

 Students collaborate to solve problems, applying critical thinking and creativity.
 Students work in groups, sharing ideas and learning from each other.
 Students explore and experiment, discovering new concepts on their own.

Implementation:

 Create a supportive environment that encourages curiosity and exploration.

 Design activities that require critical thinking and problem-solving.
 Facilitate group work and discussions to promote collaboration.
 Provide resources and guidance for independent exploration.
 c) Cooperative Learning

Cooperative learning involves students working together in small groups to achieve common goals. It
includes group work, peer tutoring, and jigsaw puzzles.

Teacher Perspective:

 The teacher assigns tasks to groups, monitors progress, and provides support.
 The teacher pairs students to help each other understand concepts.
 The teacher divides content into sections, assigns each section to a group, and then has groups teach their
section to the class.

Student Perspective:

 Students collaborate, share ideas, and complete tasks.

 Students learn from and teach each other, reinforcing their understanding.
 Students become experts in their assigned section and teach it to their peers.
 Form diverse groups to encourage different perspectives.
 Assign clear roles and responsibilities within groups.
 Monitor group dynamics and guide as needed.
 Use assessments to evaluate both individual and group performance.

d) Inquiry-Based Learning

Inquiry-based learning focuses on students’ questions, ideas, and observations. It involves problem-solving,
investigation, and critical thinking.

Teacher Perspective:

 The teacher presents problems and guides students in finding solutions.

 The teacher supports students in conducting research and experiments.
 The teacher encourages students to analyze, evaluate, and synthesize information.

Student Perspective:

 Students engage in finding solutions to real-world problems.

 Students conduct research, collect data, and draw conclusions.
 Students analyze information, make connections, and form reasoned arguments.

Implementation:

 Pose open-ended questions to stimulate curiosity.

 Provide resources and tools for research and experimentation.
 Encourage students to present and defend their findings.
 Foster a classroom environment that values questioning and exploration.
 e) Technology Integration

Technology integration involves using digital tools, multimedia resources, and online platforms to enhance
learning.

Teacher Perspective:

 The teacher incorporates devices like tablets and interactive whiteboards into lessons.
 The teacher uses videos, animations, and simulations to explain concepts.
 The teacher assigns tasks and provides feedback through online learning platforms.

Student Perspective:

 Students engage with interactive content and participate in digital activities.

 Students learn through visual and auditory materials, enhancing understanding.
 Students complete assignments, access resources, and receive feedback online.

Implementation:

 Select appropriate digital tools and resources that align with learning objectives.
 Train students on how to use technology effectively.
 Integrate technology into daily lessons and activities.
 Use online platforms to facilitate communication and collaboration.

These instructional methods, when implemented effectively, can greatly enhance the learning experience for
students.

Learning Objectives

a) Identify active learning strategies used in CBET (See resource on Active Learning Techniques Resource
Guide)
b) Select active learning strategies to make learning more intentionally inviting and inclusive of diverse
learners.
c) Create a session plan using CBET principles

Definition of Active Learning:

1. Active Learning is defined as “instructional activities involving students in doing things and thinking
about what they are doing”
Bonwell and Elson, 1991

2. Active Learning is an approach to instruction that involves actively engaging learners with the course
material through discussions, problem-solving, case studies, group work, role play, and other methods.

3. For educators, it is an intentionally planned sequence of activities or learning events to help the learner
achieve the desired learning outcome or objective

Take Note: Active Learning shifts the focus to knowledge, skill, and value construction by the learner
by building upon prior knowledge through guided tasks, collaboration, resources, and experiences.
 Benefits of Active Learning Strategy

 Increases students’ satisfaction and positive attitude towards course material as well as their self-confidence
and self-reliance (Springer et al., 1998).
 Motivates students to be engaged learners (Huston, 2009).
 Increases content knowledge, critical thinking, and recall of course content (Cherney, 2008).
 Allows for inclusion of different learning styles (Thaman et al., 2013).
 Increases enthusiasm for learning in both students and instructors (Diochon and Cameron, 2001)
 Gets students involved in higher-order thinking, such as analysis, synthesis, creative thinking, adaptability,
problem-solving, etc. (Gosser et al., 2005).

Take Note: While there are numerous benefits for active learning, they all share one important
aspect: students must be actively engaged in the teaching-learning process.

What is learner engagement?

“The degree of attention, curiosity, interest, optimism, and passion that students show when they are
learning and being taught.”

Characteristics of Learner Engagement

 Active in their learning

 Eager to participate
 Willing to expend effort
 Motivated
 Inspired

How to create learner engagement?

 CREATE: Create a safe, welcoming learning environment

 CREATE: Create a culture of empathy, respect, approachability, authenticity
 COLLABORATE: Collaborate on learning
 COLLABORATE: Collaborate on developing learning objectives and instructional planning
 ENSURE: Ensure the relevance of all learning activities

WRITING CLEAR, MEASURABLE OBJECTIVES/ LEARNING OUTCOMES

a) Activity 3-2-1

1. List 3 things you already know about learning outcomes

1. List 2 things you would like to know about learning outcomes

1. List 1 question you have about learning outcomes

 b) How do I write effective Learning outcomes?

First and foremost one must keep in mind the domains of learning

Domains of learning

Learning happens in these broad domains

 Cognitive (head) – intellectual outcomes involving theories, concepts, and the application of these
 Psychomotor (hands)– new physical skills, performances, physical creation of a product
 Affective (Heart) – attitudes, values, beliefs, emotions

A learning outcome
States in a measurable or observable way

 what a learner will know, be able to do or value

 under what conditions, or to what degree / how well
 at the end of a session/unit/course

Example

By the end of this session, you will be able to create a precise learning outcome that specifies
audience, behaviour, and conditions or degree.

Parts of A learning outcome

 Statement of audience - Who will do what

 Behavior - What learners do that demonstrate learning
 Conditions and/or context - Under what conditions /How well

Examine the learning outcome below and identify the three parts of a learning outcome:
By the end of this lesson, learners will be able to walk a tightrope while suspended between two office
towers without falling.

Task: Create one learning outcome in each domain or learning:

 Psychomotor
 Cognitive
 Affective

By the end of the session, learners will be able to:

 Behaviour____________________________________________
 Conditions and/or context _______________________________