COMMON FACULTY DEVELOPMENT PROGRAM-INSTRUCTOR COURSELESSON 5 Foundations of Instruction

Handout #7

Direct Methods of Instruction (MOI)

Lecture (LE)

Definition. An oral presentation intended to present information about a particular subject within a limited time frame. Lectures delivered by talented speakers can be highly stimulating, and have proven to be a quick, cheap, and efficient way of introducing large numbers of learners to a particular subject. Voice, gestures, movements, facial expressions, and eye contact are all influential in capturing and holding the learners interest and increasing their retention. The presenter or instructor will also use questions to engage the learners.

Uses. Lectures are used to convey critical information, history, background, theories and equations. Interactive Lectures can be used to help students learn to analyze material, formulate hypotheses and evaluate solutions to problems—essentially to learn how to think. Many people are familiar with the term “Lecture” and understand its meaning to be a technique of one-way verbal communication from the speaker to the audience for the purpose of informing or transmitting information. However, in the interactive lecture students are not allowed to be passive. They are expected to provide comments, questions, and to participate.

ADVANTAGES

  • Good way of reachinga large group at one time with a condensed,organized body of information.
  • Best way to teach when faced with a very low instructor to student ratio.
  • Can be used to supplement other methods of instruction.
  • Can bring in Guest Speakers to serve as Subject Matter Experts

DISADVANTAGES

  • It’s a one-way “conversation.” If used excessively, the lecture encourages “tuning out” rather than learning.
  • It does not provide for the student's direct experience with the body of knowledge. Students are not actively involved with the learning activity.
  • It’s not the best way to ensure students retain information.

TIPS FOR USING IT

When creating the lecture focus on Content, Audience and Context:

Content / Audience / Context
  • What is your message?
  • What do you want them to remember?
/
  • Who are you speaking to?
  • Why are they there?
  • What do they need to understand?
  • Are they familiar with the topic?
/
  • Why are you speaking to this group at this time?
  • How large an audience will you be addressing?
  • How large is the room?
  • What audiovisual support will you have (or need)?
  • How much time are you allotted?

When delivering the lecture remember the following:

  • Maintain good eye contact.
  • Maintain a high degree of enthusiasm.
  • Speak in a natural, conversational voice. Enunciate your words clearly.
  • Emphasize important points by the use ofgestures, repetition, and variation in voiceinflection.
  • Check student comprehension carefullythroughout the presentation by watching thefacesof the students and by questioning.
  • Use words,explanations and visual illustrations the audience will understand.Speak to the level of your audience.
  • Stimulate students to think. Think, as usedhere, refers to creative thinking rather than to amere recall of facts previously learned.

Demonstration (DM)

Definition. Performing an activity so that learners can observe how it is done in order to help prepare learner to transfer theory to practical application.

Uses. Helps people who learn well by modeling others. Provides opportunity for targeted questions and answers. Allows attention to be focused on specific details. This method of instruction shows how something is done. Some of its more important uses are to – Teach manipulative operations and/or procedures, e.g., how something is done; equipment operations or functions, e.g., how something works; safety procedures; teamwork, e.g., how people work together to do something as a team; illustrate principles, e.g., why something works; set workmanship standards.

ADVANTAGES

  • The demonstration method makes explanations concrete by showing visually what the instructor is saying. The student sees the skill being performed and hears the explanation at the same time. This allows the student to relate the principles and theories to a practical situation.
  • Students get to see how the task is performed to a standard. They see what “right” looks like.
  • An important step in acquiring a new skill is learning the required steps in proper sequence. The demonstration method is very effective in identifying the precise steps and fixing the exact sequence.
  • Knowledge acquired through a lecture can be made more meaningful through a demonstration, and the highest level of understanding is achieved and reinforced through actual performance of the task.

DISADVANTAGES

  • Your demonstration must be flawless and made to appear easy so that all students will be confident of their ability to perform in a similar manner. This may require many hours of practice on your part before you are able to give a flawless lesson. Remember, your demonstration sets the standard.
  • The effectiveness of your presentation depends on the student being able to see what you are working on. Not a great method for large groups or large pieces of equipment.
  • This method consumes more time than the lecture method because of the demonstration time and the practice time the students must be given if they are going to reach the skill level desired.
  • This method requires higher instructor/student ratio.

TIPS FOR USING IT

  • Learn the steps. If needed, refer to the appropriate task manual for the performance steps.
  • Rehearse until the demonstration is smooth and flawless. If using a demonstrator, rehearse together so that you both will remain in sync.
  • Lay out the demonstration area so that it is efficient. Ensure students can see the demonstration regardless of where she/he is sitting. Move students if necessary.
  • Use the actual equipment whenever it is practical. The students get to see the process performed on the actual equipment they will be using. Check your equipment prior to demonstration to discover that you do not have everything you need or that your equipment does not function properly.
  • Use the WHOLE-PART-WHOLE concept. That is, show them what the finished product looks like then break it down into small parts, thus giving a step-by-step detailed explanation of how to achieve the task in logical sequence. Now put it all back together and, again, let them see the finished product.

Drill and Practice (DaP)

Definition – Drill and practice, like memorization, involves repetition of specific psychomotor or cognitive skills (e.g., addition and subtraction, spelling, marksmanship). The skills built through drill and practice should become the building blocks for more meaningful learning. Drill and practice may also be found in more sophisticated learning tasks that involve more than one learner (e.g., close order drill, movement formations, battle drills).

Uses – Helps the learner master materials at his or her own pace and is used as a reinforcement tool. Effective use of drill and practice depends on the recognition of the type of skill being developed, and the use of the appropriate techniques to develop these competencies. This method allows for transfer of knowledge from working memory to long-term memory.

ADVANTAGES

  • Students apply their knowledge and learn by doing. Excellent for developing foundational or procedural skills.
  • Multiple (correct) repetitions allow students to develop precision (smoothness) in physical skills.
  • Retention and transfer of knowledge is enhanced.

DISADVANTAGES

  • Requires time to conduct. Insufficient time for practice is almost as bad as no time. More complex tasks require more repetitions for mastery. Lack of equipment may also have an impact.
  • Requires close supervision. Incorrectly done repetitions require more time to correct. Instructors must correct sub-standard performance immediately.
  • Pre-training (lectures, demonstrations) must be as clear as possible. Under-prepared students will have difficulty with the drill and practice.
  • Drill and practice can be over-done, resulting in “burn out”. Instructors must observe their students, and end the drill when students have “got it”.

TIPS FOR USING IT

  • Prepare students well. Make your explanations and demonstrations very clear. Check student understanding before moving to drill and practice. Correct misunderstandings early.
  • If drilling procedures, begin step-by-step. Have students perform step 1, then stop. Check their work. If a student does the step incorrectly, make corrections and have him/her do it again. When all students have performed the step correctly, move to the next steps. For follow-on repetitions, connect multiple steps (e.g., steps 1 and 2, then 3 and 4), and end with the full procedure.
  • If possible, conduct drill and practice under job-like conditions. Doing so will increase the probability of retention and transfer.

Practical Exercise (Hands-on) (PE)

Definition. An activity in which the learner practices a new concept or process, usually following the observation of a demonstration from the instructor/facilitator, in order to master this process or concept.

Uses. Permits the learner to reinforce new learning. Contributes to physical independence or intelligence to acquire new skills. The most efficient way to learn to do something is to actually do it. This method of instruction is the best way for a student to learn to perform the required action to the established standard.

ADVANTAGES

  • As students work through the exercise they learn the what, how, when, and why, of things with which they interact.
  • Students will remember the material better, feel a sense of accomplishment when the task is completed, and be able to transfer that experience easier to other learning situations.
  • Students who have difficulty in the learning arena can be found to be on task more often because they are part of the learning process and not just spectators.
  • A hands-on approach requires students to become active participants instead of passive learners who listen to lectures or watch films.

DISADVANTAGES

  • Is very time consuming.
  • Can be difficult if proper equipment and material are either expensive or unavailable.

TIPS FOR USING IT

  • Provide instruction and guidance only as required. Students should be allowed to work on their own as much as possible without unnecessary interruption, interference or assistance. Interrupting the student while he or she is working or standing too close can cause a loss in concentration. Even if the student is hesitant or pauses, leave him or her alone as long as the performance is correct. Proficiency comes with time. Do not hesitate, however, to interrupt if you see mistakes being made.
  • Consider using student assistance. The need for a higher instructor/student ratio during the PE may be met by designating advanced student as instructor assistants. This technique serves several purposes. It challenges the better students and provides additional assistance for students who require more help. Exercise caution when using this technique, since it is essential that the student assistant be completely knowledgeable and capable.
  • Evaluate procedures. While the students are performing, evaluate their procedures as well as the end product. The students must use the procedures and steps you taught in the demonstration. This is the standard you have set for attainment, so evaluate the performance in terms of time, quantity, and quality.
  • It is the instructor’s responsibility to critique each student's performance. Constructively critique the student's performance to point out problem areas as well as items being completed satisfactorily.

CFDP-IC Lesson 5 HO7-1