SELECTING INSTRUCTIONAL METHODS Factors to consider: 1. 2. 3. 4. 5. 6.

objective type time course content instructors administrative support students training equipment level of learning degree of student involvement

POINTS TO CONSIDER WHEN SELECTING THE METHOD OF INSTRUCTION 1. What is the Instructional "Job"? Is it to: a) introduce a subject; b) teach manual or manipulative skills; c) develop concepts; d) teach operation and functioning of equipment; e) develop teamwork; f) stimulate interest; g) provide remedial assistance; h) accelerate, enrich or build academic skills; i) improve reasoning or problem-solving ability; or j) accomplish other objectives which are appropriate for course training? 2. What is the course content? Does it a) deal mainly with concepts and principles; b) deal mainly with reasoning and problem solving; c) deal mainly with manual or manipulative operations; d) require intensive individual practice; e) require intensive team practice; f) deal with material which requires visual or auditory demonstration; g) require control over performance to prevent the practice of errors; h) involve hazard to man or equipment; i) require absolute control over the sequence of presentation; j) demand absolute control over the form of the student's response; k) lend itself to oral presentation; l) deal with content which is relatively stable; or m) deal with content which is subject to frequent and radical change? 3. What about the people involved in the instructional forum? remember -

a) the "Best Laid Plans" can falter without support and co-operation at ground level; and b) think of the capabilities of your support services. 4. Are your instructors a) technically (content) qualified; b) pedagogically qualified,(do they have open attitudes toward potential methods?); c) available in sufficient numbers; d) in short supply or unavailable; e) polished speakers; f) skilled in the use of individual tutoring; g) able to find enough time for adequate planning; h) able to work effectively as members of a team; and i) master of a variety of methods and techniques of teaching? 5. Trainees or students: Are they:

a) as a group, homogeneous, or do they show wide differences in aptitude, ability, speed of learning, prior training or experience; b) mature enough and sufficiently motivated to work more or less independently; c) at a high enough reading level to deal with the instructional material; d) in large numbers or small; e) experienced or do they have backgrounds or prior training which are germane to the content; f) sufficiently skillful to put opinions, ideas and experience into words; and g) prepared for the instruction by reading, lectures or demonstration. 6. For your needed resources you may need: a) centralized classroom or laboratory facilities (are they suitable or available?); b) appropriate training aids; c) seating which permits face-to-face communication; d) equipment components which are large enough for all trainees to see them clearly; e) to justify the expense of a required mock-up; f) to ensure that adequate supplies of equipment and materials are available; g) to ensure that safety precautions are adequate; h) to check that the training area is so arranged as to facilitate close supervision of the trainees; i) to ensure that each student has adequate working space; and j) to find that furniture is movable.

7. Checking the level of learning (for each Enabling/Learning Objective) assists in: a) judging time factor; and b) selecting most effective methodology. 8. Establish the levels of learning for the Enabling/Learning Objectives covered by the performance statement of the Performance Objective. 9. Is there a need for student involvement? If so, must it be assessed?

a) if group interaction is important then the lecture technique may be inappropriate; and b) if important factors must be mastered then the discussion method may not be the best method.