INSTRUCTIONAL METHODS AND STRATEGIES
Teaching -a two way communication in which the teacher delivers
information and student receives it.
According to Nsubug(2000)-teaching is providing opportunities for
pupils to learn, an interaction as well as intention activity, However
pupils may not learn what is intended for them to learn.
Learning -process that result in a relatively permanent change in
behaviour as a function of experience, training or practicals
Psychological theories explaining the learning process
Stimulus response theory
Stimulus -physical /chemical agent which acts upon a sensor
Stimuli-sign/signal
Response -behavior which can be sensed
Robert Gagnes conditions of learning
-states that are levels /types of learning
-He indetify 5 major categories of learning ie
• Verbal information
• Intellectual skills
• Cognitive strategies
• Motor skills
• Attitudes
• Gagne suggest that learning tasks for intellectuals states can be
organized in a hierarchy according to complexity ie
• Stimulus recognition
, • Response generation
• Procedure following
• Use of terminology
• Discrimination
• Concept formation
• Rule application
• Problem solving
-significance of the hierarchy is to identify pre-requisites that should be
Completed to facilitate learning at each level
-pre-requesites are identified by doing a task analysis over learning
/training task
-learning hiearachies provide a basis for the sequencing of
instruction/teaching
-The theory also outlines 9 instructional events and corresponding
cognitive process
• Reception gaining attention
• Expectancy informing learners of objectives
• Re-trivial stimulating recall of prior-learning
• Selective perception presenting the stimulus
• Semantic encoding providing learning guidance
• Responding eliciting performance
• Reinforcement providing feedback
• Re-retrival assessing performance
• Generalisation enhancing rentetion and transfer
Question :explain the relationship between teaching and learning.
Retention
, -what student have learn which is retained until the time it will be used.
• Short term retention is when students hold information long
enough for immediate use
• Long term retention is when the outcome of learning lasts in
students mind beyond the immediate occcation for their use
-transfer is when you require your students to apply/ put to appropriate
facts, concepts, principles or motor skills they are able to recall
Principles of teaching
✓ Principles of using experience already acquired by the student
✓ Principles of emphasizing that knowledge and skills are for use.
✓ Principles of providing for individual differences.
✓ Principles of readiness.
✓ The should follow psychological principles ie
-proceed from simple to complex
-proceed from concrete to abstract
-Proceed from general to complex
-proceed from known to unknown
-Proceed from induction to deduction or vice versa
✓ The objectives of the lesson should be designed
Functions of teaching
a) Explaining and informing subject matter.
b) Train the students in initiating, directing and
administering.
c) Unifying the group /class.
d) Giving security.
e) Clarifying attitudes, believes and problems.
f) Diagnosing learning problems.
g) Making curriculum material.
Teaching -a two way communication in which the teacher delivers
information and student receives it.
According to Nsubug(2000)-teaching is providing opportunities for
pupils to learn, an interaction as well as intention activity, However
pupils may not learn what is intended for them to learn.
Learning -process that result in a relatively permanent change in
behaviour as a function of experience, training or practicals
Psychological theories explaining the learning process
Stimulus response theory
Stimulus -physical /chemical agent which acts upon a sensor
Stimuli-sign/signal
Response -behavior which can be sensed
Robert Gagnes conditions of learning
-states that are levels /types of learning
-He indetify 5 major categories of learning ie
• Verbal information
• Intellectual skills
• Cognitive strategies
• Motor skills
• Attitudes
• Gagne suggest that learning tasks for intellectuals states can be
organized in a hierarchy according to complexity ie
• Stimulus recognition
, • Response generation
• Procedure following
• Use of terminology
• Discrimination
• Concept formation
• Rule application
• Problem solving
-significance of the hierarchy is to identify pre-requisites that should be
Completed to facilitate learning at each level
-pre-requesites are identified by doing a task analysis over learning
/training task
-learning hiearachies provide a basis for the sequencing of
instruction/teaching
-The theory also outlines 9 instructional events and corresponding
cognitive process
• Reception gaining attention
• Expectancy informing learners of objectives
• Re-trivial stimulating recall of prior-learning
• Selective perception presenting the stimulus
• Semantic encoding providing learning guidance
• Responding eliciting performance
• Reinforcement providing feedback
• Re-retrival assessing performance
• Generalisation enhancing rentetion and transfer
Question :explain the relationship between teaching and learning.
Retention
, -what student have learn which is retained until the time it will be used.
• Short term retention is when students hold information long
enough for immediate use
• Long term retention is when the outcome of learning lasts in
students mind beyond the immediate occcation for their use
-transfer is when you require your students to apply/ put to appropriate
facts, concepts, principles or motor skills they are able to recall
Principles of teaching
✓ Principles of using experience already acquired by the student
✓ Principles of emphasizing that knowledge and skills are for use.
✓ Principles of providing for individual differences.
✓ Principles of readiness.
✓ The should follow psychological principles ie
-proceed from simple to complex
-proceed from concrete to abstract
-Proceed from general to complex
-proceed from known to unknown
-Proceed from induction to deduction or vice versa
✓ The objectives of the lesson should be designed
Functions of teaching
a) Explaining and informing subject matter.
b) Train the students in initiating, directing and
administering.
c) Unifying the group /class.
d) Giving security.
e) Clarifying attitudes, believes and problems.
f) Diagnosing learning problems.
g) Making curriculum material.
