Pangasinan State University

BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

Group No. : 2

Members: Jay C. Bautista

Julia Roberts R. Lacaba

Rica-Mae G. Ranoco

Course and Section: BSE-Social Studies III-1

INSTRUCTIONAL METHODS, TECHNIQUES AND SYSTEM

Introduction

When organizing a lesson, a number of instructional considerations must be made. The

content and processes to be addressed, the most effective instructional approaches, the students'
strengths, needs, and interests, the common essential learning that could be incorporated,
learning opportunities and activities, and assessment and evaluation are all things that the teacher
must consider. These are important decisions that must be taken deliberately and thoughtfully.

Often times, a particular teaching method will naturally flow into another, all within the
same lesson, and excellent teachers have developed the skills to make the process seamless to the
students. Which instructional method is "right" for a particular lesson depends on many things,
and among them are the age and developmental level of the students, what the students already
know, and what they need to know to succeed with the lesson, the subject-matter content, the
objective of the lesson, the available people, time, space and material resources, and the physical
setting. Another, more difficult problem is to select an instructional method that best fits one's
particular teaching style and the lesson-situation. There is no one "right" method for teaching a
particular lesson, but there are some criteria that pertain to each that can help a teacher make the
best decision possible.

I. INSTRUCTIONAL METHODS

Instructional methods are kinds of instructional ways or activities used to guide the facilitation
of learning in each phase of the instructional process.

Methods are used by teachers to create learning environments and to specify the nature of the
activity in which the teacher and learner will be involved during the lesson.

A method means the systematic way of doing something.

o It implies an orderly, logical arrangement of steps.
o It is more procedural.
o It is the plan that you follow, when you are teaching, by applying a certain approach you
come up with procedures, and practices for teaching your students.

Four Sampling of Instructional Methods

 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

Direct Instruction – is the use of straightforward, explicit teaching techniques, usually to teach
a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a
classroom and presents the information. It is probably the oldest form of teaching.

 Lecture - is a valuable part of a teacher's instructional repertoire if it is not overused and

if it is not used when other methods would be more effective. If the presenter is
knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate
reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Many
students, because of learning style preferences, may not readily assimilate lectured
content. In addition, lectured content is often rapidly forgotten.

 Didactic Questioning - offers the teacher a way to structure the learning process
(McNeil & Wiles, 1990). Didactic questions tend to be convergent, factual, and often
begin with "what," "where," "when," and "how." They can be effectively used to
diagnose recall and comprehension skills, to draw on prior learning experiences, to
determine the extent to which lesson objectives were achieved, to provide practice, and to
aid retention of information or processes. Teachers should remember that didactic
questions can be simplistic, can encourage guessing, and can discourage insightful
answers or creativity. However, effectiveness of this method can be increased by the
appropriate addition of "why" questions, and the occasional use of "what if" questions.

 Explicit Teaching - is when teachers clearly explain to students why they are learning
something, how it connects to what they already know, how to do it and what it looks like
when they have succeeded.

Indirect Instruction - is a student-centered approach to learning where students observe,

investigate and draw inferences from data. Teaching approach that uses inquiry and encourages
higher order thinking skills in an environment that encourage problem-solving and or project
based learning.

Inquiry, induction, problem solving, decision making, and discovery are terms that are
sometimes used interchangeably to describe indirect instruction. In contrast to the direct
instruction strategy, indirect instruction is mainly student-centered, although the two strategies
can complement each other. Examples of indirect instruction methods include reflective
discussion, concept formation, concept attainment, cloze procedure, problem solving, and guided
inquiry.

The indirect instruction strategy can be used by teachers in almost every lesson. This strategy is
most appropriate when:

o thinking outcomes are desired;

o attitudes, values, or interpersonal outcomes are desired;
o process is as important as product;
o students need to investigate or discover something in order to benefit from later
instruction;
o there is more than one appropriate answer;
o the focus is personalized understanding and long term retention of concepts or
generalizations;
o ego involvement and intrinsic motivation are desirable;
o decisions need to be made or problems need to be solved; and,
o life-long learning capability is desired.
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

 Case Studies - is an in-depth study of one person, group, or event. In a case study, nearly
every aspect of the subject's life and history is analysed to seek patterns and causes of
behaviour. Case studies can be used in a variety of fields including psychology, medicine,
education, anthropology, political science, and social work.

 Problem-Solving - is the act of defining a problem; determining the cause of the

problem; identifying, prioritizing, and selecting alternatives for a solution; and
implementing a solution.

 Concept Formation – it provides students with an opportunity to explore ideas by

making connections and seeing relationships between items of information. This method
can help students develop and refine their ability to recall and discriminate among key
ideas, to see commonalities and identify relationships, to formulate concepts and
generalizations, to explain how they have organized data, and to present evidence to
support their organization of the data involved.

In this instructional method, students are provided with data about a particular concept.
These data may be generated by the teacher or by the students themselves. Students are
encouraged to classify or group the information and to give descriptive labels to their
groupings. By linking the examples to the labels and by explaining their reasoning, the
students form their own understanding of the concept.

 Inquiry - Inquiry learning provides opportunities for students to experience and acquire
processes through which they can gather information about the world. This requires a
high level of interaction among the learner, the teacher, the area of study, available
resources, and the learning environment. Students become actively involved in the
learning process as they:

o act upon their curiosity and interests;

o develop questions;
o think their way through controversies or dilemmas;
o look at problems analytically;
o inquire into their preconceptions and what they already know;
o develop, clarify, and test hypotheses; and,
o draw inferences and generate possible solutions.

1. Deductive Inquiry
The focus in deductive inquiry is on moving students from a generalized principle to
specific instances that may be subsumed logically within generalizations. The process of
testing generalized assumptions, applying them, and exploring the relationships between,
specific elements is stressed. The teacher co-ordinates the information and presents
important principles, themes, or hypotheses. Students are actively engaged in testing
generalizations, gathering information, and applying it to specific examples. Deductive
inquiry is based upon the logical assimilation and processing of information.

2. Inductive Inquiry
The information-seeking process of the inductive inquiry method helps students to
establish facts, determine relevant questions, develop ways to pursue these questions, and
build explanations. Students are invited to develop and support their own hypotheses.

Through inductive inquiry, students experience the thought processes which require them
to move from specific facts and observations to inferences. To help students accomplish
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

this, the teacher selects a set of events or materials for the lesson. The student reacts and
attempts to construct a meaningful pattern based on personal observations and the
observations of others. Students generally have some kind of theoretical frame when they
begin inductive inquiry. The teacher encourages students to share their thoughts so that
the entire class can benefit from individual insights.

Interactive Instruction - This type of instruction involving give-and-take activities between

students and teacher is designed to promote students’ engagement, understanding, and for
eliciting communication skills at appropriate functional levels.

A. Classroom Group Interaction - The teacher often works with the class as a whole,
particularly when presenting information or modeling a process. The class is viewed as a
work group, engaged in a productive academic enterprise. Teachers should establish a
positive, productive learning climate and provide group participation training. Students
need to acquire group process and discussion skills if they are to learn through the
interactive process. Students that have been helped to develop these processes and
abilities often do better academically because positive interaction fosters self-concept.
The most frequently used classroom group interaction methods are discussion, and
question and answer. These are described below.

o Discussion - Educators recognize that knowledge is more than correct answers

and can be gained through creative inquiry and active participation by students.
Discussion can be meaningfully adapted to many classroom situations. For
example, whole class discussion may occur if, during a presentation, the teacher
notices that students are particularly interested in a topic and initiates a
discussion. Whole class discussion can help build a positive classroom climate
and lead to student interest in a school subject. In addition, the teacher can model
active listening and build on student responses.

o Question and Answer - When the question and answer method is used
effectively, students feel they are being personally addressed by the teacher.
When responding, students should speak, not only to the teacher, but also to their
peers. Frequent use should be made of probes, prompts, and redirecting
techniques. 'Wait time," the pause between asking a question and soliciting a
response, should be used to advantage by the teacher to increase participation
and improve the quality of student responses. An important aspect of the
question and answer method is the wording of questions in order to help students
think more deeply about the material or unit under study.

B. Small Group Interaction - Small groups are particularly effective when the intention is
to develop social as well as academic abilities. In a small group, everyone has an
opportunity to contribute. Students get more chances to talk, listen, and receive feedback
than would be possible in whole-class instruction.

o Co-operative Learning Group - The basic elements of co-operative learning can

be considered essential to all interactive methods. Student groups are small,
usually consisting of two to six members. Grouping is heterogeneous with respect
to student characteristics. Group members share the various roles and are
interdependent in achieving the group learning goal. While the academic task is of
primary importance, students also learn the importance of maintaining group
health and harmony, and respecting individual views.
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

o Brainstorming - is a method design teams use to generate ideas to solve clearly

defined design problems. In controlled conditions and a free-thinking
environment, teams approach a problem by such means as “How Might We”
questions. They produce a vast array of ideas and draw links between them to find
potential solutions.

Experiential Learning - Refers to learning process whereby students “learn by doing” and by
reflecting on the experience.

 Focused Imaging - Imaging, the process of internally visualizing an object, event, or

situation, has the potential to nurture and enhance a student's creativity (Bagley & Hess,
1987). Imaging enables students to relax and allow their imaginations to take them on
journeys, to "experience" situations first hand, and to respond with their senses to the
mental images formed.

 Simulation - To initiate a simulation, the teacher presents an artificial problem, situation,

or event that represents some aspect of reality. Because the experience is a simulation,
any serious risk or complication that may be associated with the real life phenomenon is
removed. Simulation also allows for types of experimentation that cannot take place in
the real environment. The simulation method may involve the use of models, game
formats, structured role plays, or an interactive computer or video program. In most
instances, students are easily motivated to participate.

 Assigned Questions - Assigned questions are those prepared by the teacher to be

answered by individuals or small groups of students. Students discuss their responses
among one another or with the teacher. Particular positions or points-of-view should be
supported by evidence. In some instances, it may be desirable for students to generate
their own set of questions.

 Learning Contracts - Learning contracts provide a method of individualizing instruction

and developing student responsibility. They permit individual pacing so that students may
learn at the rate at which they are able to master the material. Learning contracts can be
designed so that students function at the academic levels most suitable to them and work
with resource materials containing concepts and knowledge that are appropriate to their
abilities and experiences.

Learning contracts can be highly motivating for students. As they become skillful in
making appropriate choices and as they begin to assume more responsibility for their own
learning, they become increasingly independent, learn to use resources to their advantage,
and take pride in their ability to teach themselves and share their new learning with
others.

 Field Trips - is a visit to an area outside of the normal classroom where children can try
new things, have different experiences, and learn valuable life lessons. A field trip can be
to countless locations where students can see new sights and have hands-on opportunities
in a wide variety of experiences. A field trip may be to a location right around the corner
or may require a bus ride to a different town. Regardless, the objective of a field trip is to
learn, be exposed to a different environment, and be able to try new things.
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

 Role-playing - a method of instruction or psychotherapy aimed at changing attitudes and

behaviour, in which participants act out designated roles relevant to real-life situations.

Four Families of Teaching Methods (Joyce & Weil)

1. Social Interaction Family- Emphasizes the relationship of the individual to society or to

other persons. Gives priority to the individual's ability to relate to others.

 Partner and Group Collaboration

 Role Playing
 Jurisprudential Inquiry

2. Information Processing Family- Emphasizes the information processing capability of

students. Gives priority to the ways students handle stimuli from their environment,

organize data, generate concepts and solve problems.

 Inductive Investigation & Inquiry

 Deductive Investigation & Inquiry
 Memorization
 Synectics (Techniques for Creativity)
 Design and Problem Solving
 Projects & Reports

3. Personal Family- Emphasizes the development of individuals, their emotional life and

selfhood. Gives priority to self-awareness.

 Indirect Teaching
 Awareness Training & Values Clarification
 Role Modeling
 Self-Reflection

4. Behavioral Modification Family- Emphasizes the development of efficient systems for

sequencing learning tasks and shaping behavior. Gives priority to the observable behavior

of students.

 Direct Instruction (Demonstrations & Presentations)

 Anxiety Reduction
 Programmed Instruction
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

 Simulations

II. Instructional Techniques

- Instructional skills are the most specific category of teaching behaviors. These are used
constantly as part of the total process of instruction. They are necessary for procedural purposes
and for structuring appropriate learning experiences for students. No matter how experienced or
how effective a teacher may be, the development and refinement of these skills and processes is
a continual challenge.

- A variety of instructional skills and processes exist. Some are broader than others and
more complex in their nature. Some factors which may influence their selection and application
include student characteristics, curriculum requirements, and instructional methods. For the
purpose of illustrating instructional skills, two examples follow: explaining and demonstrating,
and questioning.

“2 Examples of Instructional Techniques”

1. Explaining and Demonstrating

– The teacher spends much classroom time explaining or demonstrating something to the
whole class, a small group, or an individual. Student resource materials typically do not provide
extensive explanations of concepts, and students often need a demonstration in order to
understand procedures.

A. Explaining

– Some explanations are given to help students acquire or deepen their

understanding of a concept, while others help students understand generalizations. Concerning
the former, the teacher must select an appropriate concept definition and appropriate examples
and nonexamples. Regarding the latter, Shostak (1986) suggests that an explanation can show:

 Cause and effect relationship (for example, to show the effect of adding an acid to a
base);
 That an action is governed by a rule or law (for example, to show when to capitalize a
noun);
 A procedure or process (for example, to show the operation of solving a mathematical
equation); or,
 The intent of an activity or process (for example, to show the use of foreshadowing in
drama).
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

B. Demonstrating

– Much student learning occurs through observing others. A demonstration

provides the link between “knowing about” and “being able to do.” Research reveals that
demonstrations are most effective when they are accurate, when learners are able to see clearly
and understand what is going on, and when brief explanations and discussion occur during the
demonstration (Arenas, 1988).

1. Questioning

– Among the instructional skills, questioning holds a place of prominence in

many classrooms. When questioning is used well:

 A high degree of student participation occurs as questions are widely

distributed;
 Appropriate mix of low and high level cognitive questions is used;
 Student understanding is increased;
 Student thinking is stimulated, directed, and extended;
 Feedback and appropriate reinforcement occur;
 Students’ critical thinking abilities are honed; and,
 Student creativity is fostered.
- Good questions should be carefully planned, clearly stated, and to the
point in order to achieve specific objectives. Teacher understanding of
questioning technique, wait time, and levels of questions is essential. Teachers
should also understand that asking and responding to questions is viewed
differently by different cultures. The teacher must be sensitive to the cultural
needs of the students and aware of the effects of his or her own cultural
perspective in questioning. In addition, teachers should realize that direct
questioning might not be an appropriate technique for all students.

a. Questioning Technique – The teacher should begin by obtaining the

attention of the students before the question is asked. The question should be
addressed to the entire class before a specific student is asked to respond. Calls
for responses should be distributed among volunteers and non-volunteers, and the
teacher should encourage students to speak to the whole class when responding.
However, the teacher must be sensitive to each student’s willingness to speak
publicly and never put a student on the spot.

b. Wait Time – is defined as the pause between asking the question and
soliciting a response. Providing additional wait time after a student response also
allows all students to reflect on the response prior to further discussion. Increased
wait time results in longer student responses, more appropriate unsolicited
responses, more student questions, and increased higher order responses. It should
be noted that increased wait time is beneficial for students who speak English as a
second language or English as a second dialect.

c. Levels of Questions – While the need for factual recall or

comprehension must be recognized, teachers also need to challenge students with
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

higher level questions requiring analysis, synthesis, or evaluation. The

consideration of level is applicable at all grade levels and in all subject areas. All
students need the opportunity to think about and respond to all levels of questions.
Teacher probes or requests for clarification may be required to move students to
higher levels of thinking and deeper levels of understanding

(The instructional techniques presented below are for reference and provide a sampling of
effective techniques based on the literature. They are not intended to be a complete set of all
available techniques implemented.)

“Five Sampling of Effective Instructional Techniques”

A. Error sensitive feedback

- Is a technique where an intervention is triggered when the learner commits errors that
are either individually or cumulatively significantly divergent from the ideal as defined in the
expert model of the domain within the ITS. Implementation of error-sensitive feedback with
ITSs poses the significant challenge of providing timely feedback while maintaining
flow/engagement. High frequency feedback resulting from several errors may result in negative
learner affect (e.g., frustration).

- Error-sensitive feedback may be given when a learner incorrectly answers a question or

seems unsure of a correct answer, as determined by amount of time to answer question (latency)
or repeated requests for help. Feedback is specific to the answer selected, discusses common
misconceptions that may have led to the incorrect answer, and steers the student to absorb the
information and self-reflect on their answer and their reason for selecting it. Although feedback
has been shown to be effective for learning, the difficulty in computer-based tutoring is
determining at what frequency to deliver the feedback and also determining why the learner
might have erred.

- According to Durlach and Ray (2011), error-sensitive feedback might be helpful if the
student erred because they simply forgot the material; it might not be helpful if the learner does
not comprehend the material – no reminder or review will ultimately help lost learners find their
way and will ultimately lead to frustration (p. 24)

B. Mastery learning

– Is a technique where the tutor ensures the learner has “mastered” (can recall and apply)
prerequisite knowledge before allowing the learner to move on to the next lesson/concept:
“Mastery does not imply perfection, but satisfactory performance” (Murray & Arroyo, 2002). In
this context, satisfactory performance is generally defined as the minimum standard to pass. In
this way, mastery learning may contribute to higher self-esteem based on achievement or may
contribute to frustration if the learner is unable to grasp requisite concepts and does not move
forward in the curriculum.

C. Adaptive spacing and repetition

- Is a techniquewhere the learner more easily recalls knowledge items/objects when these
knowledge artifacts are exposed to the learner repeatedly over a long time span rather than
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

repeatedly studied during a short time span (Dempster, 1988). This prolonged exposure
promotes deeper learning and extends the spacing between instances of refresher training.

D. Metacognitive prompting

– Is a technique where the tutor encourages the learner to self-reflect and evaluate, self-
explain, and self-correct rather than provide the answer directly. The Cognitive Transformation
Theory (CTT; Klein & Baxter, 2006) asserts that problem solving on the part of learner involves
the recognition of flaws in their existing mental models and restructuring of those models by
shedding flawed elements of those mental models for less-flawed models through reflection and
discovery. Sottilare & Goldberg (2012) note the need for the tutor to support processes, which
allow the learner to construct and restructure their own mental model in order to promote transfer
and, in some cases, accelerate learning.

E. Fading worked examples

– Is technique where the tutor provides “a step-by-step demonstration of how to perform

a task or how to solve a problem” (Clark, Nguyen & Sweller, 2006, p. 190), from which parts
have been deliberately removed or faded (Atkinson, Renkl & Merrill, 2003). This technique
challenges learners to recall and construct their mental model of the task or concept in much the
same way as metacognitive prompting, but provides additional context needed for novices
to recall the missing elements. This technique is especially applicable to tutoring where
problems are presented to the learner to solve.

- Subsequent sections of this chapter address the three primary themes within the
literature (affect, engagement, and grit) and their relationship to instructional management
principles and learning outcomes, but first we identify and discuss the criteria by which we will
evaluate the effectiveness of reviewed instructional strategies and tactics

III. INSTRUCTIONAL SYSTEM

An instructional system is defined as a system program and planning process that
identifies the needs of the learners and to cater those needs. The development of the system is
initiated with the specification of goals of instruction and those goals constitute the objective to
be accomplished. In short, instructional system is a step-by-step prescriptive procedure for
creating instructional materials in a consistent and reliable function in order to facilitate learning
most effectively. An instructional system is an arrangement of resources and procedures to
promote learning. An instructional system is a series of interrelated, interacting, and precisely
controlled and learning experiences that are designed to achieve specific learning objectives.

When did Instructional System formulated?

 The Origins: World War II

-Psychologists and educators were called to develop training materials for the military services.

Early Development: The Programmed Instruction Movement, mid-1950’s.

 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

-Skinner (1958) introduces ideas on increasing human learning and the characteristics of
effective instructional materials, called programmed instructional materials.

-Present instruction in small steps; require active responses to frequent questions, immediate
feedback.

 1970’s: Leslie Briggs demonstrated that an instructionally designed course could produce
up to 2:1 increase over conventionally designed class in terms of achievement, reduction
in variance, and reduction of completion time, saved dollars in salary cost.
 1980’s: increased use of microcomputer has a major effect on computer-based
instruction, drill and practice.
 1990’s: constructivism, problem-solving and collaboration socio-cultural issues.
 Just a decades ago, teachers used chalkboards, then progressed to whiteboards, and now
they are using smart boards, are advanced boards which allows teachers to teach and
share information with students in different ways.
Computer audio visual capabilities from power presentations and other animation
software are used to present information in an effective manner which invites greater
interest from the students.
 Use of projectors, screens and addressing systems (speakers and microphones) allow
teachers to teach a large number of students.

The Benefits of Instructional System

Instructional system or design is cost effective, given that it ensures students learn
efficiently by creating high quality learning materials that take into account the strengths and
weaknesses of students. These materials are also focused and customized to address the specific
needs of educators.

The Addie Model

The Addie Model as an instructional system or design aims for a learner-centered rather
than the traditional teacher-centered approach to instruction, so that effective learning can take
place. This means that every component of the instruction is governed by the learning outcomes,
which have been determined after a thorough analysis of the learners’ needs. These phases
sometimes overlap and can be interrelated; however, they provide a dynamic, flexible guideline
for developing effective and efficient instruction. Florida State University is the developer of this
framework.

Five Phases of ADDIE Model

 Analysis

The Analyze phase is the foundation for all other phases of instructional design. During this
phase, you must define the problem, identify the source of the problem and determine possible
solutions.

The phase may include specific research techniques such as needs analysis, job analysis and task
analysis. The outputs of this phase often include the instructional goals, and a list of tasks to be
instructed. These outputs will be the inputs for the Design phase.
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

 Design

The Design phase involves using the outputs from the Analyze phase to plan a strategy for
developing the instruction. During this phase, you must outline how to reach the instructional
goals determined during the Analyze phase and expand the instructional foundation.

Some of the elements of the Design Phase may include writing a target population description,
conducting a learning analysis, writing objectives and test items, selecting a delivery system, and
sequencing the instruction. The outputs of the Design phase will be the inputs for the Develop
phase.

 Development

The Develop phase builds on both the Analyze and Design phases. The purpose of this phase is
to generate the lesson plans and lesson materials. During this phase you will develop the
instruction, all media that will be used in the instruction, and any supporting documentation. This
may include hardware (e.g., simulation equipment) and software (e.g., computer-based
instruction).

 Implementation

The Implementation phase refers to the actual delivery of the instruction, whether it's classroom-
based, lab-based, or computer-based. The purpose of this phase is the effective and efficient
delivery of instruction. This phase must promote the students' understanding of material, support
the students' mastery of objectives, and ensure the students' transfer of knowledge from the
instructional setting to the job.

 Evaluation

This phase measures the effectiveness and efficiency of the instruction. Evaluation should
actually occur throughout the entire instructional design process - within phases, between phases,
and after implementation. Evaluation may be Formative or Summative.

Formative Evaluation is on-going during and between phases. The purpose of this type of
evaluation is to improve the instruction before the final version is implemented.

Summative Evaluation usually occurs after the final version of instruction is implemented. This
type of evaluation assesses the overall effectiveness of the instruction. Data from the Summative
Evaluation is often used to make a decision about the instruction (such as whether to purchase an
instructional package or continue/discontinue instruction).

Conclusion

After an excellent presentation, you might have heard someone comment, “Now, there is
a born teacher!” This comment would seem to indicate that effective teaching comes
automatically. In reality, teaching effectively is a learned skill. Development of this skill requires
knowledge of the educational process, including which instructional methods to use in which
circumstances. The determination of which instructional method is most appropriate depends on
a variety of differences: the age and developmental level of the learners; what the learners
 Pangasinan State University
BAYAMBANG CAMPUS
College of Teacher Education
Social Sciences Department
Bayambang, Pangasinan

already know and what they need to know to succeed; the subject-matter content; the objectives
for the learner; the available people, time, space, and material resources; and the physical setting.

An instructional method is the way information is taught that brings the learner into
contact with what is to be learned. Examples of such methods include lecture, group discussion,
one-to-one instruction, and demonstration and return demonstration, gaming, simulation, role
playing, role modelling, and self-instruction modules. As the use of technology evolves, these
methods may be incorporated into Web-based courses.

There are numerous teaching methods that go into becoming an effective teacher, and
these methods will assist teachers in getting to know their students' interests, strengths, and
weaknesses so that they can choose the best strategy for creating and designing lessons that are
more fun, meaningful, and effective. And, as prospective educators, let us remember that when
selecting teaching methods, we must keep our pupils in mind in order to provide successful
instruction. Overall, because it is such an important aspect of teaching, adopting teaching
methods is a difficult task to manage and prepare. Thus, instructional methods are essential part
of teachers’ effectiveness.

References:

https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-Strategies.htm

http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf

https://www.researchgate.net/publication/
267039871_A_Guide_to_Instructional_Techniques_Strategies_and_Tactics_to_Manage_Learner
_Affect_Engagement_and_Grit

https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf

https://online.iu.edu/degrees/instructional-systems-technology-edd-doctoral.html

https://www.jstor.org/stable/44418880

https://www.gdrc.org/info-design/instruct/intro.html