Designing Effective

Instruction
The Component Display
Theory
1. Start with a rule, definition, principle or procedure

2. Present, tell or show the principle

• Using stories
• Teaching

3. Invite learners to express the rule in their own way

• Ask learners to think of their own examples that illustrate the
principle

4. Help the learners take the principles home

Principles of Instruction
• Instruction addresses real problems
• Activating existing knowledge
• The power of demonstration
• Use of a case study
• Applying new knowledge
• Integrating new knowledge into the learner’s world
Establishing a Flow
• Every item on the agenda should relate to the goals of the
program.
• Begin with an item that will capture interest and attention of the
participants.
• Consider providing an agenda
• The main points of the content should be related to the goals for
the program.
• Just because the information is on the topic does not mean that it
relates to the goals of the workshop.
• The workshop should be a balance of:
• Information/content sharing
• Discussion
• Interactive activity
• Reflective activity
Information/content sharing
• Content needs to be infused throughout the workshop
• Content needs to be accurate and on point
• While every point can not be covered, be aware of gaps that
will influence your ability to meet your program goals.
• Content sharing can come before an activity that helps
participants apply the information.
• Content is also effective after a discussion when participants
share their own ideas on a concept.
• Utilize visual aids and handouts to reinforce the content.
Reasons for having a
Discussion
• It helps you to understand a subject more deeply.

• It improves your ability to think critically.

• It helps in solving a particular problem.

• It helps the group to make a particular decision.

• It gives you the chance to hear others’ ideas.

• It increases your confidence in speaking.

• It can change your attitudes.

Leading Group Discussions
• Structuring
• state the topic of the discussion
• Plan questions/statements that will elicit response and
include everyone
• invite quiet group members to speak
• Pair and share
• Answering Questions
• Linking and Summarizing
• Follow up on participants statements- clarify or ask for
evidence/example
• Be objective
• Summarize, organize, re-direct the discussion
• Thank group members for their contribution
Leading a Discussion
Do:
• Be prepared with points you want to cover or questions to ask-
• Speak pleasantly and politely to the group.
• Respect the contribution of all speakers.
• make sure all members have approximately the same time, (i.e. no one
dominates the discussion by talking too much time)
• Remember that a discussion is not an argument. Learn to disagree
politely, without fear or anger.
• Think about your contribution before you speak.
• How best can you answer the question/ contribute to the topic?
• Try to stick to the discussion topic. Don't introduce irrelevant information.
• Be aware of your body language when you are speaking.
• Agree with and acknowledge what you find interesting.
Leading a Discussion

Don’t:
• Use too many gestures when you speak
• Gestures like finger pointing and table thumping can appear
aggressive.
• Dominate the discussion. Confident speakers should allow quieter
students a chance to contribute.
• Draw too much on personal experience.
• Ask questions that are personal – may not be prepared to handle
responses ie- sex abuse etc.
• Interrupt. Wait for a speaker to finish what they are saying before
you speak.
• Use yes/no questions, will not draw out others thoughts
Using Activities
• Interactive activities can include reflection or reinforce content
or skills
• Small group problem solving activities
• Task directed activities – individual or group
• Case studies
• Hands on activities
• Use of materials to understand a concept or identify a strategy
• Practice activities
• Role playing
• Demonstrating
• Skill training
• Games
• Object lessons
• Myth vs. Reality
Using Activities
• Reflective Activities
• Allow for participants to reflect on the content provided and
formulate their own understanding.
• Can assist with self awareness and goal setting
• Some examples,
• Having participants write down their own thoughts on a topic
• Having participants write or share an aspect of their experience or
personal history
• Having participants set goals
• Having the participants identify feelings (joys, fears etc.)
• Can be done verbally, in writing, with questionnaires, with
pictures
• The reflective activity must have its own specific goal which
relates to one of the outcome goals of the workshop.
Other Instructional techniques
• Personal Narratives – the use of story telling
• Movie and Television clips
• Music and Pictures
• Educational videos
• Cartoons
• Idea reinforcers - handouts
Other items to consider
• Introductions
• Ground Rules
• Variety of Activity
• Self Disclosure
• Group Development (Forming, Storming, Norming, Performing)
• Professionalism
• Voice projection
• Voice inflection
• Movement
• Visual aids
• Time
• Body language