I hate splitting hairs, so you should be aware that in my opinion
instructional methods and teaching methods mean the same thing. Teaching
strategies, for all practical purposes, means the same thing. Regardless of
what we call such processes, they are primarily descriptions of the learning
objective-oriented activities and flow of information between teachers and
students. Although some may argue otherwise, to split hairs over whether
such methods are meaningfully different adds nothing to the process of
learning to be a teacher. Direct and indirect instruction are two main
categories that many educators find useful for classifying teaching methods,
but it is, as you will see, a bit more complicated than placing all
instruction into two categories. Any instructional method a teacher uses has
advantages, disadvantages, and requires some preliminary preparation. 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. The
following teaching or instructional methods relate to the instruction part
of the ADPRIMA
Instruction System. The methods are not listed in a preferred
sequence, no hierarchy of putative superiority of method is intended, and
obviously, not all are appropriate for all grades and subject matter content
I should also confess a bias about learning, regardless of the instructional
method employed by the teacher. The bias is that I firmly believe that the
most meaningful learning for any student is that which results from the
learner constructing his own knowledge and meaning from the subject matter
content. This approach is commonly referred to a constructivism.
There is a wealth of information available on the Internet about
constructivism. Just enter it into Bing or Google to see what I mean.
This area has been updated on the ADPRIMA site, and not included
Please click here to visit the page on instructional methods there.
A new window will open on your browser. There will be two separate pages on
ADPRIMA on this topic.