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Instructional Techniques

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Instructional Process and Concepts in Theory and Practice

Abstract

In this chapter, detailed information will be given about teaching techniques. This chapter has four sections: Definitions; include explanations about core concepts, classification; include techniques classifications in related literature and short explanations of them, activities; include the definitions of each of the techniques, and the application of them. The pedagogical benefits and limits of each of the techniques are clarified. Suggested activities based on the explained techniques are also given in this section. Conclusion includes the abstract of the section, glossary, and references.

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Authors and Affiliations

  1. 700.yıl Osmangazi Secondary School, Halkalı, Küçükçekmece, Istanbul, Turkey

    G. Feryal Gündüz

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  1. G. Feryal Gündüz
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Correspondence to G. Feryal Gündüz .

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  1. Education Faculty, S. Demirel University, Isparta, Turkey

    Celal Akdeniz

Glossary

Asynchronous discussions

Asynchronous communication means that the various people in the conversation do not have to be online at the same time.

Brainstorming

It is a creative problem solving technique available to assist in the generation of new ideas or solutions surrounding a given problem.

Case study

It is a student centered, highly interactive pedagogy that changes the classroom process into a collective search for an analysis and/or solution to a specific problem based on a “case” (Foran 2001).

Conference

It is a meeting of individuals called together to engage in discussion with the aim of accomplishing a limited within restricted time (Puri 2006).

Debate

It is defined as verbal action or a form of formal argument on a topic or issue about which two groups or teams of people do not agree (Duansamosorn 2001 cited in Somjai and Jansem 2015).

Demonstration

It is a technique used when teaching a skill or examining a knowledge or an idea and providing an opportunity for students to see the task modeled through a visual presentation (Partin 2009; Doğanay 2015).

Educational field trip

It is as “part of a day, a day long, or a weekend long excursion; it can be a simple guided tour to an area of interest, or it may include the conducting of an active research oriented (inquiry type) field project” (Beiersdorfer and Davis; cited in Higgins et al. 2012).

Educational game

It is specially designed or modified to meet instructional objectives. An educational game meets these objectives by including rules, constraints, and activities that closely replicate the constraints of the real-world knowledge and skills that are being taught (Hays 2010).

Fishbone diagram

It can be used to identify the potential (or actual) cause(s) for a performance problem. Fishbone diagrams provide a structure for a group’s discussion around the potential causes of the problem.

Fishbowl

A fishbowl consists of a small group that discusses an issue while seated in the center of the classroom, with the rest of the class seated in a larger circle around the fishbowl (Partin 2009).

Forum

It is a technique which a small expert group inform audiences and the audiences ask questions to experts during or at the end of the presentation, The audiences comments to ideas by expressing their thoughts (Ocak 2015).

Improvization

It is an unscripted, unrehearsed, spontaneous set of actions in response to minimal directions from a leader, usually indicating statements of whom one is, where one is and what one is doing there (Landy 1982).

Instructional strategy

It is as an approach which provides reaching the lesson’s goals and leading to use of methods, techniques, tactics and equipments (Bilen 2002).

Jigsaw

It is a cooperative learning technique that requires everyone’s cooperative effort to produce the final product. Just as in a jigsaw puzzle, each piece—each student’s part—is essential for the production and full understanding of the final product (Mengduo and Xiaoling 2010).

Mime

It is a non-verbal representation of an idea or story through gesture, bodily movement and expression (Doughill 1987).

Observation

It is monitoring and examining the indications or conditions of objects, cases or facts within a plan through eyes or visual tools step by step (Binbaşıoğlu 1983 cited in Yıldızlar 2013).

Panel Discussion

It is defined as a technique in which a small group discuss an issue in front of the audiences in an informal way (Helvacıoğlu 1994 cited in Yıldızlar 2013).

Pantomime

It is the use of gesture, body posture, and facial expression to communicate ideas, feelings, and relationships with little or no accompanying sounds or speech (Cottrell 1987).

Philips 66

This technique is also known as a type of buzz groups. The Philips 66 technique have taken its name from discussing a topic during six minutes by a group of six students (Doğanay 2015).

Project

It is an activity that is directly planned, controlled, executed and evaluated by students in order to accomplish a specific goal (Garcia 1989).

Puppetry

The art of presenting an inanimate object in the form of a living character is the art of puppetry (Child Resource Center 1995).

Question and Answer

It is a technique that teacher ask some questions to students and realize teaching through criticising the answers (Büyükkaragöz 1997).

Role play

It is a special kind of case study, in which there is an explicit situation established with students playing specific roles, spontaneously saying and doing what they understand their “character” would, in that situation (Nickerson 2007).

Seminar

It involves generating a situation for group to have guided interaction among themselves on a theme which is generally presented to the group by one or more members (Puri 2006).

Simulation

It is a technique whereby an artificial or hypothetical experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation (Bastable 1997).

Synchronous Discussions

Synchronous communication means that the participants are online at the same time.

Talking ring

When using this technique, the students sit in a semi-circle in the classroom (Ocak 2015).

Teaching method

It is a learning way which puts teaching techniques, learning content, learning equipments and resources into service relevantly with each other to achieve the learning goals (Clark and Starr 1968).

Teaching technique

It is generally defined as an application form of a teaching method (Alkan 1979).

The six practicing shoes

It is a practical, useful framework for creative thinking and making decisions. The different types and colours of the six shoes describe differing styles of action to be take (De Bono 1991).

The six thinking hats

It is based on using six different thinking aspects which are objectivity, organization, subjective feelings, creativity, positive and negative sides (Schawel and Billing 2011).

Think-pair-share

It is a technique designed to provide students to think a given topic by enabling them to formulate individual ideas and share these ideas with another student (Usman 2015).

Workshop

It is defined as assembled group who share a common interest or problem; meet together to improve their individual and skill of a subject through intensive study, research, practice and discussion (Puri 2006).

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Gündüz, G.F. (2016). Instructional Techniques. In: Akdeniz, C. (eds) Instructional Process and Concepts in Theory and Practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-2519-8_4

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