Are There Several Instructional Methods And Activities?

There Are Several Instructional Methods And Activities That Can Be Use

There are several instructional methods and activities that can be used to deliver training. As a trainer, you should have a broad awareness of different kinds of instructional methods so that you can recommend and utilize the most appropriate solutions for the specific learning objectives. List and describe three types of training methods. What type of activity is it? What types of activities precede and follow it? What learning style(s) does this activity accommodate? What adult learning characteristics does this activity incorporate? Discuss the pros and cons of each method. Lastly, using Bloom’s taxonomy, create a training objective for each instructional method. Be sure to consider the specific skills and knowledge to be learned in the training in order to appropriately apply each instructional method. Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion. USE APA FORMAT ONLY WORDS(+ WORDS ON THE COVERPAGE AND THE REFERENCES) DUE IN 4 HOURS

Paper For Above instruction

Introduction

Effective training delivery hinges on selecting appropriate instructional methods that align with learning objectives and adult learning principles. Three commonly used training methods—lecture/discussion, hands-on activities, and e-learning modules—each serve different purposes and include distinct characteristics. This paper describes these methods, their activities, learning styles they accommodate, adult learning characteristics, advantages, and disadvantages. Additionally, Bloom’s taxonomy guides the development of specific training objectives for each method.

Lecture and Discussion Method

The lecture combined with discussion is a traditional instructional method where presenters deliver information verbally, often supported by visual aids, while participants engage through questions and discussions. This method typically precedes activities such as Q&A sessions or reflections and is followed by assessments or practical applications. It primarily accommodates auditory and verbal learners and taps into adult learning characteristics such as self-direction and experience sharing (Knowles, Holton, & Swanson, 2015). The advantages include efficiency in delivering a large amount of information and fostering immediate participant engagement. However, it can be passive for learners and less effective for those who prefer kinesthetic or visual learning.

A Bloom’s taxonomy-based objective for this method could be: “By the end of the lecture, learners will be able to identify key principles of effective communication and explain their relevance in team management.” The activity presumes prior knowledge of basic team concepts and leads into application-based activities or scenarios.

Hands-On Activities

Hands-on activities involve practical engagement, such as simulations, role-playing, or skill exercises. These activities are preceded by theoretical instruction or demonstration and are followed by reflections, peer feedback, or skill assessment. They primarily support kinesthetic learners and promote adult learning by emphasizing experiential learning and immediate skill application (Merriam & Bierema, 2014). The pros include high engagement and retention of skills, while disadvantages involve the time and resources required to set up realistic scenarios.

A Bloom’s taxonomy objective might be: “Participants will demonstrate proficiency in using new software by completing assigned tasks accurately during the simulation exercise.” This activity assumes learners have foundational knowledge and aims to develop psychomotor skills.

E-Learning Modules

E-learning involves digital platforms where learners access courses, videos, quizzes, and interactive content independently. This method precedes follow-up assessments or discussion forums to reinforce learning. It caters to self-directed and visual learners and supports adult learners’ flexibility and autonomy (Clark & Mayer, 2016). The advantages include scalability, accessibility, and personalized pacing. Conversely, it can lead to reduced motivation without facilitator oversight and may lack the interpersonal engagement of face-to-face training.

A Bloom’s taxonomy-based objective could be: “Learners will analyze case studies presented in the e-learning module and evaluate appropriate solutions based on learned concepts.” This method assumes prior knowledge and aims at higher cognitive skill development.

Conclusion

Choosing suitable instructional methods involves understanding the attributes and limitations of each approach, aligning them with learner preferences and training goals. Combining methods maximizes engagement, retention, and application of new skills and knowledge, fostering a comprehensive adult learning experience.

References

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices. Pearson.