Instructional Methods and Learning Styles

Instructional Methods and Learning Styles

Stephan Petrina (University of British Columbia, Canada)
Copyright: © 2007 |Pages: 32
DOI: 10.4018/978-1-59904-337-1.ch004
OnDemand PDF Download:
$37.50

Abstract

How do we factor the variability of students into our instructional methods? All students are different, and yet there are many commonalties from student to student. Should students simply design their own education, an education that theoretically would be tailored to their needs? Should students be left to their own desires and needs, as Rousseau advocated in Emile in the late 1700s and as A. S. Neill advocated in Summerhill in the 1960s? Or are there ideas and methods that all students should simply endure for the good of the social system? We have learned quite a bit about accommodating the variability of students through research into instructional methods and learning styles. If we vary our methods, we have learned, we accommodate a wider range of learning styles than if we used one method consistently. Teaching methods are the complement of content, just as instruction is the complement of curriculum. Technology teachers tend to over-use projects and problems, ignoring the options and opportunities that the balance of teaching methods offers. In this time of global hazards and changes in our lives wrought by technology, it is essential that technology teachers maintain a refined sense of how to teach about controversial and sensitive technological issues. It is essential that technology teachers have a command over values clarification methods as well as demonstration and project methods. Given that technology teaching methods are often research-driven, twenty-two research methods are outlined in this chapter. Forty-one teaching methods are defined and five that are central to technology studies are explained in detail. The chapter concludes with detailed sections on the relationships among instructional methods, personalities, and learning styles.

Complete Chapter List

Search this Book:
Reset
Dedication
Table of Contents
Acknowledgments
Chapter 1
Stephan Petrina
A great irony in this age of information technologies is that communication skills for many people have atrophied. Students take low levels of... Sample PDF
Analyzing and Designing Technology-Based Instruction
$37.50
Chapter 2
Stephan Petrina
What is intelligence? What do we know about knowledge? Are design and technological knowledge unique? Do different types of knowledge demand... Sample PDF
Organizing Knowledge for Instruction
$37.50
Chapter 3
Stephan Petrina
We began this book by acknowledging that the mere word “technology” provokes strong emotions or feelings from the heart. Advertisers play on these... Sample PDF
Feelings, Values, Ethics and Skills
$37.50
Chapter 4
Stephan Petrina
How do we factor the variability of students into our instructional methods? All students are different, and yet there are many commonalties from... Sample PDF
Instructional Methods and Learning Styles
$37.50
Chapter 5
Stephan Petrina
One of the most used and abused approaches to technology studies in the schools is creative design and technological problem-solving. Current... Sample PDF
Creativity and Ingenuity, Design, and Problem Solving
$37.50
Chapter 6
Stephan Petrina
Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures... Sample PDF
Learning Theory, technology and Practice
$37.50
Chapter 7
Stephan Petrina
Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to... Sample PDF
Justifying Technology Studies
$37.50
Chapter 8
Stephan Petrina
If status of a school subject is at issue, then content, benchmarks, and standards cannot be underestimated. Of course, the question is what content... Sample PDF
Technology Content, Process, and Standards
$37.50
Chapter 9
Stephan Petrina
Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should... Sample PDF
Curriculum and Instruction Design
$37.50
Chapter 10
Assessment and Evaluation  (pages 280-321)
Stephan Petrina
Some teachers view assessment as a necessary evil. Some view assessment as their only real tool of discipline and power. Still other teachers view... Sample PDF
Assessment and Evaluation
$37.50
Chapter 11
Stephan Petrina
Classroom and facilities management require more than a series of techniques. Management and safety require a philosophy. Veteran teachers who “make... Sample PDF
Classroom Management, Facilities Design and Safety
$37.50
About the Author