Selecting Instructional Delivery Methods | Origin: ED105
This is a general discussion forum for the following learning topic:
Instructional Planning for Student Success --> Selecting Instructional Delivery Methods
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that a clear, well-structured grading system is essential because instructors should always expect grades to be questioned by students or administrators. Using transparent criteria, categories, and point values makes grades easier to defend and reduces disputes based on perceived inconsistencies. Keeping the grade book current protects both students and instructors by allowing timely, fair, and confident responses to grading concerns.
My biggest take away is not to include more than 3-5 points per powerpoint slide. I will take care to make sure I am not overcrowding my slides.
I learned that sight is 83 hearing is 11 smell is 3.5 touch is 1 and taste is 1 which leads to 60 to 80 percent of knowledge being took in.
I have learned not to rush through PowerPoints. Take my time and elaborate on each slide so the student can better understand; don't just read from the slides.
Power points need to be brief with large print. PP presentations need to capture the audience's attention with colors and highlights and animations.
I love using variety in my delivery. It keeps students engaged and motivated most of the time. If I see someone fading out, I cant transition into something different.
I still use a lot of PPT in my current position. It isn't that this is bad, but I really need supplemental material to help drive the text home.
Power points can be boring especially if the instructor relies just on them to present presentation. Introducing 5 slides at a time sounds better in the perspective that instructor could use this time to talk about something that is not on the slides, but it's related to the slide.
From this module, I learned that effective instruction goes beyond teaching content, it involves helping students analyze situations, apply their knowledge, and develop both technical and soft skills essential for success in the workplace. I also gained a deeper appreciation for using a multi-sensory approach and demonstration teaching to strengthen student understanding and retention. These methods connect cognitive learning with hands-on practice, creating those valuable “aha” moments that motivate continued learning. Moving forward, I plan to be more intentional in selecting and using classroom media, keeping it neat, focused, and supportive of instruction.
First time learning the 10-20-30 rule. Great Tip
Glad to know Power Points are a good method but not the only method. I think I might use flip charts more in the future. especially when students are in teams working on brainstorming projects.
Dont read from the slide. ad lib or add supporting information.
10 slides 20 min rule 30 font- did not know this - great guide to maintaining attention
Student learn better when using two senses and by using these senses they learn 60%-80% of the material. Powerpoint presentations should not be overloaded with with words, and the background colors should not interfere with the text of the powerpoint.
visual aids are how we learn by 83% which is nice to know as most of my class structure is hands on approach
Selecting the right instructional delivery method is essential. I consider the subject matter, and classroom dynamics.
I use a mix of direct instruction, group work, and hands-on activities to keep lessons engaging and effective.
I like the idea of going back through the list on the white board and circling them to show connections.
Developing within students the ability to analyze situations and then transfer their knowledge and skills to solve problems. When students are able to do this it becomes an "aha" moment for them. "Aha" moments serve as motivators for continued study and effort.
I rely heavily on PowerPoint presentations for math instruction and have discovered that, if done correctly, animated (GIF) images can greatly increase both interaction and learning. For example, a student activity involving rolling a pair of dice can be "accelerated" to show how an increase in sample size (n) will gradually approach a normal distribution. When rolling a pair of dice, 7 is the most likely combination while 2 and 12 will be the least likely.
After a small sample size of 5-10 rolls, the normalized pattern has yet to show. With 20-30 rolls, it may be seeming to take shape. Using an animated image to show the change as n increases to 100, 1000 or 10000 rolls (via simulation) can show how the curve gradually appears and comes into focus.
