Introduction
Instructional Methodology has the same meaning as methods of teaching. This entails the various ways through which information is presented to the student. There exist two broad categories of Instructional Methodology. These include the teacher centered approach and student centered approach.
The teacher centered method involves teaching, demonstration and lecture discussions. In these methods the teacher only directs and leaves the part of understanding to the student.
Learner centered approach on the other hand entails instructions in which the lecturer only facilitates the learning process while the learner does enjoy constructing their understandings and insights. The styles that are common in this are: corporate learning, graphical discussions and analysis, discussion between student, role plays, simulation and story telling. All the above methods are good and are applicable to all kinds of students in various grades of learning. All teachers will agree with the fact that no one specific style of teaching is the best. This is because students have different needs and are in various classes.
Student Categories
In a school, different students require different treatments as per their individual needs. To begin with, schools have various classes or grades. A lower grade student requires a slow and gradual teaching method. This however advances as the student’s grade increases. Student categories are further divided into fast and slow learners. Those with disabilities are also given special treatment for example: blind students need Braille and audio systems. Deaf students require sign charts and sign instructors.
Methodologies
Common teaching methods are grouped into two. All these are delivery methods like lectures, direct instructions, modeling, guided practice, corporate groups among others (Kroeger A. 2003). CIAI continuum is a rather practical unit. The best teaching style for it is student focused learning. This is important because of the many modeling, mathematical problems and science practicals that the unit contains. CIAI continuum has a lot of science content. Science generally is best understood through involving the students. This curriculum involves mathematics, technology and science.
Student Focused Learning
This method boosts student understanding of the concept. The work of the teacher is mainly to facilitate the process while learners construct their own understanding. This method entails many practices that students will find applicable. These include discussions, corporative learning, graphical analysis and incorporation of role plays to boost understanding. Simulation and modeling is another stage in student centered learning. Simulation is a case where the student is put in real situation without taking risk. As observed, CIAI as a science unit has many practical and mathematical problems to solve. (Kroeger A. 2003).
This makes group discussion a very necessary tool for student success. Students are further motivated to do a lot more learning because nothing is destroyed in the process of creating many models of the real technology. All these learning processes are overseen by the teacher. The lecturers work is to introduce the concept in theory form, give a few examples then proceed to involve students in creating solutions for themselves.
Fast learning students find this method useful since they develop great understanding when involved in sharing ideas. Slow learners also benefit from combined group discussion class and also when they are involved in leading teams in class. Class assessment is even easy and new concepts are learned in every circle of assessment. Student centered method has an advantage of pulling all ideas and experiences together and to help the whole class progress as a block.
Conclusion
Even though many teaching methodologies exist, teachers should always evaluate their environment and student types that they have. This will in turn help them to choose the best methodology. Student centered method is good since it helps the student to arrive at the understanding of the concepts. Many teachers of CIAI continuum should embrace this method because it benefits all students across the board.
Reference
Kroeger A. (2003). Teaching methods. New York: Henn Inc.
Lindsay (2000). Handling of special students in a class. London: Oxford Publishers.