This guidebook provides a brief summary regarding four instructional strategies. Each summary includes: (1) a description/summary of the strategy; (2) when, where, and why it would be a good strategy; 3) the strengths and the weaknesses of the strategy; 4) if you have used or seen it in practice; 5) if you would use it - when and when not. The four instructional methods selected for this assignment are lecture, field trips, case studies, and computer-assisted instruction.
Lecture as an instructional method is one of the most common and oldest forms of instructional methods. Barbara Gross Davis describes “The classroom lecture is a special form of communication in which voice, gesture, movement, facial expressions, and eye contact can either complement or detract from the content” (2009, p. 147). Lectures are one form of transmitting information to the learner, where the learner is in the passive mode. Ask any adult learner which lecture influenced their learning journey the most, and many correlate lectures with church sermons or parental lectures from their younger years. Many adult learners may not recall a favorite lecture but some will share a memorable YouTube or TEDx lecture used to supplement a formal learning event.
McKeachie and Svinicki write about “How to Make Lectures More Effective” (2010, p. 58-72) and provide suggestions to improve the lecture for various learning environments. Barbara Gross Davis provides great suggestions for “Delivering a lecture” (2009, p. 148-156) but without practical application, bad lecturers will still be bad lecturers. In Chapter 15, she describes “General Strategies, Opening a Lecture, Capturing Students’ Interest, Mastering Delivery Techniques, Improving Your Lecture Style, and Closing a Lecture. While many books, articles, and blogs address lectures as an instructional method, good and bad lecturers still exist. With the military adult learner, as within higher educational organizations good and bad lecturers exist. The process to develop and plan for effective lectures is collaborative and requires the Instructional Systems Designer and Training Developer to work collaborative with the Subject Matter Experts through all phases of the process. The process includes the analysis, design, develop, implement, and evaluation (ADDIE) commonly referred to as the ADDIE process. When deciding lecture as an instructional method, the military provides regulations, job aids, and access to subject matter experts.
McKeachie and Svinicki describe some events where lectures are an acceptable form of an instructional strategy based on informational and motivational factors (2010, p. 59). With the military audience, lectures are often used in safety briefings, mandatory briefings due to directed changes (example Don’t Ask Don’t Tell repeal and First Person Shooter Incidents), course orientations, and learning events where the learners receive information as a requirement of learning continuum. The U.S....