Copyright Goodheart-Willcox Co., Inc. Chapter 14 Instructional Methods 317 Basic Instructional Methods Common instructional methods, or teaching strategies, form the foun- dation of most specific learning activities that teachers plan in their lessons. There are dozens of strategies teachers can use. This section discusses the pros, cons, and uses of some that teachers use frequently. Educators sometimes classify these strategies as either teacher-centered or learner-centered. In teacher-centered methods, the teacher’s role is to present the information that students are to learn and to direct their learn- ing process. Students then practice what they have learned. For example, with lectures, the teacher provides information, and students learn by lis- tening. They may discuss the information in small groups after the lec- ture. Learner-centered methods are different. In these approaches, the teacher acts as a facilitator, or guide, for learning. Students more actively engage in directing and achieving their own learning. Group projects are an example of learner-centered instructional activities (Figure 14.8). There is no one perfect instructional method or activity. Teachers use multiple factors in deciding which to use. They also vary their methods to keep students interested and engaged in learning. Lectures In its most basic form, a lecture consists of a teacher presenting infor- mation orally and students learning through listening. Although the use of lecture is frequent, especially in upper grades, it has drawbacks. Most students are stronger visual learners than auditory learners, so they find it more difficult to learn simply by listening. In addition, the lecture method puts students in the role of passive listeners. A lecture supplemented with visual aids would also reach a visual learner. SerrNovik/iStock/Getty Images Figure 14.8 With group projects, students help direct their learning and achievement.