(Adapted from SETE. (1994). Business Education. A Curriculum Guide for the Secondary Level. Information Processing 16, 26, 36. Regina, SK: Author. pp 15-21.)

This portion of the curriculum guideline is intended to be used in conjunction with other resources that explain and model instructional approaches and strategies. Some of the traditional and non-traditional instructional methods that may be used are described below and may be referred to in Instructional Approaches: A Framework for Professional Practice (Saskatchewan Education, 1991). The Saskatchewan Professional Development Unit (SPDU) and Saskatchewan Instructional Development and Research Unit (SIDRU) have produced a resource series on various instructional methods that complements the discussion of instructional practice described in this curriculum. Some of these methods may be covered in the Driver Instructor Preparatory Course at SIAST Woodland Institute.

The process of learning as well as the demonstration of content learning is important. This may involve the use of a variety of teaching approaches. Learning should be activity based, with opportunities for students to experience. Group work, the continuous assessment of group productivity, and self-development should be ongoing parts of the course. Providing instructional activities for students to work independently and as a team will assist students to develop the skills and attitudes expected in real-life situations.

The use of project work, case studies, simulations, field trips, and links with the community are essential. Students need access to electronic and manual resources including libraries and community organizations.

One of the most important tasks of the instructor/teacher is to match the learning styles of the students to the instructional strategies with which the instructor/teacher feels most comfortable. It is strongly advised that the instructor/teacher use a variety of instructional strategies in order to meet both the objectives of a unit and students' individual needs. It is also important that the methods chosen work toward the achievement of the learning objective. For example, if the purpose of the unit is to solve problems, then the instructional approaches will involve students in applying knowledge, processes, and skills needed to be effective problem solvers. However, if the purpose of a lesson is to build driving skills, the instructional approaches should enable students to build that skill.

Regardless of the teaching methods used, the instructor/teacher should be focusing on student learning and development. In whole-group, small-group, teacher-directed, and other instruction situations, the instructor/teacher will need to be actively involved.

Instructional Strategies are grouped into five clusters: Direct, Indirect, Interactive, Experiential, and Independent Study. Instructional methods in each strategy that may be most relevant to Driver Education are described in the following sections.