Instructional Stratigies

profileAsdMKJ
ClassroomInstructionalStrategies.ppt
Home>Education homework help>Instructional Stratigies

CLASSROOM INSTRUCTIONAL STRATEGIES

Motivating Students to Learn

Teaching Strategies

  • Lecture
  • Lecture & Discussion
  • Role Play
  • Brainstorming
  • Buzz groups
  • Panel Discussion
  • Debate
  • Cooperative learning
  • Decision Making
  • Self-Appraisals
  • Student presentations
  • Field Trips
  • Demonstrations
  • Guest Speaker

Lecture

  • Lecture is a valuable part of a teacher's instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, engaging, and motivating, then lecture can stimulate reflection, and develop a sense of inquiry. Because lecture is teacher-centered and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not assimilate lecture content. In addition, lectured content is often rapidly forgotten

Explicit Teaching

  • Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is focused on producing specific learning outcomes.
  • Topics and contents are broken down into small parts & taught individually. It involves explanation, demonstration & practice. Learners are provided with guidance and structured frameworks. Topics are taught in a logical order and teacher directed.
  • Another characteristic involves modeling skills, behaviors and modeling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. Listening and observation are key to success.

Didactic Questions

  • Didactic questioning offers a way to structure the learning process. Didactic questions tend to be convergent, factual, and often begin with "what," "where," "when," and "how." They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. But, didactic questions can also be simplistic, can encourage guessing, and discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of "why" questions, and the occasional use of "what if" questions.

Problem Solving

  • There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed.

Case Studies

  • Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues.

Concept Formation

  • Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved.

Simulations

  • A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Simulations promote the use of critical and evaluative thinking. Simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners.
  • Simulations may contains elements of a game, a role-play, or an activity that acts as a metaphor. The chief element is that they have context.

Role Playing

  • In role playing, students act out characters in a predefined "situation".
  • Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an interesting way to help students see a problem from another perspective.
  • Two areas to avoid in a role play, in health education is abortion & legalization of illegal substances.

Brainstorming

  • Brainstorming is a large or small group activity which encourages participants to focus on a topic and contribute to the flow of ideas. The teacher may pose a question or a problem, or introduce a topic. Students then express possible answers and relevant ideas. Contributions are accepted without criticism or judgment. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness.
  • Teachers should emphasize active listening during these sessions. Students should be encouraged to listen carefully and politely to what their classmates contribute, and to think of different suggestions or responses to share.

Think-Pair-Share

  • Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task.

Cooperative Learning

  • Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students.
  • There is an every increasing need for interdependence in all levels of our society. Providing students with the tools to effectively work in a collaborative environment should be a priority. Cooperative Learning is one way of providing students with a well defined framework from which to learn from each other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is a team approach where the success of the group depends upon everyone pulling his or her weight.

Jigsaw

  • Jigsaw is a cooperative learning strategy that enables each student specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the group and teach the material to their group members. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product.
  • The purpose of Jigsaw is to develop teamwork & cooperative learning skills within all students. It develops a depth of knowledge not possible if the students were to try and learn all of the material on their own. Because students are required to present their findings to the home group, Jigsaw learning will often disclose a student’s own understanding of a concept as well as reveal any misunderstandings.

Problem Solving

  • There are two major types of problem solving – reflective and creative. Regardless of the type, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed.
  • The process is used to help students think about a problem without applying their own pre-conceived ideas. Defining what the problem looks like is separated from looking at the cause of the problem to prevent premature judgment. Similarly, clarifying what makes an acceptable solution is defined before solutions are generated, preventing preconceptions from driving solutions.

Index Card

  • Put your name on the card.
  • List 2 of the items you identified in your discussion board chat that made a “good learning experience”.

Index Card

  • Identify 1 or 2 teaching strategies you intend to use in the lesson you teach.