instructional strategies dr. shama mashhood dcps-hpe senior registrar medical education kmdc

Instructional Strategies

Dr. Shama MashhoodDCPS-HPE

Senior Registrar Medical Education KMDC

Learning

Is a relatively permanent change in behavior that comes about as a

result of a planned experience, from the interaction between what we already know, information we encounter, and what we do as we learn.

Instruction

is a series of planned experiences which brings about a relatively

permanent change in behavior in learners

Learning/Instruction

Learning and instruction are two side of one coin.

David Howe 2006

STRATEGY

• An Individual’s approach to a An Individual’s approach to a tasktask

• how a person thinks and acts while– Planning– Executing– Evaluating performance on a task and

its outcomes.

Strategy Instruction

is instruction in

how to learnand perform

Strategy: 1 (Opening Question)

• Open the lecture with a question• give students a moment to think about their response• ask few members of the class to

answer

Benefit:1 (Opening Question)

• Easy to initiate• Take very little time• Small & large classes• Focus attention on the day’s topic• Connect new information from prior

knowledge• Feedback – what student know & don’t

know about the material being presented

Strategy :2 (Think-Pair-Share)

• Pose a prepared question and asks individuals to think (or write) about it quietly

• Students pair up with someone sitting near them and share their responses verbally.

• Choose a few pairs to briefly summarize their ideas for the benefit of the entire class

Benefit : 2(Think-Pair-Share)

When used at the beginning of a lecturehelp students to:• organize knowledge • brain storm questions.When used latter in the session, help students to: • summarize what they’re learning,

apply it to novel situations &

• integrate new information with what they already know

• Students’ active participation

• Takes 2-3 min.

• Works well with groups of various sizes

• Ideal for lecture based instructional method.

Benefit:2(Think-Pair-Share)

Strategy :3 (Focused Listing)

• Students recall what they know about a subject by creating a list of terms or ideas related to it.

• Students generate a list based on a topic presented. Topic may be related to that day’s or previous day’s material.

• Close the exercise by summarizing key points or themes or can ask randomly.

Benefit: 3 (Focused Listing)

• actively engage in learning material,

• feedback - (facilitator tailor the presentation)

Recall

Generate ideas & terms

Create connections

Strategy: 4 (Brain Storming)

Benefit : 4 (Brain Storming)

• Beginning of a lecture, gain attention

• Focus on presented material

• Connect what they have just learned & the world outside classroom

• Large & small classes

• Completed in a minute

Strategy: 5 (Question Slide)

Plan breaks for student’s question in

advance (after every 15 min)

• Opportunity for facilitator to step back & interact with the students.

• Provide chance to students to reflect on the material

Benefit: 5 (Question Slide)

• Keep attention of the student less wandering

• Lecture become more understandable & memorable after it is over.

• Facilitator is discussing the presentation material & moving through the slides

• A blank slide appear,

• Ask question at this moment & then go to the next part of lecture.

Strategy: 6 (Blank Slide)

Benefit:6 (Blank Slide)

• Learner’s transfixed giving their full attention.

Strategy: 7( Frame good question)

• Students practice to ask & answers challenging questions

• In a pair form one pose a question & other answer it,

• then reverse the situation.

Benefit:7 ( Frame good question)

• Useful in teaching student how to frame good question

• Good questions can be highlighted in subsequent lectures or

• used on practice examination

• Encourage students to prepare for class ,if facilitator asks students to formulate questions based on their reading.

Learners write in response of a question

Strategy can be used at any point in a lecture.

But at the end of lecture, provide feedback from learners

Strategy :8 (One Minute CAT)

Benefit: 8 (One Minute CAT)

• One min. CAT help to assess how well student are learning the material

• What they understand &

• What are the gaps to be filled.

Strategy :9 (Multi Sensory Method)

• Use auditory, visual, kinesthetic & reading/writing multi sensory methods.

• Pictures, videos, thought provoking question, manikins, models.

Visual (Multi Sensory Method)• Characteristics

– Process new information best when visually illustrated

• Teaching Strategy– Help students visualize task– Graphics, illustrations, images,

demonstrations

Auditory (Multi Sensory Method)

• Characteristics– Process new information when spoken

• Teaching Strategy– Verbal directions– Lectures, discussion– Arrange for speakers

Kinesthetic (Multi Sensory Method)

• Characteristics– Process new information when it can be

touched or manipulated

• Teaching Strategy– Provide hands-on learning opportunities– Short breaks, move frequently– Focus on how things physically feel

Reading/Writing (Multi Sensory Method)

• Characteristics– Process new information best when written

• Teaching Strategy– Written instruction– Opportunities for writing– Opportunities for different kinds of reading

Five phase instructional design (combine content & learning

strategies).   1. Preparation - activate background

knowledge of strategies

2. Presentation - teacher models the use of the new strategy for a particular task and explains how and when to use it

3. Practice - students practice the strategy in class activities

4. Evaluation - students evaluate their use of the strategy and its effectiveness for the task

5. Expansion - students extend the use of the strategy into new situations or tasks

Reflective practice:

Facilitator must engage in reflection

Thinking about what is taking place, what the options are & so on,

in a critical & analytical way.

Re-examine goals so there is a cycle of continuous improvement.

Instead of reliance on either instinct alone or prepackaged sets of techniques.

I hear – I tend to forget

I hear and see – I usually remember

I hear and see and do – I understand - Anonymous