instructional strategies: theories & practices
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Instructional Strategies: Theories & Practices. Quality Teachers use a variety of instructional strategies such as? & Why?. Instructional Practices. Today Teacher-centered instructional strategies Philosophy of teaching & learning Practicum experiences start on Wednesday - PowerPoint PPT PresentationTRANSCRIPT
Instructional Strategies: Theories & Practices
Quality Teachers use a variety of instructional strategies such as? & Why?
Quality Teachers use a variety of instructional strategies such as? & Why?
Instructional Practices
• Today– Teacher-centered instructional strategies
• Philosophy of teaching & learning
• Practicum experiences start on Wednesday
– Next week planning (chap. 2, 3*, & 4..)
Instructional Practices Teacher-Centered Student-Centered • Direct Instruction/active teaching/explicit instruction •Mastery learning •Lecture•Presentations•Concept mapping•Drill & Practice•Recitation •Assisted learning •Reciprocal teaching •Tutorial •Digital technology•Socratic/questioning•Analogies
•Cooperative learning •Problem-based learning •Inquiry learning •Discovery learning •Experiments•Discussions•Presentations•Oral reports•Simulations •Field work • Demonstrations•Debates•Independent study•Contracts •Role playing •Games •Brainstorming•Digital technology•Case studies •Socratic/questioning
Instructional Strategies Differentiated Instruction=The use of a variety of
instructional strategies … (see ch.13, p. 463)
Because:
“One size does not fit all” …
Study individual differences in chap. 2As you study write a reflection on one type of diversity as follows:
Why the topic? What did you learn? What are you going to do with the knowledge gained (Action?)…One page write up due on Thursday 9/19
Teacher-centered Instructional Models • Direct Instruction/Mastery Learning
– Lectures/presentations– Demonstrations – Concept teaching/Advanced organizers
• Approach: – What is? Educators/theorists? – What’s the focus?– What’s the teacher’s role?– What’s the learner's role?– What are the benefits?– How is it structured?– Management issues – How might it impact your philosophy/values?
Team Work (one member will present) • 1…. What is DI?, Characteristics? Theory & research Educators?
– When to use it/purpose (Text p. 295…)• 2&3
• Teacher & learner's role, Who benefits and caution on p. 295
– Prepare a hypothetical DI lesson plan (p. 301…) • 4 &5
– What is lecture/presentation/Demonstrations?– Theory & research (educators), when to use (p. 263)
• 6&7– Lesson planning model for
lecture/presentation/demonstrations (p. 275)• Every one study chap. 9 (p. 326..) on concept mapping• Chapters: 8 (DI), 7 (Lecture), 9 (Concept teaching, 2 (Diversity),
3 (Planning), & 4 (Learning communities)
Direct instruction (p. 295)
•Commonly used in our classrooms to teach basic & foundational skills •Has several labels (p.296)
•Active learning •Mastery teaching •Explicit instruction•Effective teaching
•Research: DI increased:• Time on-task and academic achievement due to time management, structure, and organization
Direct Instruction
• Pre-determined and systematic
• Teacher-centered
• Teaching is precise
• Focus on specific objectives
• Teacher teaches to objectives
Ideal Classroom
• Like a business environment
• Thus:– Boys and Girls Town… Father Flanagan
– Assertive Discipline ….. Lee Canter
– Other?
• William Glasser…. Choices • Jim Fay & Jim Finch…. Love and Logic
Theories
• Behavioral (p. 297)– Ivan Pavlov; John Watson; Edward Thorndike;
B.F. Skinner• Observable behavior
– Behavior is caused by positive or negative consequences/reinforcement
– Pavlov--- Classical conditioning--- “The Dog”
– Skinner---- Operant conditioning– A link between behavior & reinforcement… “The Skinner pigeon”
• Humans are conditioned beings• Humans are domesticated beings (Ruiz, 1997)
Social Learning (p. 298)
• Albert Bendura • Focuses on thinking and cognition because
learning is not always observable • Acquisition of knowledge and performance
(behavior) not are not necessary linked • Learning occurs mainly through selective
observation– Learning occurs through conscious observation, hence
commitment to memory--- action is not necessary
• Steps:– Attention, Retention and production (hence, p. 294).
Teacher’s Role
• Set the stage for learning
• Teaches to objectives
Teacher’s Roles
• Plan and teach the lesson
• Sequence the lesson
• Motivate students
• Give immediate feedback
• Time manager
Teacher’s Role
• Ensures lesson economy (Bruner, 1962)– Limits verbal clutter because it limits learning (p.108)
– Provides manageable amount of information & number of concepts in a lesson
– Simplifies difficult concepts
– Ensures concepts are easy…
– Presents few concepts that are examined in details– limits
unrelated facts
Teacher’s Role Ensures Lesson Power (Bruner, 1962)
Lesson is carefully planned…although presentation style is essential, careful & detailed planning increases learning
Concepts/content is presented in a straightforward, organized and logical manner
Shows relationships between new content and existing knowledge
Use concept maps- road maps and pictures that show relationships ..p.277, for example.
Use learner’s prior knowledge- new concepts are meaningful when there is a link with what is already known.
Teacher’s Role
• Teacher breaks curriculum into smaller pieces• Maximizes the efficiency of teaching & learning• Time efficiency is critical• Success is determined by rate & accuracy of
learner responses
• Lesson closure• Educators
– Madeline Hunter, Robert Slavin, Benjamin Bloom, Rosenshine & Steven.
Mastery Learning
• Resembles DI• Every child can learn but at different time• Proficiency before moving on• Mastery is acquired through:
– Drill & practice, quizzes, etc.
• Students learn at their rate• Meets individual needs• Time is always an issue• Educators:
– Benjamin Bloom, Robert Slavin, John Carroll
Student’s Roles
• Be engaged
• Have a positive attitude
• Practice what was taught
Student’s Roles
• Absorb knowledge
• Stay on-task
• Demonstrate knowledge
• Solve problems
Who Benefits?
• All student
• Teachers and administrators
• Community
Teacher benefits
• Lesson and time control
• Mastery of objectives
• Minimal management issues
When to Use?
• Introducing basic & foundational skills (p. 296)
• Other skills:– Reading, writing, grammar, facts, concepts
• Teaching challenging concepts
Lecture/Presentation
• Mostly used in secondary & higher ed.• Teacher-centered, one-way presentation of info.• Useful in:
– Introducing an area of study – Providing directions to a task– Disseminating info.– Materials not available elsewhere– To arouse interest in subject matter– Material need to be remembered for a short time
(Gage & Berliner, 1992; Toole, 2000)
Types of Lecture
• Formal– Common in high school and colleges– Guest speakers with particular expertise– NB: Concentration only for 20 minutes
• Interactive– Designed to address short students’ attention span– Use of questions, comments, etc.
• Demonstrations– Involves showing procedures– Used for modeling skills etc.– Common in middle, junior and high schools.
Lesson Planning• Step 1 (Entry)
– Ice breaker (anticipatory set) – State objectives– Provide a context for material to be presented– Focus on key concept, generalizations (use advance organizers- (p. 262)
• Step 2 (Presentation)– Sequence content form simple to complex– Use visual aids – Use verbal and nonverbal behavior to enhance attention
• Step 3 (Closure)– Review for learning – Transition to next lesson or activity
Concept Teaching (p. 323)
• Two-dimensional presentation of concepts etc.- shows relationships
• Allows learners to see structure of key concepts
• Helps learner interface new knowledge with prior knowledge
• Useful in any subject (Ausubel. 1968)
Instructional Strategies: Theories & Practices
Quality Teachers are cautious: They teach to individual differencesQuality Teachers are cautious: They teach to individual differences
Caution on T-C Instruction
– Time (10-20 minutes)…age less 3
– Content
– Individual differences (Chap. 2)• Diverse classrooms (p. 41); Teacher expectations (p. 47);
Preferences (p. 50); Intelligence, p.51; Exceptionalities (p. 54); Disabilities, p. 57; Culture (p. 63); Religion (p. 73); Language (p. 73); gender (p.76); SES (p. 82).
– Do you believe in them?
Planning DI Lesson (Chap. 3)