the indirect & experiential instruction strategies

Chapter 14 The Indirect & Experiential Instruction Strategies

Take it away Haley...

Indirect Instruction

• Makes learning meaningful, thorough and usable

• Students seek to DISCOVER knowledge

• Students draw conclusions from information they find themselves

Indirect Instruction, sometimes called...

• Inquiry

• Induction

• Problem solving

• Action research

• Decision making

• Discovery

Examples of Indirect Instruction

• Debates

• Panels

• Field studies

• Research reports

• Group investigation

• Brain storming

• Simulations

• Guided/unguided inquiry

Indirect Instruction...

• is student centered

• is flexible

• frees students to explore possibilities

• reduces fear of wrong answers

• fosters creative development

• promotes development of interpersonal skills

• is predominately inductive but also deductive

• is a slower way of teaching than direct teaching

• requires expertise in teaching methods

Inquiry• Fosters participation through observation,

investigation, drawing conclusions, making inferences from data and forming hypotheses.

• Takes advantage of student’s natural interest in discovery, suggesting alternatives and solving problems.

• Students not only seeking answers but seeking which questions to ask and which methods to use.

Inquiry

• Active NOT passive

• Different than typical research projects because it involves doing something with the information.

Basic Steps of Inquiry1. Observing

2. Classifying

3. Using numbers

4. Measuring

5. Using space-time relations

6. Predicting

7. Inferring

8. Defining operationally

9. Formulating hypothesis

10.Interpreting data

11.Controlling variables

12.Experimenting

13.Communicating

Inquiry

• The processes of inquiry must be learned and practiced systematically

• Every student can and should learn inquiry

• Opens door for more than just what is in the textbook

• Can be used daily as part of almost any teaching method or strategy

Inquiry - The Teacher’s Role• Facilitator, supporter, resource

person

• Relinquish control

• Model question asking, information gathering and use of information

• Arrange learning environment

• Provide opportunity and feedback

Guided Inquiry - Elements• Guided questions

• Linking content to issues, themes and problems

• Social interaction

• Active exploration

• Authentic assessment

• Helping learners to make meaningful connections among the big ideas of a discipline and their

• personal experiences, conceptions and beliefs.

Guided Inquiry - The Teacher’s Role

• Guides students to a specific generalization or discovery

• Arranges learning activities, classroom recitations, or discussion, learning materials and visuals in a way that makes arrival at a specific generalization or discovery likely.

• Is a questions asker, not answerer

Guided Inquiry - The Teacher’s Role

• Is a questions asker, not answerer

• Clarifier in cases of gross misunderstanding and errors in logic

Unguided Inquiry

• Similar steps and processes except the teacher’s role is reduced and the students role is increased

• Teacher controls only the materials and pose simple questions ex “what does this mean?”

• Generalizations that learners generate may be unlimited

• Students should share generalizations or conclusions

Use Inquiry when...• Thinking skills or processes or affective skills and processes should be

stressed

• Learning how is more important than the right answer

• When why is more important than what

• Students need to experience something

• There are several “right” answers or when “right” can change with circumstance

• The focus is on concepts, attitudes or values

• You wish students to become ego-involved and thus self-motivated

• The object is for students to develop life-long learning capabilities

Tips for Using Inquiry• Learn your students

backgrounds in inquiry

• Teach, model and provide practice in inquiry skills

• Use open-ended and higher-level questions

• Solicit and accept divergent responses

• Use probes and redirects

• Avoid telling answers or next steps

• Encourage and be supportive

• Make use of all resources

• Make sure students select manageable investigations (unguided)

• Stress support and cooperation, not competition

• Teach the difference between healthy and negative scepticism

Robin, you’re up...

The Inductive Approach

• Learners move from the specific to the general.

Sequence

•Inductive: Examples Rule

•Deductive: Rule Examples

Benefits of Inductive Teaching

• Learning is much more experiential and interactive

• Students think for themselves

• Students are part of the knowledge-getting process

• Encourages academic skills of reasoning and theory construction

3 Kinds of Inductive Instructional Skills

1. Structuring - arrangement of learning environment

2. Soliciting - provision of opportunities for student involvement

3. Reacting - provision of feedback or instructional responses

Want to play a cool game?

• Little Red Riding Hood

• A hot air balloon

• A high school gym

TriBond

• Little Red Riding Hood

• A hot air balloon

• A high school gym

TriBond

They have baskets!

• A kiss

• A flower

• A bomb

TriBond

TriBond

They’re planted!

• A kiss

• A flower

• A bomb

• A party

• A tapeworm

• A talk show

TriBond

TriBond

They have hosts!

• A party

• A tapeworm

• A talk show

• Popeye the Sailor

• A martini

• A Greek salad

TriBond

TriBond

They have Olives!

• Popeye the Sailor

• A martini

• A Greek salad

• The province of Quebec

• The Boy Scouts of America

• The New Orleans Saints

TriBond(last one, awww..)

• The province of Quebec

• The Boy Scouts of America

• The New Orleans Saints

TriBond(last one, awww..)

They use the same symbol, the

fleur-de-lis!

Thanks for the game Robin, but how is this

helpful?

...how is this helpful?• Grammar rules: you give

them examples and have them conclude what the rule is

• Social Science: political positions, geographic locations,

• Math: categorizing shapes, all prime numbers

• etc...

What is Experiential Learning?

• An action strategy

• Instead of hearing, talking, or reading about something, students participate in the context to be studied

• Some examples: (continuum)exhibits>models>games>simulations>direct experiences

Experiential Instruction

• Design experiences that facilitate active participation (constructivism)

• Debrief student experiences

• Students discover generalizations from experiences

• Students apply learning to new situations

“No discussion of experiential learning would be complete

without the classic Kolb Model.”

According to Kolb, “learning is a process (not an outcome) by which concepts are

constantly modified by experience.”

Kolb: learners need 4 abilities:

1. Concrete experience

2. Reflective observation - analyze and reflect using previous experience

3. Abstract conceptualization - generalizations that are logically sound

4. Active experimentation - make decisions, solve problems

Kolb says experiential learning has 6 characteristics

1. How learning takes place (not what is to be learned)

2. Learners continuously gain and test knowledge

3. Learners need abilities that are opposites

4. Learners adapt to social and physical environment

5. Active, self-directed

6. Knowledge is created

Alright Natasha, wrap it up...

Teaching Approaches to Experiential Learning

• Active Learning

• In & Outside the Classroom

• The Experiential Learning cycle

• Learning Methods

• Games, Simulations, & Role Play

• read, write, discuss, or be engaged in solving problems

• engage in higher-order thinking tasks (analysis, synthesis, evaluation)

• instruction involves students doing things and thinking about what they are doing!

Active Learning (doing)

• pause (3x 2 min)

• use demos (*like in science!)

• use more visual-based instruction

• incorporate case studies, cooperative learning, debates, drama, role playing/simulation, and peer teaching

Teacher - Active Learning

• Create a supportive intellectual and emotional environment that encourages students to take risks.


• Create a supportive intellectual and emotional environment that encourages students to take risks.


How can I create such an amazing classroom environment?

Experiential Learning In & Outside the Classroom

Classroom DirectGame/Activity Field Trip Experience

Looks like _______

The Experiential Learning Cycle(Jones & Pfieffer.1979)

1. Experiencing (an activity occurs)

• having an experience (individual or group)

• interaction with the environment and with others

• generates information

• leads to feelings

• develops common knowledge for discussion & reflection



• having an experience (individual or group)

• interaction with the environment and with others

• generates information

• leads to feelings

• develops common knowledge for discussion & reflection

looks like...?(p.476)

Warning!Don’t stop at #1

The true Learning Experience is about to come....



2. Sharing (reactions and observations - publish)

• students recall experience

• report what they saw and how they felt

• share with group or class (provide data for later analysis)

• record (report, blog post, tweet, oral, email, web page, discussion, interviews, etc.)


3. Analyzing (patterns & dynamics determined - process)

• “talking through” experiences and feelings

• data processed & systematically

• seek common themes or patterns, classify experiences, questionnaires, discover key terms

• NOT interpreting/inferencing (dynamics not “meaning”)


4. Inferring (principles are derived - generalizing)

• answering “so what?”

• seek principles, rules, generalizations

• “What I have learned?” “What am I beginning to learn?”

• LEARNING BECOMES PRACTICAL! (moves beyond the “academic”)


5. Applying (planning to use learning in new situations - the future)

• The reason for ALL the other stages!

• students apply their learning (generalizations)

• techniques: group planning for application & practice (or simulated) applications

• make public statements “what I intend to do tomorrow is..”(commit to follow-through)

Almost done...

Now that you are experts on direct and indirect instruction...

here are a few things to think about

• combine direct and indirect instruction

• let the students have some control

• vary the degree of teacher vs student control

• evaluation is not cut and dry (assessment will take time to develop)

• teach students interpersonal/group skills (classroom management)

Tips for Experiential Learning

Experiential Learning...- enhances self esteem- increases social & personal responsibility- contributes to higher-level mental processes- provides an opportunity for creativity

Thanks that was fun!peer evaluations

the indirect & experiential instruction strategies

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