Instructional Strategies Dr. Shama Mashhood DCPS-HPE Senior Registrar Medical Education KMDC.
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Transcript of Instructional Strategies Dr. Shama Mashhood DCPS-HPE Senior Registrar Medical Education KMDC.
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Instructional Strategies
Dr. Shama MashhoodDCPS-HPE
Senior Registrar Medical Education KMDC
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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.
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Instruction
is a series of planned experiences which brings about a relatively
permanent change in behavior in learners
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Learning/Instruction
Learning and instruction are two side of one coin.
David Howe 2006
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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.
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Strategy Instruction
is instruction in
how to learnand perform
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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
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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
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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
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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,
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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)
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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.
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Benefit: 3 (Focused Listing)
• actively engage in learning material,
• feedback - (facilitator tailor the presentation)
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Recall
Generate ideas & terms
Create connections
Strategy: 4 (Brain Storming)
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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
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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
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Benefit: 5 (Question Slide)
• Keep attention of the student less wandering
• Lecture become more understandable & memorable after it is over.
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• 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)
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Benefit:6 (Blank Slide)
• Learner’s transfixed giving their full attention.
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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.
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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.
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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)
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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.
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Strategy :9 (Multi Sensory Method)
• Use auditory, visual, kinesthetic & reading/writing multi sensory methods.
• Pictures, videos, thought provoking question, manikins, models.
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Visual (Multi Sensory Method)• Characteristics
– Process new information best when visually illustrated
• Teaching Strategy– Help students visualize task– Graphics, illustrations, images,
demonstrations
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Auditory (Multi Sensory Method)
• Characteristics– Process new information when spoken
• Teaching Strategy– Verbal directions– Lectures, discussion– Arrange for speakers
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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
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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
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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
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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
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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.
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I hear – I tend to forget
I hear and see – I usually remember
I hear and see and do – I understand - Anonymous
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