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)