Report on Basic Instructional Techniques

7/29/2019 Report on Basic Instructional Techniques

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BASIC INSTRUCTIONAL

TECHNIQUESElisa M. Magtibay18 April 2012


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REPORT OUTLINE

I. INTRODUCTIONII. MOTIVATING SKILLSIII. QUESTIONING SKILLSIV. PRACTICE and DRILLSV. PERSONAL INSIGHTS


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MOTIVATING SKILLS

MOTIVATION- an inner drive that causes one to do

something and persevere at it

- while ability refers to what one can do,motivation refers to what one will do

- refers to the initiation, direction, intensityand persistence of behavior


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MOTIVATING SKILLS

INDICATORS OF HIGH LEVELMOTIVATION- Excited about learning and accomplishing

things- Takes initiative to undertake learning

tasks without being pushed

- Has goals and dreams to accomplish andrealize- Willing to give up immediate gratification

for accomplishment of remote goals


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TYPES OF MOTIVATION

INTRINSIC- Source of motivation is from within the

person

- Evident when people engage in an activityfor its own sake, without external incentive

EXTRINSIC- When that which motivates a person is

someone or something outside him/her - Necessary to develop intrinsic motivation

where intrinsic motivation is absent


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DIVERSITY IN MOTIVATION

May be traced to differences in age,developmental stage, gender, socio-economic and cultural background

Persons motivational drive reflect theelements of culture in which theygrow up f amily, friends, school, church,books

Motivation is likely to vary as afunction of the abovementionedThere is no single best method of motivatin learners


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THEORIES ON FACTORS AFFECTING MOTIVATION1. ATTRIBUTION THEORY

Attributing success or failure to severalfactors

Factors are either - internal or external- stable or unstable- controllable or uncontrollable

How Does Attribution AffectMotivation?- internal, unstable, controllabe attributes

likely to be motivated- external, stable, uncontrollable attributes

likely to be less motivated


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THEORIES ON FACTORS AFFECTING MOTIVATION2. SELF-EFFICACY THEORY

Belief that one has the necessarycapabilities to perform a task, fulfillrole expectations or meet achallenging situation successfullyHow Does Self-Efficacy AffectMotivation?

- The higher the persons sense of self -efficacy, the higher the likeliness to beintrinsically motivated


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THEORIES ON FACTORS AFFECTING MOTIVATION

3. SELF DETERMINATION & SELFREGULATION THEORIES

When one believes that one has some choiceand control regarding the directions ones lifetakes

Ability to master ones self set goals andstandards, monitor progress, evaluate ownperformance

How Does Self Determination & Self Regulation Affect Motivation?- A person who has self-determination and self-

regulation is more likely to be intrinsicallymotivated


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THEORIES ON FACTORS AFFECTING MOTIVATION4. CHOICE THEORY

Suggests that all of our behavior represents our best attempt at any

moment to satisfy our basic needs or genetic instructions- survival, belonging, power or

competence, freedom, fun

How Does Choice Theory AffectMotivation?- A person is most likely to be intrinsically

motivated when put in a need-satisfyingenvironment


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ENVIRONMENTAL FACTORS AFFECTING MOTIVATION

1. Human learning environmentTeachers, classmates, parents

2. Conducive learning environmentEmotional climateSocial climatePhysical climate

Academic climatePsychological climate


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QUESTIONING SKILLS

Good teaching involves goodquestioningSkillful questioning can:

Arouse curiosity Stimulate imagination Motivate to search out new knowledge Challenge and make one to think Help clarify concepts and problems


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TYPES OF QUESTIONSI. According to thinking process involved

(or cognitive taxonomy) LOW LEVEL (knowledge) Questions

HIGH LEVEL (evaluation) QuestionsII. According to type of answer required

CONVERGENT Questions DIVERGENT Questions

III. According to the degree of personalexploration or valuing


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TYPES OF QUESTIONSI. According to thinking process involved

LOW LEVEL Questionsemphasize memory and recall of informationfocus on facts and do not test understandingcorrespond to lower cognitive processfoster learning with those developing knowledgebaseassesses readiness for high level questionsGuilford information Bruner concrete operations Jensen level-one thinking Ex. How old is PNU? Who is its first President?


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TYPES OF QUESTIONS

I. According to thinking processinvolved HIGH LEVEL Questions

go beyond memory and factual informationdeal with complex and abstract thinking:analysis, synthesis, and problem solvingEx. Why was PNU built?

The ideal is to reach a balance between the two types of questions.


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TYPES OF QUESTIONS

According to cognitive taxonomy Benjamin Bloom

knowledge category correspond to low-level

questions simplest form of learning andmost common educational objective comprehension, application, analysis,synthesis, evaluation categories correspondto high level questions


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TYPES OF QUESTIONS

II. According to type of answer required Convergent Questions

Tends to have one correct or best answer Tends to require a single predictable answer

Tends to call for defining, statingUsually start with what, who, when, whereEx. What is the capital of the Philippines?

Divergent Questions

Often open endedUsually have many appropriate, different answersUsually start with why or howEx. Why was Manila made the capital of the

Philippines?


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TYPES OF QUESTIONSIII. According to the degree of personal

exploration or valuing a process in which students explore their

feelings and attitudes, analyze their experiences, and express their ideas

Emphasis on the personal developmentof the learner through clarifying attitudesand aspirations and making choices

Ex. Was it a hard decision? Who helped? Why is it important to you? How does that make you feel?


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2 MAJOR PURPOSES OFQUESTIONING1. Instructional Questioning

used in new learning and practiceis generally convergent

preferred or right answers2. Diagnostic Questioning

designed to elicit information fromstudents about their understanding of the topic

generally divergentresponses are not labelled right or

wrong


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GUIDELINES IN ASKINGQUESTIONS1. Provide sufficient wait time

the interval between asking a questionand the student response is 3-4 seconds

Benefits of wait timeIncreased length of responsesIncreased unsolicited but appropriateresponsesIncreased confidenceIncreased speculative responsesIncreased student-to-student responsesIncreased student questionsDecreased failure to respond


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GUIDELINES IN ASKINGQUESTIONS2. Direct

Ask the question, then call a studentsname because MORE students will be alertand think about the question

Better to be unpredictable in calling onstudents and calling non-volunteers3. Redirect/Rephrase

Used when a students response isinadequate

Teacher should not provide the answer butredirect or rephrase the question to another student


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GUIDELINES IN ASKINGQUESTIONS2. Follow Up

Used when a students response isincorrect

Is directed from one student to another 3. Probe The teacher stays with the same student,

asking for clarification or asking relatedquestions, and restating the studentsideas

Not cross-examination


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FORMULATING QUESTIONS

1. Plan aheado Formulate pivotal questions that relate to the

major objectives of the lessono Formulate emerging questions as the

discussion progresses to keep the flow of ideas and maintain interaction

2. Examine questions in terms of 5major characteristics

o Concisenesso Challengeo Group orientationo Appropriateness to age and ability of studentso Variety


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DONTs in ASKING

QsEXAMPLES

1. Ask yes or no questions thatallow a 50-50 chance of getting theright answer.

Did Andres Bonifacio write the NoliMe Tangere?

2. Ask indefinite or vaguequestions.

What do you see in the picture?

3. Ask guessing questions. Who is the wife of Abraham?

4. Ask double or multiplequestions.

What is fact? What is opinion?

5. Ask suggestive or leadingquestions.

Why was Marcos a bad president?

6. Ask fill-in questions. The chemical formula for salt is?7. Ask overload questions. How did the Americans propagate

colonialism while influencing thePhilippine education system thatled to materialism among manyFilipinos while developing a deepsense of nationalism to those who


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DONTs in ASKING

QsEXAMPLES

8. Ask tugging questions. What else? Who else? Any other?

9. Cross-examination questions.

10. Call the name of the studentbefore asking a question.

11. Answer a question asked by astudent if students shouldknow the answer.

Instead, ask: Who can answer that question?

12. Repeat questions or repeatanswers given by students.

Instead, ask: Who can repeat thatquestion or that answer?

13. Exploit bright students or volunteers.

The chemical formula for salt is?

14. Allow choral responses or handwaving.

15. Allow improper speech or incomplete answers to gounnoticed.


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DOs in ASKING Qs1. Ask stimulating questions.

2. Ask questions that are commensurate with students abilities.

3. Ask questions that are relevant to students.

4. Ask questions that are sequential.

5. Vary the length and difficulty of questions.

6. Ask clear and simple questions

7. Encourage students to ask questions of each other and to makecomments.

8. Allow sufficient time for deliberation.

9. Follow up incorrect answers.

10. Follow up correct answers.

11. Call on volunteers and non-volunteers.

12. Call on disruptive students.

13. Prepare five or six pivotal questions.

14. Write the objective and summary of the lesson as a question.

15. Change your position and move around the room.


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PRACTICE & DRILL

What comes to your mind when youhere the words practice and drill ?

Would you have unforgettable practice

and drill experiences?

a common method used to teachthe fundamentals to students,especially young children


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APPLICATIONS of Practice &Drill1. Busywork2. Seatwork Activities3. Back-to-Basics Approach

Elementary : 3RsHigh School : Ma, Sc, Eng, His, ForLang

4. Behaviorist Approaches5. Mastery Learning Methods

Adequate mastery and learning throughpractice and drill before progressing to morecomplex concepts and skills Ex. Kumon

6. Remedial Instruction


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FUNCTIONS OF PRACTICE &DRILL1. Review the previous days work andhomework.2. Present skills and concepts necessary for

new content.

3. Provide students practice and checks toevaluate student responses.4. Receive feedback from student work and

questions and re-teaching commonproblems.

5. Provide students with methods for independent practice.

6. Conduct weekly or monthly reviews intest or non-test forms.


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GUIDELINES FOR IMPLEMENTINGPRACTICE & DRILL

1. Practice must follow understanding andcan enhance understanding.

2. Practice is more effective if students.

have a desire to learn what is beingpracticed.3. Practice should be individualized.4. Practice should be specific and

systematic.5. Practice should be intermixed with

different materials and parts of the

lesson.


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GUIDELINES FOR IMPLEMENTINGPRACTICE & DRILL

7. Practice should be organized so thatstudents experience high rates of achievement.

8. Practice should be organized so thatstudents and teacher have immediatefeedback.

9. Practice material should be used for

diagnostic purposes.10. Practice material should provide

progressive continuity between learningtasks.


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IMPROVING PRACTICE & DRILL1.

Have a clear system of rules andprocedures for general behavior.2. Move around the room to monitor

students seatwork. 3. Provide comments, explanations, and

feedback.4. Spend more time teaching and re-

teaching the basic skills.5. Use practice during and after learning.6. Provide variety and challenge in practice

and drill.7. Keep students alert and focused on the

task.8. Maintain a brisk pace.


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PERSONAL INSIGHTS

What struck you most? Why?

What do you agree with most? Why?

What do you disagree with most? Why?


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REFERENCES

STRATEGIES FOR EFFECTIVETEACHING Allan C. Ornstein

PRINCIPLES AND STRATEGIES OFTEACHINGBrenda B. Corpuz, and Gloria G.Salandanan

FACILITATING LEARNING: AMETACOGNITIVE PROCESS

M i Ri D L d B d B C

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