Instructional Strategies

Instructional Strategies Dr. Shama Mashhood DCPS-HPE Senior Registrar Medical Education KMDC

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.

Instruction is a series of planned experiences which brings about a relatively permanent change in behavior in learners

Learning/Instruction Learningand instruction are two side of one coin. David Howe 2006

STRATEGY • An Individual’s approach to a task • how a person thinks and acts while • Planning • Executing • Evaluating performance on a task and its outcomes.

Strategy Instruction is instruction in how to learn and perform

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

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

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

Benefit : 2(Think-Pair-Share) When used at the beginning of a lecture help students to: • organize knowledge • brain storm questions. When used latter in the session, help students to: • summarize what they’re learning,

Benefit:2(Think-Pair-Share) 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.

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.

Benefit: 3 (Focused Listing) • actively engage in learning material, • feedback - (facilitator tailor the presentation)

Strategy: 4(Brain Storming) Recall Generate ideas & terms Create connections

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

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

Benefit: 5(Question Slide) • Keep attention of the student less wandering • Lecture become more understandable & memorable after it is over.

Strategy: 6(Blank Slide) • 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.

Benefit:6 (Blank Slide) • Learner’s transfixed giving their full attention.

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.

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.

Strategy :8(One Minute CAT) 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

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.

Strategy :9(Multi Sensory Method) • Use auditory, visual, kinesthetic & reading/writing multi sensory methods. • Pictures, videos, thought provoking question, manikins, models.

Visual (Multi Sensory Method) Characteristics Process new information best when visually illustrated Teaching Strategy Help students visualize task Graphics, illustrations, images, demonstrations

Auditory (Multi Sensory Method) Characteristics Process new information when spoken Teaching Strategy Verbal directions Lectures, discussion Arrange for speakers

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

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

Five phase instructional design (combine content & learning strategies). • Preparation - activate background knowledge of strategies • Presentation - teacher models the use of the new strategy for a particular task and explains how and when to use it

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

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.

I hear – I tend to forgetI hear and see – I usually rememberI hear and see and do – I understand- Anonymous

Thank You

Instructional Strategies