1 / 29

Instructional Strategies: Theories & Practices

Instructional Strategies: Theories & Practices. 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

midori
Download Presentation

Instructional Strategies: Theories & Practices

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Instructional Strategies: Theories & Practices Quality Teachers use a variety of instructional strategies such as? & Why?

  2. Instructional Practices • Today • Teacher-centered instructional strategies • Philosophy of teaching & learning • Practicum experiences start on Wednesday • Next week planning (chap. 2, 3*, & 4..)

  3. Instructional Practices Learner= Active participant through hands-on or constructivism Learner= Passive Recipient

  4. 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. 2 As 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

  5. 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?

  6. 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)

  7. 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

  8. Direct Instruction • Pre-determined and systematic • Teacher-centered • Teaching is precise • Focus on specific objectives • Teacher teaches to objectives

  9. 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

  10. 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)

  11. 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).

  12. Teacher’s Role • Set the stage for learning • Teaches to objectives

  13. Teacher’s Roles • Plan and teach the lesson • Sequence the lesson • Motivate students • Give immediate feedback • Time manager

  14. 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

  15. 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.

  16. 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.

  17. 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

  18. Student’s Roles • Be engaged • Have a positive attitude • Practice what was taught

  19. Student’s Roles • Absorb knowledge • Stay on-task • Demonstrate knowledge • Solve problems

  20. Who Benefits? • All student • Teachers and administrators • Community

  21. Teacher benefits • Lesson and time control • Mastery of objectives • Minimal management issues

  22. When to Use? • Introducing basic & foundational skills (p. 296) • Other skills: • Reading, writing, grammar, facts, concepts • Teaching challenging concepts

  23. 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)

  24. 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.

  25. 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

  26. 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)

  27. Instructional Strategies: Theories & Practices Quality Teachers are cautious: They teach to individual differences

  28. 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?

  29. Planning DI Lesson (Chap. 3)

More Related