1 / 14

Chapter 13

Chapter 13. Instructional Approaches. Key points. Instruction Approaches - various ways teachers can organize and deliver the content to children Six instructional approaches have been found useful in teaching: Direct Instruction Task teaching Guided discovery Peer teaching

Download Presentation

Chapter 13

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. Chapter 13 Instructional Approaches

  2. Key points • Instruction Approaches - various ways teachers can organize and deliver the content to children • Six instructional approaches have been found useful in teaching: • Direct Instruction • Task teaching • Guided discovery • Peer teaching • Cooperative learning • Child-designed instruction

  3. Key points • Variables affecting which instructional approach a teacher selects for a certain class at a certain time include: • Teacher beliefs • Goal of lessons • Skill and preference of teacher • Characteristics of students • Nature of content • Context of teaching

  4. Characteristics of Six Instructional Approaches

  5. Characteristics of Six Instructional Approaches

  6. Characteristics of Six Instructional Approaches

  7. Key Points • Direct Instruction • Most common approach • Teacher directs response of students, telling them what to do, showing them what to do and then directing their practice • Most effective approach when • Goal is to have students learn and perform a specific skill • Teacher is looking for a specific response • Teacher has limited experience working with a group students • There is limited time for organization

  8. Key Points • Task Teaching • Structured approach allowing students to work alone or in partners to practice different specified tasks • Involves stations and task cards • Works well when students need to practice skills they have already been taught • Is effective if students: • Work well independently • Are able to function without close supervision

  9. Key Points • Task Teaching (cont) • Effective if teacher • explains stations/tasks well beforehand • Makes managerial aspects clear • Frequently checks with students to see how they are doing • Start with only a few stations/tasks

  10. Key Points • Exploratory Instruction • Entails teaching through questioning, encouraging children to think and problem solve • Allows children to ‘create’ movement rather than reproduce movement • Two versions • Convergent InquiryChildren discover the same answer to a series of questions • Divergent InquiryChildren find multiple answers to a problem

  11. Key Points • Exploratory Instruction (cont) • Advantages include, encouraging children to: • Think independently to discover new and different approaches to performing skill • Solve questions related to teamwork and strategy • Explore a movement then they are not yet ready to learn a mature version of the skill

  12. Key Points • Peer Teaching • Uses peers in pairs/small groups to actively teach one another, the tasks the teacher planned and communicated to them • To be successful requires that • skill to be taught is simple • cues for observation clear • the performance easily measured

  13. Key Points • Cooperative Learning • Group work is carefully designed to promote: • Group interdependence • Problem solving • Individual responsibility • Provide for skill learning • To be viable, should integrate psychomotor, cognitive and personal-social responsibility goals • Formats include “pairs-check”, “jigsaw” and “co-op,co-op” (Kagan, 1990)

  14. Key Points • Child-designed Instruction • An approach allowing the child to be at the center of the learning activity, whilst teacher’s role is that of guide • Two strategies used • Child designed tasks • Contracts • To be successful, requires highly motivated and self-directed children, who have skills to work independently • Works well in dynamic situations after basic skills have been learned

More Related