Instructional
Strategies:
(4.2)
General Outcomes:
The students will understand the designs of and
rationales governing several methods of instruction.
Specific Learner Outcomes:
Upon successful completion of the unit, the
student should be able to demonstrate the following techniques/strategies:
1.
Developmental lessons
2. Show and perform lessons
3. Problem solving
lessons
4. Cooperative grouping
- Teacher-Directed/Developmental Lessons:
The lesson that you have
just developed in the Planning section of this curriculum was a developmental
lesson. Teacher-directed lessons are one of the most common forms of
instruction and one that every teacher needs to master successfully because
they are the starting place for most other instructional strategies.
Developmental lessons contain the 10 parts that you have just worked with.
They are teacher directed and develop the focus point of the lesson through
the use of carefully planned steps.
Show and Perform
Lessons:
Show and perform lessons are used to demonstrate how a
procedure is done. First, the teacher shows a skill. Next, a student tries to
repeat what the teacher has shown. The rest of the class and the teacher help
the student to do this. Then everyone practices the procedure until they have
it mastered. This type of lesson works best in these types of
classes:
English - Writing
Math
PE
Art
Science
Foreign
Language
However, it can be a part of a lesson in almost all subject areas.
Problem Solving Process:
This format works well in science
areas.
1. Understand the problem
- Identify the problem- unknown
What are you asked to find/solve?
- Known
Define Terms
Assumptions
Other previous
knowledge
Relevant/irrelevant information
- Unknown
Gather further information
2. Devise a
plan
Sketch a picture or a diagram
Determine operations
Take a
risk
- Carry out the plan
Write out steps
Perform operations
3.
Evaluate
Is the problem solved?
Is it reachable?
HOW DO PEOPLE SOLVE PROBLEMS?
This
is how Mary O'Mears, creative director at Young & Rubicam in the sixties,
answered that question from a high school student.
There is the sponge part: when you soak up all the information you can
discover (and a lot of misinformation).
There is the shake part: when you
shake the facts, question the problem and start to imagine all sorts of
things.There is the squeeze part: when you wring out the sponge and scribble
down the most promising splashes and driblets.
There is the bounce part:
when you and another concerned with the problem toss embryonic ideas back and
forth until only the fittest survive.
There is the scratch part: like the
above, but now you scratch brain against brain hoping to spark a new
notion.
There is the once-again-please part: when you examine the survivors
in the cold light of reason, abandon most, and incubate a few in the warm
darkness of imagination.
There is the dry part: when you quit thinking about
the problem and turn your mind to pleasure or routine. (You only think you've
stopped thinking.)
There is the yahoo part: when things connect and an idea
pops into your head that turns out to be the key to the solution. Often this
happens when you least expect it and aren't even thinking about the big problem.
There is the do part: when you use your particular talents and learned
skills and those of others concerned to shape and form the raw idea into a
proper solution.
Then there is the itch part: which maybe should come first
instead of last. The drive to solve problems creatively -- with a new and
original solution -- stems from some chronic itch; dissatisfaction with all
existing solutions. Even when the latest may be your own.
Cooperative Groups:
Students work together in small groups to
arrive at a common solution to a problem. They must work together and as a team
to complete the assignment. Cooperative lessons must be carefully planned before
they are started. Points to be considered are:
- The size of the class
-The size of each cooperative group. Harry Wong
tells us that groups need to be sized according to the number of jobs to be
done because each member must have a specific task. Examples of tasks might
be: recording the group's responses, distributing and collecting papers and
materials, speaking for the group, directing the group in step by step
activities, reading the assignment and explaining it, etc.
-The length of
time needed to complete the task. You should be flexible about this as it may
take more or less time then you counted on.
-The teacher should set the
groups and make sure that strong academic students are mixed with weaker one
and that best friends are not always together. Students should be reminded
that group work is the key in business and that they need to be prepared to
work with many different types of individuals.
Variations on the theme of cooperative learning:
1. Numbered Heads
Together:
Teacher has students count off within groups, so that each student
has a number: 1, 2, 3, or 4. The teacher asks a question. The group convenes and
makes sure each of the four members knows the answer. The teacher calls a
number, and students with that number raise their hands to respond.
2.
Think-Pair-Share:
Teacher provides a topic. Students first think by
themselves. Students pair up and each pair discusses the topic. Then pairs share
their thoughts with the class.
3. Team Word-Webbing:
Four or five students
write simultaneously on a large piece of paper or on the board, providing main
concepts, supporting elements, and bridges representing the relationship between
ideas in a concept.
4. Jigsaw:
Each student of a four- or five-member
team becomes an "expert" on one topic by working with members from other teams
assigned the same topic. (For example, topics for a section on geography might
be location, landforms, regions, climate, and rivers.) Upon returning to their
teams, students take turns teaching the group about their topics. Students are
quizzed on all aspects of the topic. There are only individual grades, no team
score. (See Slavin, R.E. Cooperative Learning: Theory, Research, and Practice.
Englewood Cliffs, NJ: Prentice Hall, 1990.)
5. Student Teams-Achievement
Divisions (STAD):
Teacher presents lesson. Then students in four- or five-
member heterogeneous teams help each other master material. Students take
individual quizzes. Students' quiz scores are compared to their own past
averages, and points are awarded based on the degree to which students can meet
or exceed their own earlier performances. These points are then summed to form
team scores, and teams that meet certain criteria earn certificates or other
rewards. This system gives students equal opportunities to contribute maximum
points to their teams. (See Slavin.)
6. Teams-Games-Tournament (TGT):
Same as STAD, but tournaments replace quizzes. The primary function of the
team is to prepare its members to do well in the tournament. Students compete at
tournament tables with two or three members of other teams of their own ability
level. The winner at each table earns the same number of points for his or her
team. This assures achievers of different ability levels equal opportunity for
success. (see Slavin.)
7. Group Investigation:
Groups are formed according
to common interest in a topic. Students plan, research, and divide learning
assignments among members. Group members then synthesize or summarize their
findings and present their topic to the entire class. (See Sharan, S., and
Sharan, Y. Small Group Teaching. Englewood Cliffs, NJ: Educational Technology
Publications, 1976.)
Teaching for Different Learning Styles:
Students must first be
aware of the different learning styles. They should determine their own style(s)
before continuing with this section. There are many diagnostic tools for
identifying learning styles.
Students can access
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html
Dr. Richard Felder's homepage and take a learning style survey or use any
learning style determiner. Once they have a clear understanding of the styles,
they can go back to their lessons developed in any of the proceeding sections
and identify or add activities to provide for different learning styles.
- Although Howard Gardner's theory of multiple intelligences (MI) is over a
decade old, teachers are still trying to find the best way to use this theory
to assess students with different styles of learning and varied academic
strengths. Multiple Intelligences shape the way students understand, process,
and use information.
Gardner groups student capabilities into eight broad
categories.
- Logical/mathematical (uses numbers effectively)
- Visual/spatial (is artistically or spatially perceptive)
- Bodily/kinesthetic (excels at tasks that require physical movement)
- Musical (perceives and/or expresses musical forms and patterns)
- Linguistic (uses words effectively)
- Interpersonal (responds well to others)
- Intrapersonal (is reflective and inner-directed)
- Naturalist (makes distinctions in the natural world)
Activity
Take the Index
of learning styles Questionaire, and discover your learning styles.
What are your learning styles? Is this accurate? Read Learning styles
and strategies. Elaborate on a strategy that you will use to help
improve on your own learning process. |
Questionaire
Answer
sheet
|