Chapter 11 Selecting and Implementing Strategies of Instruction Radford University EDUC 615 Group 7 Spring 2011.

Chapter 11Selecting and Implementing

Strategies of Instruction

Radford UniversityEDUC 615

Group 7Spring 2011

DECIDING ON INSTRUCTIONAL STRATEGIES

• Initial decisions to be made after a topic has been chosen to teach o Make a list of possible approaches to use

For example:  have students research the topic on their own, use small group exercises, lecture on material, etc.

o Decide which approaches are best to useo Determine which approach to use firsto Devise a plan of how to use the approaches to

best benefit the students

"Strategy" vs Strategy

• The text's version of "Strategy"o Includes these which are used by teachers to

convey material to students with a pre-determined outcome: Methods Procedures Techniques

• Ordinary Version of Strategyo Multiple procedureso Multiple techniques

Common Instructional Strategies

• Lecture• Small-Group Discussion• Independent Study• Repetitive Drill• Laboratory Work

• Library Research• Mediated Instruction

o Powerpoint Presentations

o Computer-Assisted Instruction

Determining Which Strategy or Strategies to Use

• Refer to a Curriculum Guide which contains:o Strategieso Objectiveso Suggested Resourceso Suggested Evaluation Techniques

• If a Curriculum Guide does not exist for the topic chosen to present, professional judgement must be used

How to Make Selecting a Strategy Less Difficult

• Understand the five sources strategies come fromo Objectiveso Subject Mattero Studento Communityo Teacher

SOURCES OF STRATEGIES• Objective• Subject Matter-determine the facts, understandings, attitudes, and

skills the learners must mastero textbooks alone have been deemed an "ineffective pedagogy"

(Oliva 338)• Community-the desires of parents, type of community, tradition,

and convention; attempts by the community to censor materials and methods often occur

• Teacher-"should seek to expand their repertoires by developing more than a single model of teaching"

 You must select a strategy that is right for the learner, the teacher, the subject matter, the time available, the resources available, the facility, and the objectives.

STYLES OF TEACHING

Style can be defined as a set of personal characteristics and traits that are specific to an individual.

Barbara Bree Fischer and Louis Fischer defined teaching style as “a persuasive quality in the behavior of an individual, a quality that persists though the content may change.”

Fischer and Fischer identified a variety of teaching styles.

Oliva 341-342

The Task-Oriented Teacher

• The teacher prescribes the materials to be learned and demands specific performance on the part of the students.

The Cooperative Planning Teacher

• The teacher plans the means and the ends of instruction with student cooperation.

The Child-Centered Teacher

• The teacher provides a structure for students to pursue whatever they choose or what interests them.

The Subject-Centered Teacher• The teacher focuses on organized content to the

near exclusion of the learner.

The Learning-Centered Teacher

• The teacher has equal concern for the students and the curricular objectives.

The Emotionally Exciting and Its Counterpart Teacher

• The teacher shows his/her own intensive emotional involvement in teaching.

STYLES OF LEARNING

• Just as teachers have different teaching styles, students have different learning styles.

• Some learning styles include eager beavers, mules, self-starters, plodders, shining stars, skeptics, and survivors 

•  According to Merilee Sprenger, there are paths that learning has to follow in the brain, so that it will be permanent. These paths she called "memory lanes". These lanes include semantic, episodic, procedural automatic and emotional.

• At times, teaching styles can be the opposite of student's learning styles, which might cause a problem.

Styles of Learning• With so many different teaching styles, there are two

questions  that exist about teaching and learning styles.• Can a teacher change their teaching style for their

students? o The answer is "yes" when necessary, a teacher can

change.•  Should they change their style?

o There are three answers to this question. The teacher's and students styles should match,

requiring students to be placed with teachers who follow their learning style

The student should be exposed to a variety of personality styles, this will help them learn how to interact with many different types of people

The teacher should be flexible and use more than one style

MODELS OF TEACHING

• "Susan S. Ellis clarified the meaning of a model of teaching when she wrote:  Models of teaching are strategies based on the theories (and often the research) of educators, psychologists, philosophers, and others who question how individuals learn.  Each model consists of a rationale, a series of steps to be taken by the teacher and the learner, a description of necessary support systems, and the method for evaluating the learner's progress.  Some Models are designed to help students grow in self-awareness or creativity; some foster the development of self-discipline or responsible participation in a group; some models stimulate inductive reasoning  or theory-building; and others provide for mastery of subject matter." (Oliva 345)

Models of Teaching• Teacher education programs only introduce students

to select instructional methodso Teachers must be willing to learn different models through

research, conferences, classes, and/or observationso Different models are necessary to meet different goals.

• Teachers need to use a variety of teaching models in their classroom.o No individual model is superior to others

  Teacher Tube Clipo You must consider your desired outcome and student learning

styles when selecting the instructional model.o  "Glickman made clear that teachers cannot become better

teachers if they repeatedly teach "the same lesson in the same manner." (Oliva 347)

TEACHING SKILLS• Instructional strategies are made up of three dimensions: styles,

models, and skills of teaching. • Each teacher has specific skills, and each position has need for

certain skills. E.g. A Latin teacher needs to be able to translate Latin to English.

 • Additionally, there are several generic skills of which any

instructional staff should possess several. However, there is no certain and defined set of skills a teacher should have, unless you live in Florida, according to the state's attempt to legislate teaching competencies and skills.

 • Recent research indicates that teaching skills can be learned,

developed, and imitated, so personal development can help improve or change individual teaching skills.

ORGANIZING FOR INSTRUCTION

• Planning for instruction involves selecting the following components:o goalso objectiveso strategieso learning resourceso evaluation techniques

 • Teachers must bring all components together into

comprehensive plans.  There are two major types of immediate plans:  the unit plan and the daily plan.

                                                                            Oliva, 350-351

• Unit Planningo a means of organizing the instructional

components for teaching a particular topic or theme

o covers a period from several days to weekso comprised of a number of daily planso by selecting appropriate strategies, the teacher

can call on multiple intelligences and incorporate cross-cirrucular topics

o units are written to be used; they are living documents and may be altered, revised, and discarded when appropriate

o creating units is essential to holistic planning                                                                         Oliva, 350-353

ORGANIZING FOR INSTRUCTION

• Lesson Planso chart daily instructiono should be written with reference to unit plans o "Various types of teachers, various types of

learners, and various types of subject matter require different types of lesson plans."

o Oliva presents a six-part outline for lesson planning: Objectives Activities Assignments Evaluation Techniques  Bibliography Instructional Aids and Sources

                                                                                Oliva, 354

ORGANIZING FOR INSTRUCTION

PRESENTATION OF INSTRUCTION

• Students learn more if teachers:o expect them to learno keep students on tasko focus on the content to be coveredo provide adequate practiceo monitor student performance o care about whether they succeed

• teacher training should make candidates aware of a variety of teaching techiques including direct instruction, small grouping, inquiry, and coaching

                                                                                 Oliva, 354-356

INDIVIDUALIZED VERSUS GROUP INSTRUCTION

"Controversy swirls around the respective efficacy of indivualized versus group approaches to instruction."

(Oliva, 356)  

Proponents of individualized and group instruction maintain strong evidence for their type of instruction.

 "Almost every description of effective teaching includes some reference to recognizing and caring for differences in student

backgrounds, abilities, personalities, learning styles, interestes, and needs."

(Oliva, 357)

•Personalized Instruction 

Currently three instructional approaches• Differentiated Education or

 "differentiated instruction" varied, flexible learning

activities designed to meet differences among students.

• Constructivism begins with knowledge students

bring to classroom and leads students to constructing new knowledge

Usage of thought-provoking question and activities

students are allowed many opportunities to process learning. 

• Scaffoldingo Assist  students to progress

toward achieving objectiveso Usage of coaching

techniques, pacing, and supplying help when needed.

 These approaches are  practices, not specific techniques.  Usage of a variety of methods to help learners achieve the instructional practices.                                                                Oliva, 357

Technology in Instruction• Students must develop skills in using

      the computero computers make the world

           the classroomo effective teachers incorporate

           technology with their traditional teaching methods

o interactive videos offer a new direction in "individualizing instruction"

o Orwig and Baumbach saw interactive video as "a powerful instructional medium, and it has the potential to change the way people learn."                   Olivia, 357-358

Cooperative Learning

•  Robert E. Slavin defined cooperative          learning in the following manner:

o "Cooperative learning is a form of              classroom organization in which students work  in            small groups  to help one another learn academic                      material."

o key element - group performanceo brings to the forefront old arguments concerning

"competition, cooperation, and individualization in the classroom."  (Oliva 359)

Cooperative Learning

• David W. Johnson and Roger T.  Johnson called attention to more than 375 studies conducted in the past 90 years on the effects of cooperation, competition, and individualized instruction in student achievement.  o concluded that cooperative learning resulted

in higher level reasoning, new ideas and solutions, and greater transfer of knowledge than did competitive or individualistic learning. cooperative learning emphasizes the positive

aspects of grouping students   members are responsible for their group's

progress.                                                 Oliva, 359

Cooperative Learning

• Goals include: o learning of subject matter and development of

group prideo self esteem, social, and emotial skillso respect for diversityo willingness to help one another and responsiblity

 • Marzano, Pickering, and Polluck concluded, "Of all

classroom group strategies, cooperative learning may be the most flexible and powerful."

 Oliva, 359-360

REALITY STATEMENT

Group Seven has a strong understanding of the demands that teachers and school administrators face daily.  The demands are evident in many sectors:  classroom level, school level, district level, state level, national level, and international level.  The most talked about demands are those at the school level , NCLB, AYP, SOL Testing, and new to the family, 21st Century Learning Skills.  We are very aware of meeting the individualized needs of our students by using various teaching styles, methods, and incorporating a variety of teaching materials, including technology into our lessons. 

Meeting the Demands

Reality Statement•     In order to ensure the success of all students we must

o Continue to provide differentiated instruction and individualized instruction

o Continue to use the available research in curriculum development to strengthen our classroom instruction

o Continue to use the available resources to enhance the      curriculum (textbooks, technology, community resources, etc)

o Continue to used a variety of teaching models to reach all learners

o Continue to take an active role in curriculum developmento Continue to enhance the Standards of Learning with meaningful

learning experienceso Continue to promote the attitude of a life long learner

.

GROUP PARTICIPATION:• Victoria Florey--Sources of Strategies• Melissa Ray--Styles of Teaching • Jerad Ward--Deciding on Instructional Strategies and

Presentation of Instruction• Trudy Cobler-Reality Statement and Models of

Teaching• Kelly Russell--Organizing for Instruction and

Presentation of Instruction• Sarah Mercer--Styles of Learning• Melissa Roark - Individualized versus Group

Instruction and Reality Statement• Christian Miller--Teaching Skills