Developing Instructional Strategies

Prepared by: Genesis Z. Tayanes Ed-Eng 10 Tec!nology in "anguage Teac!ing

#n instructional strategy is a $et!od you %ould use in your teac!ing &in t!e classroo$' online' or in so$e ot!er $ediu$( to !elp activate students) curiosity about a class topic' to engage t!e students in learning' to probe critical t!in*ing s*ills' to *eep t!e$ on tas*' to engender sustained and use+ul classroo$ interaction' and' in general' to enable and en!ance t!eir learning o+ course content. T!e goal o+ an IS is to enable learning' to $otivate t!e learners' to engage t!e$ in learning' to !elp t!e$ +ocus.

T!ere is ,- one best strategy. %e can select +ro$ several instructional strategies +or /ust about any teac!ing episode. It is i$portant to vary your instruction to not only *eep t!e students) interest but also to allo% t!e$ to interact %it! your content in a variety o+ %ays.

Direct Instruction
T!e Direct instruction strategy is !ig!ly teac!erdirected and is a$ong t!e $ost co$$only used. T!is strategy is e++ective +or providing in+or$ation or developing step-by-step s*ills. It also %or*s %ell +or introducing ot!er teac!ing $et!ods' or actively involving students in *no%ledge construction.

Direct Instruction
# success+ul classroo$ %ould include t!e +ollo%ing instructional strategies: 0reating t!e 1ig!t 0lassroo$ 0li$ate
2our

0lassroo$ Plan your 0lassroo$ 1outines and Procedures

-rgani3ing Developing #ssigning Preparing 4anaging 7eeping

and 4anaging 5or* #ssign$ents +or Instruction 6e!avior

it all Going

Indirect Instruction
In contrast to t!e direct instruction strategy' indirect instruction is $ainly student-centered' alt!oug! t!e t%o strategies can co$ple$ent eac! ot!er. Indirect instruction see*s a !ig! level o+ student involve$ent in observing' investigating' dra%ing in+erences +ro$ data' or +or$ing !ypot!eses. It ta*es advantage o+ students) interest and curiosity' o+ten encouraging t!e$ to generate alternatives or solve proble$s.

Indirect Instruction
In

indirect instruction' t!e role o+ t!e teac!er s!i+ts +ro$ lecturer8director to t!at o+ +acilitator' supporter' and resource person. T!e teac!er arranges t!e learning environ$ent' provides opportunity +or student involve$ent' and' %!en appropriate' provides +eedbac* to students %!ile t!ey conduct t!e in9uiry &4artin' 1:;<(.

Experiential Learning

E=periential learning is inductive' learner centered' and activity oriented. Personali3ed re+lection about an e=perience and t!e +or$ulation o+ plans to apply learning to ot!er conte=ts are critical +actors in e++ective e=periential learning. T!e e$p!asis in e=periential learning is on t!e process o+ learning and not on t!e product. E=periential learning can be vie%ed as a cycle consisting o+ +ive p!ases' all o+ %!ic! are necessary: e=periencing &an activity occurs(. s!aring or publis!ing &reactions and observations are s!ared(. analy3ing or processing &patterns and dyna$ics are deter$ined(. in+erring or generali3ing &principles are derived(. and' applying &plans are $ade to use learning in ne% situations(.

Experiential Learning
Possible Methods

>ield Trips ,arratives 0onducting E=peri$ents Si$ulations Ga$es Storytelling >ocused I$aging >ield -bservations 1ole-playing 4odel 6uilding Surveys

Independent Study
Independent study re+ers to t!e range o+ instructional $et!ods %!ic! are purpose+ully provided to +oster t!e develop$ent o+ individual student initiative' sel+-reliance' and sel+-i$prove$ent. 5!ile independent study $ay be initiated by student or teac!er' t!e +ocus !ere %ill be on planned independent study by students under t!e guidance or supervision o+ a classroo$ teac!er. In addition' independent study can include learning in partners!ip %it! anot!er individual or as part o+ a s$all group.

Independent Study
Possible Methods

Essays 0o$puter #ssisted Instruction ?ournals "earning "ogs 1eports "earning #ctivity Pac*ages 0orrespondence "essons "earning 0ontracts @o$e%or* 1esearc! Pro/ects #ssigned Auestions "earning 0enters

Interactive Instruction

Interactive instruction relies !eavily on discussion and s!aring a$ong participants. Students can learn +ro$ peers and teac!ers to develop social s*ills and abilities' to organi3e t!eir t!oug!ts' and to develop rational argu$ents. T!e interactive instruction strategy allo%s +or a range o+ groupings and interactive $et!ods. It is i$portant +or t!e teac!er to outline t!e topic' t!e a$ount o+ discussion ti$e' t!e co$position and si3e o+ t!e groups' and reporting or s!aring tec!ni9ues. Interactive instruction re9uires t!e re+ine$ent o+ observation' listening' interpersonal' and intervention s*ills and abilities by bot! teac!er and students. T!e success o+ t!e interactive instruction strategy and its $any $et!ods is !eavily dependent upon t!e e=pertise o+ t!e teac!er in structuring and developing t!e dyna$ics o+ t!e group.

Interactive Instruction
Possible Methods

Debates 1ole Playing Panels 6rainstor$ing Peer Partner "earning Discussion "aboratory Groups T!in*' Pair' S!are 0ooperative "earning ?igsa% Proble$ Solving Structured 0ontroversy Tutorial Groups Intervie%ing 0on+erencing

Instructional Skills
Instructional s*ills are t!e $ost speci+ic category o+ teac!ing be!aviors. T!ey are necessary +or procedural purposes and +or structuring appropriate learning e=periences +or students. # variety o+ instructional s*ills and processes e=ist.

E=plaining De$onstrating Auestioning Auestioning Tec!ni9ues "evels o+ Auestions 5ait Ti$e

1e+erences
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February 14 !"14
Etools4education