View
253
Download
3
Category
Tags:
Preview:
Citation preview
Teaching Teaching StrategiesStrategies
Chapter 9Chapter 9
Direct and Indirect Direct and Indirect InstructionInstruction
Direct instructionDirect instruction task-oriented but relaxed environment task-oriented but relaxed environment
with a clear focus on academic goalswith a clear focus on academic goals clear instructional goals and high clear instructional goals and high
teacher monitoringteacher monitoring structured learning activities structured learning activities immediate academically oriented immediate academically oriented
feedbackfeedback
Direct and Indirect Direct and Indirect InstructionInstruction
Indirect instructionIndirect instruction teacher control of the learning process teacher control of the learning process
becomes shared with studentsbecomes shared with students content presented holisticallycontent presented holistically student thinking, feeling, or interaction student thinking, feeling, or interaction
skills are built into learning experiencesskills are built into learning experiences individual nature of student abilities, individual nature of student abilities,
interests and needs receive more interests and needs receive more considerationconsideration
Teaching DirectlyTeaching Directly
Break down skills into manageable partsBreak down skills into manageable parts Clearly describe and demonstrate Clearly describe and demonstrate
exactly what the learner is to doexactly what the learner is to do Design structured tasks for students to Design structured tasks for students to
practice what is to be learnedpractice what is to be learned Hold students accountable for the tasks Hold students accountable for the tasks
that are presentedthat are presented Evaluate students and their own Evaluate students and their own
teaching in terms of what students have teaching in terms of what students have learnedlearned
Teaching IndirectlyTeaching Indirectly
Design tasks that involve the student Design tasks that involve the student at a higher level of cognitive at a higher level of cognitive processingprocessing
Select large meaningful chunks of Select large meaningful chunks of contentcontent
Involve the learner in the process of Involve the learner in the process of learninglearning
Develop independent learning skillsDevelop independent learning skills
The Teaching Strategy as The Teaching Strategy as a Delivery Systema Delivery System
Teaching strategies organize Teaching strategies organize instruction so that teaching instruction so that teaching functions are performed in different functions are performed in different waysways selection of contentselection of content communication of taskscommunication of tasks progression of contentprogression of content provision for feedback and evaluationprovision for feedback and evaluation
Selection of ContentSelection of Content
How can content be made more How can content be made more appropriate for different students?appropriate for different students?
Should each student be doing the Should each student be doing the same thing at the same time?same thing at the same time?
Should content be different for Should content be different for different students?different students?
What level of student engagement What level of student engagement should the content seek to develop?should the content seek to develop?
Communication of TasksCommunication of Tasks
How should the content be How should the content be communicated to the learner?communicated to the learner? verbally by the teacherverbally by the teacher verbally by the studentverbally by the student written handouts/task cardswritten handouts/task cards computer programscomputer programs audiovisual materialsaudiovisual materials
Progression of ContentProgression of Content
Intertask (skill to skill) and intratask Intertask (skill to skill) and intratask (within a skill) development(within a skill) development
How should students progress from one How should students progress from one level to another?level to another? Who decides when a student progresses?Who decides when a student progresses? Should criteria be established for Should criteria be established for
performance?performance? Should criteria be established ahead of time?Should criteria be established ahead of time? Should criteria be communicated to Should criteria be communicated to
students? How?students? How?
Provision for Feedback Provision for Feedback and Evaluationand Evaluation
Teacher observationTeacher observation Peer feedbackPeer feedback Self-assessmentSelf-assessment Environmental designEnvironmental design Formal testingFormal testing VideotapingVideotaping
The Seven Teaching The Seven Teaching StrategiesStrategies
Interactive teachingInteractive teaching Station teachingStation teaching Peer teachingPeer teaching Cooperative learningCooperative learning Self-instructional strategiesSelf-instructional strategies Cognitive strategiesCognitive strategies Team teachingTeam teaching
Interactive TeachingInteractive Teaching
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Interactive Teaching - Interactive Teaching - StrengthsStrengths
Teaching can be individualized based Teaching can be individualized based on alternative responseson alternative responses
New content can be presented and New content can be presented and adjusted midstreamadjusted midstream
Progression is based on previous Progression is based on previous responses of the student and can be responses of the student and can be made appropriatemade appropriate
Teacher is free to give feedback Teacher is free to give feedback during activityduring activity
Interactive Teaching- Interactive Teaching- WeaknessesWeaknesses
Strategy is often abused by selecting Strategy is often abused by selecting on task for the whole classon task for the whole class
Teacher plays dominant role in task Teacher plays dominant role in task communication limiting the role of the communication limiting the role of the learnerlearner
Requires highly developed teacher Requires highly developed teacher analysis and observation skillsanalysis and observation skills
Teacher can’t get to all students to Teacher can’t get to all students to give feedbackgive feedback
Station TeachingStation Teaching
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Station Teaching - Station Teaching - StrengthsStrengths
Many tasks can be given at one time Many tasks can be given at one time to individualizeto individualize
Materials can be preplanned and Materials can be preplanned and establishedestablished
Appropriate progressions can be Appropriate progressions can be built in materialsbuilt in materials
Feedback must be built in materials Feedback must be built in materials to studentsto students
Station Teaching - Station Teaching - WeaknessesWeaknesses
Students need independent working Students need independent working skillsskills
Media used to communicate tasks are Media used to communicate tasks are usually not used well by studentsusually not used well by students
Quality of response is difficult to build Quality of response is difficult to build into materialsinto materials
Feedback is hard to provide when Feedback is hard to provide when students are working on different students are working on different taskstasks
Peer TeachingPeer Teaching
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Peer Teaching - Peer Teaching - StrengthsStrengths
Peer teacher profits from the Peer teacher profits from the processprocess
Many different tasks and levels of Many different tasks and levels of tasks can be providedtasks can be provided
Peer teachers often use simpler Peer teachers often use simpler language to communicatelanguage to communicate
Immediate feedback can be given to Immediate feedback can be given to many students at one timemany students at one time
Peer Teaching- Peer Teaching- WeaknessesWeaknesses
Peer teachers may be put in a difficult Peer teachers may be put in a difficult social relationshipsocial relationship
Peer teachers are not qualified to select Peer teachers are not qualified to select appropriate contentappropriate content
Peer teaching requires a lot of teacher Peer teaching requires a lot of teacher structuring/timestructuring/time
Peer teachers do not have the experience Peer teachers do not have the experience to select appropriate teaching cuesto select appropriate teaching cues
Feedback must be guided by the teacherFeedback must be guided by the teacher
Cooperative LearningCooperative Learning
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Cooperative Learning - Cooperative Learning - StrengthsStrengths
Content is more holistic/meaningfulContent is more holistic/meaningful Content can be communicated Content can be communicated
directly/indirectlydirectly/indirectly Teachers can build progressions into Teachers can build progressions into
taskstasks Teachers can provide feedback during Teachers can provide feedback during
independent work of studentsindependent work of students Project usually has a culmination Project usually has a culmination
which can be evaluatedwhich can be evaluated
Cooperative Learning- Cooperative Learning- WeaknessesWeaknesses
Needs student independent working skillsNeeds student independent working skills Difficult to prepare content for Difficult to prepare content for
heterogeneous groupsheterogeneous groups Takes time to prepare good materialsTakes time to prepare good materials Requires more time to present holistic Requires more time to present holistic
taskstasks Progression is usually student decisionsProgression is usually student decisions Not easy to separate individual from Not easy to separate individual from
group contributionsgroup contributions
Self-Instructional Self-Instructional
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Self-Instructional - Self-Instructional - StrengthsStrengths
Content can be made appropriate for Content can be made appropriate for the individualthe individual
Learner can refer to materials when Learner can refer to materials when there is a questionthere is a question
Progression can be built into Progression can be built into materialsmaterials
Self-Instructional - Self-Instructional - WeaknessesWeaknesses
It takes a long time to prepare It takes a long time to prepare materialsmaterials
It is difficult to communicate what is It is difficult to communicate what is important in movement through written important in movement through written materialsmaterials
Pre-established progressions may not Pre-established progressions may not be appropriatebe appropriate
Feedback must be built into materialsFeedback must be built into materials Teachers spend a good deal of their Teachers spend a good deal of their
time evaluating studentstime evaluating students
Cognitive StrategiesCognitive Strategies
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Cognitive Strategies - Cognitive Strategies - StrengthsStrengths
Can involve the learner more Can involve the learner more holisticallyholistically
Tasks can be presented using any Tasks can be presented using any organizational strategyorganizational strategy
Full range of teacher-student directed Full range of teacher-student directed progressions can be used by this progressions can be used by this strategystrategy
If used with more student indirect If used with more student indirect work, teacher is free to give feedbackwork, teacher is free to give feedback
Cognitive Strategies - Cognitive Strategies - WeaknessesWeaknesses
Time spent in the cognitive is time Time spent in the cognitive is time taken from practicetaken from practice
Tasks take longer to prepare and Tasks take longer to prepare and presentpresent
Has strengths and weaknesses of Has strengths and weaknesses of other strategies used with it other strategies used with it
Team TeachingTeam Teaching
Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and
evaluationevaluation
Team Teaching - Team Teaching - StrengthsStrengths
Can use expertise of two teachersCan use expertise of two teachers Can deliver other instructional Can deliver other instructional
functions using any strategyfunctions using any strategy Second teacher is free to Second teacher is free to
individualize student workindividualize student work Feedback and evaluation can be Feedback and evaluation can be
assigned to the free teacherassigned to the free teacher
Team Teaching - Team Teaching - WeaknessesWeaknesses
Requires more planning time to get Requires more planning time to get togethertogether
Requires teachers to work together Requires teachers to work together wellwell
Team teaching sometimes turns into Team teaching sometimes turns into “turn teaching”“turn teaching”
You are still working with a larger You are still working with a larger group than you would with two group than you would with two separate teachersseparate teachers
Recommended