Selecting and Implementing Strategies of Instruction

Chapter 11

Deciding on Instructional Strategies

• Five major sources of strategies:– Objectives as source– Subject matter as source– Student as source– Community as source– Teacher as source

Styles of Teaching

• Task-Oriented

• Cooperative Planner

• Child-Centered

• Subject-Centered

• The Learning-Centered

• Emotionally Excited and its Counterpart

Styles of Learning

• Can a teacher change his/her style?

• Should a teacher change his/her style?

• What is your style?

Models of teaching

• Bruce Joyce - 25 models

• Joyce, Weil & Showers - 16 models

• Gunter, Estes, & Schwab - 19 models

• Style - the unique personal qualities that a teacher develops over the years to distinguish him/her from other teachers

• Model - generalized role a pattern of

• Methods - such as discussion leader, television instructor of foreign language informant

• Skills of teaching - are those generic and specific competencies necessary to design and carry out instruction

• Generic skill - lesson planning that is pertinent to all levels

• Specific skill - (ex.) the ability to teach pupils to perform the division of whole numbers

• Unit plan - is a mean of organizing the instructional components for teaching a particular topic or theme

• In order to reach your long-term goals you need daily planning or objectives to reach your ultimate goals

• What do you use in your classroom?

• Presentation of instruction

Evaluating Instruction

Chapter 12

Terms

• A. Pre-assessment - 2 types - one to evaluate the pupil’s possession of prerequisite knowledge and or skills to begin study of new subject matter; the other determine whether pupils have already mastered the subject matter to be presented.

• Formative evaluation - evaluation that takes place during the process of instruction, this is necessary to monitor both pupil progress and ongoing success of the instructional program.

• Summative evaluation - evaluation that comes at the end of instruction, as represented in a final examination.

• B. Norm referenced measurement - a student’s achievement on tests is compared to other students’ achievement; these type test are used when selection must be made from among a group of persons.

• Criterion referenced measurement - a student’s achievement is compared to a predetermined criterion of mastery; these test are used to determine whether students achieved the objectives specified in advanced.

• Performance based assessment - a personalized approach to the demonstration of prespecified outcomes. Ex. logs, reports, essays, notebooks, simulations, demonstrations, construction activities, self-evaluation and portfolios

• Traditional assessment - is traditional essay, short answer, fill in the blank or standardized test

• Performanced based assessment - requires more creativity from the student and cuts down on homework; the use of different and varied assessment would probably be the best answer.