Strategies for InstructionStrategies for Instruction

Ch 5Ch 5

Effective CommunicationEffective Communication

Lesson successful with clear & Lesson successful with clear & accurate communicationaccurate communication

Break information downBreak information down Limit learnable pieces of informationLimit learnable pieces of information Rules & proceduresRules & procedures Start/stop signalsStart/stop signals

Effective CommunicationEffective Communication

Express satisfaction – verbal/non-Express satisfaction – verbal/non-verbalverbal

Present information quickly & Present information quickly & efficiently not detract from learning efficiently not detract from learning processprocess

Lesson Structure StrategiesLesson Structure Strategies

Lesson components similar in all Lesson components similar in all academic areasacademic areas

3 phases3 phases• Introduction/introductory activityIntroduction/introductory activity• Body of lesson-engage students in Body of lesson-engage students in

learning experience/activitylearning experience/activity• Closure/Review – assess learned Closure/Review – assess learned

material material

Lesson Structure StrategiesLesson Structure Strategies

Foundation to build a lessonFoundation to build a lesson

Instant ActivityInstant Activity

Brief movement task that can begin Brief movement task that can begin immediately w/little or no instructionimmediately w/little or no instruction

Being active importantBeing active important Ice breakersIce breakers Reinforce/review previous lessonReinforce/review previous lesson

Instant ActivityInstant Activity

Keep it simpleKeep it simple Less than 2 minute of instructionLess than 2 minute of instruction Present: tell what want to do or use Present: tell what want to do or use

sign (blackboard)sign (blackboard)• Minimize readingMinimize reading• Use task students already knowUse task students already know

Instant Activity BenefitInstant Activity Benefit

Gives teacher moment to gather Gives teacher moment to gather thoughts before class beginsthoughts before class begins

Encourage students to be activeEncourage students to be active Freedom to explore movementsFreedom to explore movements Easier to present next phase of Easier to present next phase of

lessonlesson Review or precursor Review or precursor

Creating Creating

Simple, short, livelySimple, short, lively Fun Fun Engaging Engaging Easy to createEasy to create

Beginning a LessonBeginning a Lesson

Stimulate interest in lessonStimulate interest in lesson Communicate goalsCommunicate goals Books, videos, playactingBooks, videos, playacting

IntroductionIntroduction

What working on and why important What working on and why important – set introduction– set introduction

Motivates Motivates

Building FoundationBuilding Foundation

Scaffolding – linking previous Scaffolding – linking previous knowledgeknowledge

Making connectionsMaking connections Used today will be used in futureUsed today will be used in future

Designing Set InductionDesigning Set Induction

Put yourself in their worldPut yourself in their world Relate to what they know and likeRelate to what they know and like Older children use name games, Older children use name games,

popular movie characters, riddles, popular movie characters, riddles, athletesathletes

Sell the lesson – be enthusiastic!Sell the lesson – be enthusiastic!• Voice, body languageVoice, body language

Body Of LessonBody Of Lesson

Provide learning tasks/practice Provide learning tasks/practice activitiesactivities

Variety of strategiesVariety of strategies

Visual DemonstrationVisual Demonstration

Specific instructionSpecific instruction Improves form & qualityImproves form & quality Demonstrate but not speakDemonstrate but not speak Repeat but slowerRepeat but slower Demonstrate at full speedDemonstrate at full speed Provide different viewsProvide different views

Question & Problem SolvingQuestion & Problem Solving

Keep students involvedKeep students involved Active participants – own sense of Active participants – own sense of

understandingunderstanding

Framing QuestionsFraming Questions

Closed questionsClosed questions Rhetorical questions – bad b/c solicit Rhetorical questions – bad b/c solicit

no response just effectno response just effect• We had fun didn’t we?We had fun didn’t we?

Questions of clarification – recall or Questions of clarification – recall or remember what was taught, check remember what was taught, check quick knowledge quick knowledge

Justify importance of actionsJustify importance of actions

Framing QuestionsFraming Questions

Encourage students to make Encourage students to make connections connections

High level questions beyond basic High level questions beyond basic recall, challengingrecall, challenging

Receiving ResponsesReceiving Responses

Silence does not always mean not Silence does not always mean not knowknow

Callout – respond simultaneously & Callout – respond simultaneously & immediately immediately • Collective Collective • LoudLoud• Takes time away from instructionTakes time away from instruction

Receiving ResponsesReceiving Responses

Raise handsRaise hands Points for oral responsesPoints for oral responses Movement response – demonstrate Movement response – demonstrate

answer answer

Wait TimeWait Time

Some students need time to think of Some students need time to think of answer & processanswer & process

Use wait time after question then call Use wait time after question then call namename

Types of QuestionsTypes of Questions

Know-Want-Learn – establish what Know-Want-Learn – establish what student already knows, understand student already knows, understand importance of concept, what learnedimportance of concept, what learned

Convergent Problem Solving – Convergent Problem Solving – question or linear progression of question or linear progression of question to guide student in question to guide student in discovering single answer; explore discovering single answer; explore movement problems, guided movement problems, guided discoverydiscovery

Types of QuestionsTypes of Questions

Divergent Problem Solving – Divergent Problem Solving – independently generate own correct independently generate own correct responses, open-ended q’s that have responses, open-ended q’s that have multiple correct answersmultiple correct answers

Checking UnderstandingChecking Understanding

How well students comprehend How well students comprehend instructional contentinstructional content

How to Check for UnderstandingHow to Check for Understanding

Performance Check – demonstrate in Performance Check – demonstrate in unison answer or volunteersunison answer or volunteers

Choral Responding – respond orally Choral Responding – respond orally or physical action; quick assessment; or physical action; quick assessment; may not indicate if all understandmay not indicate if all understand

Recognition Check – physical Recognition Check – physical gestures to assess; thumbs up/dwn; gestures to assess; thumbs up/dwn; should be slow; ongoing assessmentshould be slow; ongoing assessment

Lack of ResponseLack of Response

Fear of embarrassment Fear of embarrassment Allow asking of q’s Allow asking of q’s Competent bystander behavior – Competent bystander behavior –

someone appears to be engaged in someone appears to be engaged in lesson but avoids participationlesson but avoids participation

Confident will respondConfident will respond Use performance checksUse performance checks

Monitoring Student WorkMonitoring Student Work

Safe, stay on task, practicing skills Safe, stay on task, practicing skills correctlycorrectly

Move around while students practice Move around while students practice Provide appropriate feedbackProvide appropriate feedback

FeedbackFeedback

Important instructional strategyImportant instructional strategy Improve performanceImprove performance General – motivate & encourage General – motivate & encourage

learners; not provide any info on skill learners; not provide any info on skill performance; “good job”performance; “good job”

Specific – identify error in skill Specific – identify error in skill technique w/o relating to lesson cue technique w/o relating to lesson cue or task intent; “bend your knees”or task intent; “bend your knees”

FeedbackFeedback

Congruent – directly relates to cues Congruent – directly relates to cues for the task or critical feature of task for the task or critical feature of task focus; “you need to remember to focus; “you need to remember to bend at waist” cue: bend at waistbend at waist” cue: bend at waist

Incongruent – info may be helpful but Incongruent – info may be helpful but not relate to cue or task focus; “pick not relate to cue or task focus; “pick up your feet”up your feet”

FeedbackFeedback

Corrective – provides helpful info Corrective – provides helpful info related to future performance; “next related to future performance; “next time…”time…”

Individualizing InstructionIndividualizing Instruction

Allow opportunities to work at own Allow opportunities to work at own individual ability levelindividual ability level

Teaching by Invitation – allow choice Teaching by Invitation – allow choice of task & choose which best suits of task & choose which best suits their needstheir needs

Intratask Variation – teacher is Intratask Variation – teacher is decision maker in changing task to decision maker in changing task to meet needs of learnermeet needs of learner• Critical during lesson developmentCritical during lesson development

ClosureClosure

Bring lesson to conclusionBring lesson to conclusion Briefly wrap up lesson in 2-3 min.Briefly wrap up lesson in 2-3 min. Bring content together Bring content together Children love to learn; teachers use Children love to learn; teachers use

different strategies to help thatdifferent strategies to help that