USING INTEGRATED

TEACHING METHODS

CHAPTER 7, EFFECTIVE

INSTRUCTIONAL STRATEGIES

BY KENNETH D. MORE

GROUP C PRESENTATION

WHAT IS THE TASK OF THE TEACHER IN THE CLASSROOM?

• TO DELIVER INSTRUCTION

HOW CAN TEACHERS ACCOMPLISHED THEIR TASK?•STRATEGIES THAT INFLUENCE STUDENTS DIRECTLY AND

INDIRECTLY, OR BY COMBINATION OF THESE.•TEACHER MAY DELIVER INSTRUCTION BY TELLING, BY

SHOWING, AND BY PROVIDING ACCESS TO THE INFORMATION TO BE LEARNED.•THE TEACHER PROVIDES ACCESS TO THE INFORMATION BY

WORKING WITH THE STUDENTS.•TOGETHER, TEACHER AND STUDENTS CAN BLEND TELLING,

SHOWING, AND SELF-EXPLORATION INTO A MEANINGFUL, INTRINSICALLY MOTIVATIONAL APPROACH.

•SELF-DIRECTED APPROACH - THIS WILL GIVE STUDENTS MORE CONTROL TO THEIR LEARNING

DISCUSSION BY GROUP

•WHAT IS YOUR PREFERRED TEACHING STRATEGY. CHOOSE ONE FROM YOUR EXPERIENCE.

TEACHING METHODS

THE DEMONSTRATIVE METHOD• THE TEACHER OR ANOTHER DESIGNATED INDIVIDUAL STANDS BEFORE

THE CLASS, SHOWS SOMETHING, AND TELLS WHAT IS HAPPENING OR WHAT HAS HAPPENED, OR TASKS STUDENTS TO DISCUSS WHAT HAS HAPPENED.

PURPOSE:-WHEN THERE IS A DANGER INVOLVED IN STUDENTS’ USING EQUIPMENT

OR MATERIALS- SAVE TIME WHEN ABSOLUTELY NECESSARY- SHOW PROPER USE OF EQUIPMENT-DETAIL THE STEPS IN A PARTICULAR PROCEDURE;- STUDENTS CAN GET A POINT ACROSS THAT IS NOT EASILY EXPRESSED IN

WORDS

-DEMONSTRATION SHOULD BE COMPLETED AS SIMPLY AND AS MUCH TO THE POINT AS POSSIBLE

- FOLLOW –UP TO CHECK FOR UNDERSTANDING

SOCRATIC METHODS•USING QUESTIONING-AND-INTERACTION SEQUENCE DESIGNED TO DRAW INFORMATION OUT OF STUDENTS, RATHER THAN POURING IT ON TO THEM.• PURELY VERBAL AND INTERACTIVE• PATTERN:- A BROAD OPEN, OPEN-ENDED QUESTION THAT MOST STUDENTS CAN

ANSWER IS ASKED FIRST- A SECOND QUESTIONING SEQUENCE BEGINS TO NARROW THE RANGE

OF RESPONSES AND FOCUSES THE STUDENTS’ THINKING ONTO THE TOPIC OF THE QUESTIONING STRATEGY- REVIEW LECTURES AND/OR STATEMENTS ARE INTERSPERSED AMONG

THE QUESTIONS IN ORDER TO KEEP THE SALIENT POINTS IN THE FOREFRONT- A CONCLUDING QUESTION THEN BRINGS STUDENTS TO THE DESIRED

ENDPOINT

CONCEPT ATTAINMENT

• STRATEGY THAT USES A STRUCTURED INQUIRY PROCESS. • BASED ON THE RESEARCH OF JEROME BRUNER (1977)• STUDENTS FIGURE OUT THE ATTRIBUTES OF A GROUP OR CATEGORY THAT HAS BEEN

PROVIDED BY THE TEACHER.• STUDENTS COMPARE AND CONTRAST EXAMPLES THAT CONTAIN ATTRIBUTES OF THE

CONCEPT WITH EXAMPLES, STUDENTS DISCUSS AND IDENTIFY THE ATTRIBUTES OF EACH UNTIL THEY DEVELOP A TENTATIVE HYPOTHESIS (DEFINITION) ABOUT THE CONCEPT.

•STUDENTS SEPARATE THE EXAMPLES INTO TWO GROUPS, THOSE THAT HAVE ATTRIBUTE AND THOSE THAT DON’T. HYPOTHESIS IS THEN TESTED BY APPLYING IT TO OTHER EXAMPLES OF CONCEPT.•STUDENTS FINALLY DEMONSTRATE THAT THEY HAVE

ATTAINED THE CONCEPT BY GENERATING THEIR OWN EXAMPLES AND NONEXAMPLES.

----- BASED ON THE ASSUMPTION THAT ONE OF THE BEST WAYS TO LEARN A CONCEPT IS BY SEEING EXAMPLES OF IT.

COOPERATIVE LEARNING•EVOLVING CONSTRUCTIVIST PERSPECTIVES ON LEARNING

HAVE FUELED INTEREST IN COLLABORATION AND COOPERATIVE LEARNING.•EMERGED AS A PROMISING INSTRUCTIONAL APPROACH.•SIMPLY PUTTING STUDENTS IN GROUPS.•GENERALLY REQUIRES THAT STUDENT WORK TOGETHER IN

MIXED-ABILITY GROUPS IN ACCOMPLISHING A SET OF TASKS.•INDIVIDUAL ACCOUNTABILITY OCCURS WHEN EACH STUDENT

IN THE GROUP IS HELD RESPONSIBLE FOR THE REQUIRED LEARNING GOALS.

• GRAPHIC DESIGNERS CAN BE VALUABLE RESOURCE WHEN WORKING WITH COOPERATIVE LEARNING GROUPS.

WWW.ENCHANTEDLEARNING.COM/GRAPHICORGANIZERS/KWHLWWW.ENCHANTEDLEARNING.COM/GRAPHICORGANIZERS/SCIENTICMETHOD

•COOPERATIVE LEARNING TAKES MANY FORMS. THE MOST COMMON APPROACHES INCLUDE PEER TUTORING. STUDENT TEAMS ACHIEVEMENT DIVISION (STAD), GROUP INVESTIGATION, AND THE JIGSAW STRATEGY.

HOW TO INTEGRATED COMPUTERS INTO THE CURRICULUM•COMPUTER USE IN THE CLASSROOM CAN BE HIGHLY MOTIVATIONAL•COMPUTERS TEND TO INCREASE STUDENT SELF-CONFIDENCE AND DETERMINATION.•INTERNET CAN BE USED FOR VARIETY OF TASKS RANGING FROM E-MAIL PEN PALS TO RESEARCH ASSIGNMENTS.

TIPS TO INTEGRATE COMPUTER IN THE CLASSROOM:

•START SLOW•KEEP IT SIMPLE•BE SELECTIVE•BE FLEXIBLE•ALLOW FLEXIBILITY IN GROWING

SIMULATIONS AND GAMES•CAN BE USEFUL AS TEACHING TOOLS•PROVIDE A VARIETY OF LEARNING OPPORTUNITIES IN THE

CLASSROOM• IT’S FUN•ENCOURAGE STUDENTS TO ACT OUT THE BEHAVIORS AND EXPRESS

THEIR OWN WORDS AND ACTIONS AND ARGUMENTS BEHIND THE ISSUE.

SIMULATION

•PRESENTING OF AN ARTIFICIAL OR EVENT THAT REPRESENTS REALITY BUT THAT REMOVES RISK TO THE INDIVIDUAL INVOLVED IN THE ACTIVITY

DIFFERENCE BETWEEN HUMAN AND PERSON-TO-COMPUTER SIMULATIONS•HUMAN SIMULATIONS – CONDUCTED IN THE FORM OF ROLE-PLAYING AND SOCIODRAMAS

- ROLE PLAYING•COMPUTER-TO-PERSON SIMULATIONS- TAKE THE FORM OF GAMES

-EDUCATIONAL GAMES

FUNDAMENTAL INDIVIDUALIZATION STRATEGIES:•ENGAGE STUDENTS IN LEARNING PLANS TAILORED TO MEET THEIR INTEREST, NEEDS, AND ABILITIES.-LEARNING PACE-INSTRUCTIONAL OBJECTIVES-THE LEARNING METHOD-THE LEARNING MATERIALS

•ESSAYS AND PROJECTS ARE ALSO AN EXCELLENT WAY OF INDIVIDUALIZING INSTRUCTION.

BENEFITS OF INDIVIDUALIZATION OF INSTRUCTION• INDEPENDENT STUDY – SELF-DIRECTED LEARNING•MASTERY LEARNING – - IDENTIFICATION OF YOUR OBJECTIVE-DETERMINE WHERE STUDENTS ARE WITH RESPECT TO THE

OBJECTIVES-DELIVERY OF THE PRIMARY INSTRUCTION-MASTERY OF THE MODEL PARTS FROM THE TRADITIONAL MODEL: A

FORMATIVE ASSESSMENT

EFFECTIVENESS OF INDIVIDUALIZATION

•CAREFULLY DESIGNED AND MONITORED

DRILL AND PRACTICE

• DRILL – FIXATION OF THE SPECIFIC ASSOCIATIONS FOR AUTOMATIC RECALL• PRACTICE – CONCERNED WITH IMPROVEMENT- DEVELOPMENT OF AUTOMATIC AND /OR IMPROVED PERFORMANCE

THE QUALITY OF EDUCATION CAN BE IMPROVED THROUGH THE USE OF TECHNOLOGY.