INSTRUCTIONAL APPROACHES AND METHODS. Wilma Y. Villasan

Transcription

1 INSTRUCTIONAL APPROACHES AND METHODS Wilma Y. Villasan

2 A THOUSAND TEACHERS, A THOUSAND METHODS CHINESE PROVERB

3 Introduction Teachers know they are teaching students as well as content. They know that in every class, there will be diversity of students. Each will bring different: Perceptions Prior knowledge Attitudes Learning styles

4 Introduction Teachers are responsible to make use of variety of instructional approaches so all types of students and their various needs are being met. Instructional approaches differ in the level of teacher and student participation. Consider the following when determining the appropriate instructional approach that you will use in your classroom.

5 Retention Rate Lecture 5 % Reading 10 % Audio Visual 20 % Demonstration 30 % Discussion group 50 % Practice by doing 75 % Teach Others 90 %

6 Of what we know we learn 1 % through taste 2 % through Touch 4% through Smell 10% through Hearing 83% through Sight Of what we learn we retain 10% of what we Read 20% of what we Hear 30% of what we See 50% of what we Hear And See 70% of what we Say 90% of what we Say As We Do

7 Introduction Approaches are organized by: Highest teacher direction Lowest teacher direction Lowest student participation highest student participation Category Approaches Direct / expositive approach Guided / exploratory approach Direct / expositive approach Direct Instruction Deductive Method Inductive Method Demonstration method

8 DIRECT INSTRUCTION

9 When you give students a stronger foundation in learning skills and comprehension, you prepare them for a future without boundaries.

10 Direct Instruction A way of teaching aimed at helping students acquire: Basic skills Procedural knowledge Straightforward and done in a step-by-step manner. Emphasis is on how to execute the steps of the entire procedure. Procedure may involve simple or complex skill.

11 Direct Instruction Application of this technique is on performance based subjects such as: Science Mathematics Music Physical Education The technique requires careful structuring of the entire procedure. Attention is focused on detail of the procedure.

12 INSTRUCTIONAL CHARACTERISTICS

13 Instructional Characteristics Teacher directed Emphasis is on teaching the skill Each step should be mastered Students gain how rather than what. Termed procedural knowledge. Taught in step-by-step fashion. Ensures no step is missed. Lesson objectives include easily observed behaviour that can be measured accurately.

14 GUIDELINES FOR ITS EFFECTIVE USE

15 Guidelines for Effective Use Students must have ample time for practice. Students must be included in the planning stage because it is: Highly tasked oriented Aimed at mastery of every step Lesson objectives are student based Describe the testing situation and specify level of performance expected.

16 Guidelines for Effective Use Divide complex skills into subskills or to component steps so it can be taught easily and with precision. Design own strategy in teaching the skill. Rehearse all steps and should be observed and followed by the students. Assign practice for short periods of time. Continue learning by imitating others. Provide feedback and encouragement. Construct good performance-based test.

17 PROCEDURE

18 Procedure 1. Provide the rationale Explain rationale and objectives. Inform students of entire procedure and how long the lesson will take.

19 Procedure 2. Provide motivation and draw commitments from them 3. Demonstrate the skill Conduct the demonstration. Learning is achieved by observing others not trial and error.

20 Procedure 4. Provide guided practice Assign practice for short periods of time. Continue practice for complete mastery. 5. Check for understanding Performance evaluation Student should exhibit the skill mastered.

21 Procedure 6. Provide feedback It can be in: verbal, videotaping of performance, tests, and written comments 7. Provide extended practice and transfer

22 EXAMPLES OF DIRECT INSTRUCTION

23 Mini Lecture The mini-lecture is a one-way type of communication. The purpose of a mini-lecture is to impart knowledge. It is an efficient way of providing a small amount of information in a short period of time. Mini-lectures are effective when they are: minutes in duration, never longer than 20 minutes mixed with group discussion and demonstrations accompanied with visual aids such as overheads and flipcharts

24 Mini Lecture Example: presenting information on heart rate range before students calculate their own. The most appropriate way of assessing understanding is a combination of test items such as: Essay Short answer Multiple choice True and false.

25 Structured Overview This strategy refers to organizing and arranging topics or concepts to make them meaningful to students. Example: unit overview and how it fits into the rest of the year or semester. As this is usually used as an organizer, teachers are not likely to assess it.

26 Explicit Teaching This strategy involves six teaching functions: daily review presenting new material conducting guided practice providing feedback and correctives conducting independent practice weekly and monthly review Example: strategy for answering written questions.

27 Explicit Teaching As explicit teaching involves students interacting with content, the most appropriate way of assessing may be with a combination of test items, including performance tests.

28 Drill and Practice This strategy refers to the structured, repetitive review of previously learned concepts to a predetermined level of mastery. This strategy tends to focus on skills. In this curriculum the focus is on both physical and non-physical skills. Example: golf "circuit" using gymnasium and field.

29 Drill and Practice To assess level of skill, teachers will need to use performance assessments or performance tests. An example of a drill and practice assessment may be in movement patterns using performance cues for each movement pattern. Teachers need to establish criteria indicating what students are to do. The criteria are inserted into the templates for anecdotal records, rating scales, and checklists.

30 Compare and contrast This strategy involves looking for similarities and differences. Students: observe details and develop criteria identify similarities search and sort out differences based on criteria summarize Example: hockey slapshot versus golf 7-iron shot.

31 Compare and Contrast This strategy reaches the application level and higher on Bloom's Taxonomy. The four components of compare and contrast as listed above can be used as criteria in the templates for anecdotal records, checklists and rating scales.

32 Another example

33 T.R.G. That s all.