3. 1. Setting objectives and providing feedback
2. Nonlinguistic representations
3. Cues, questions, and advance organizers
4. Cooperative learning
5. Summarizing and note taking
6. Homework and practice
7. Reinforcing effort and providing recognition
8. Generating and testing hypothesis
9. Identifying similarities and differences
Nine(9) Categories of InstructionalStrategies
4. Setting Objective Providing Feedback
teacher can narrow the
focus of the students
should not be too
specific because
learning will be limited
should be adapt by
students to their own
personal needs and
desires
should be corrective in
nature
the timeliness of
feedback is essential to
its effectiveness
should be specific to a
criterion
students can provide
their own feedback
through on-going self-
evaluation
5. Nonlinguistic Representations
a variety of activities can help students to formulate
nonlinguistic representations
- use of graphic representations
- pictures
- mental images
- physical and technological models
- kinesthetic activities
these help to elaborate knowledge
6. Cues and Questions
Advance Organizers
should focus on what is important rather than on what is
unusual
higher-level questions produce deeper learning than
lower level-level questions
waiting at least three seconds before accepting
responses from students increases the depth of answers
questions are effective even before a lesson begins
are best used to give structure to information that is not
well organized
different types of organizers can be used for different
purposes and produce different results
7. Cooperative Learning
groups should rarely be organized by ability
groups should be small
teachers should take care not to overuse them
8. Summarizing and Note Taking
students must
keep, delete, and
substitute information
students must analyze
the information at a fairly
deep level
be aware of the explicit
structure of information
verbatim note taking is
the least effective way to
take notes
notes should be
considered works in
progress
should be used for study
guides for tests
the more notes
taken, the better
9. Homework
should increase as they progress from elementary
through high school
parental involvement in homework should be
minimal
the purpose should be identified and articulated
feedback should be provided
10. Reinforcing Effort
Providing Recognition
students are unaware of the direct effect that effort
has on success
students can learn that the effort they put into a task
has a direct effect on their success
strong belief in effort increases motivation
rewards do not have a negative effect on intrinsic
motivation
rewards are most effective when they are contingent
upon the attainment of some standard performance
abstract recognition (praise) is more effective in
improving performance than are tangible rewards
(candy)
11. Generating and Testing Hypotheses
can be approached in an inductive or deductive
manner
teachers must encourage students to explain their
hypotheses and conclusions
12. Identifying Similarities and Differences
teacher-directed activities deepen understanding
for students and increase their ability to use
knowledge
students should independently identify similarities
and differences
graphic and symbolic forms enhances students’
ability to identify and understand similarities and
differences
comparing, classifying, creating analogies, and
creating metaphors are four different forms of
identifying similarities and differences
13. Hill, Jane D. and Kathleen M. Flynn. Classroom Instruction
that Works with English Language Learners. Virginia, USA:
Association for Supervision and Curriculum
Development, 2006, pp. 5-103
Source:
Kia S. Soneja
BSE-ENG