3. Strategies of Teaching
• A way of “coordinating the implementation of
a set of procedures. A strategy combines
subject matter, techniques, and the skills for
implementing instruction.”
– Techniques for teaching
– Methods for monitoring
– Ideas for activities
– Means for assessing
4. Strategies
• The art of planning the course of action
• Coordinating the implementation of that plan
5. Strategies (cont.)
is to be done
it will get done
to assess results
is needed to put the plan into action
6. Tools of the Trade
• Arranging experiences
• Instructional techniques
• Monitoring and flexibility
7. Strategy
What is to be
accomplished
How it will be
accomplished
How to assess
the results
Resources (what)
to implement the
plan
8. Strategy
What is to be
accomplished
Specific objective or
a general goal
How it will be
accomplished
Methods,
procedures, lesson
plans
How to assess the
results
Observations,
formal tests
Resources (what)to
implement the plan
Teacher
capabilities, time,
materials
10. Multimedia Presentation
• More accurate representation of the real
world may come into the classroom
• How are computers and other technology
being used effectively in classrooms? Could
they be used better? Why or why not? How
are they being used ineffectively?
11. Guest Speakers
• “real” people
• Plan for contingencies – cancellations, early
finishes, etc.
12. Field Trips
• The best way to take students into the real
world
• Not as likely to happen because of logistics,
safety, and expense
13. Instructional Techniques
• How much thinking do you want your
students to do?
• What techniques best help students engage in
that level of thinking?
14. Instructional Techniques
• Number the categories of instructional
techniques in the order you think progresses
from the least sophisticated level of thinking
required to the most sophisticated level of
thinking required of the students.
• After you have ranked the techniques,
consider which levels of thinking are used the
least and which are used the most in typical
classrooms.
19. Bloom’s Taxonomy and Instructional
Techniques
Inquiry
Discovery
Learning
Mental
Modeling
Discussion
Question and Answer
Lecture
Drill and Practice
Direct Instruction
20. Teacher Centered
• Direct Instruction –
“teacher specifically
explains or
demonstrates a skill and
the student attempts to
replicate it.
• May be best for young
learners, slow learners,
and older learners if the
material is “new,
difficult, or
hierarchically arranged
• Drill and Practice –
emphasis is on
practicing previously
learned material or
working on retention of
new information.
21. Teacher Centered (cont.)
• Lecture – “impart information in a one-way
verbal transaction”
– Advantage – large amounts of information may be
transmitted to many learners
– Disadvantage – the instructor does all the work.
Retention rates are lower for learning that is
teacher centered.
22. Dialogue Oriented Techniques
In these next techniques,
• Students must reflect, including receiving,
assimilating, and accommodating information
with regard to his/her own experiences
• Students must evaluate and synthesize – near
the top of Bloom’s taxonomy
23. Dialogue Oriented Techniques (cont.)
Question and Answer – both students and the
instructor have some common knowledge
• Students may question the teacher
• Teacher may question the students
• Uses
– Practice with recall
– Assessment
– Encourage divergent thinking with use of open-ended
questions
Use of think-time or challenging initial responses often
improve on responses
24. Dialogue Oriented Techniques (cont.)
Discussion - involves the exchanging of ideas
- Uses
- Develop greater depth of ideas
- A means to problem solve
25. Student Focused Techniques
Mental Modeling – Helping students learn to direct
their own learning through modeling cognitive
processes involved with problem solving
Similar to the “I Wonder” scientific technique
In both, teachers demonstrate verbally how to
sequence the steps and use information
necessary to solve a problem
Group activity -Complete “mental modeling”
activity, p. 44 in text.
26. Student Focused Techniques (cont.)
Discovery- students’ personal experiences and
prior knowledge are utilized as foundations for
conceptual development. The students then
use this information to make inferences and
draw conclusions.
Exploration Application
Introduction Concept
Development
27. A Discovery Example
• No Sweat: A Quest to Understand Body Odor
• What are the advantages? Disadvantages?
28. Discovery Learning (cont.)
Challenges
- teacher will have to plan experiences and
activities so the students can find the information
they are supposed to gain.
- The discovery activity must lead to clarification of
the concept to be learned
Advantages
- utilizes children’s natural curiosity
- Provides structure without restricting thinking
29. Student Focused Techniques (cont.)
• Inquiry- involves using prior knowledge,
discovering new knowledge, and generating the
question to be answered.
Challenges
- students must be taught how to use inquiry
- requires much prep work from instructor
Advantages
- excellent technique for integrating curriculum
30. What to Use????
• Which are the best techniques to use? Why?
• When do we use each one?
• What are our goals when we choose one
technique over another?
• ASSIGNMENT: Using the NC Essential Standards
and Common Core in your grade level in which
you plan to teach, choose a concept for which
you will create a lesson using 3 of these
techniques. At least one of your ideas must
include a student focused technique.
31. Monitoring and Flexibility
• How is the lesson going?
– Are the students engaged?
– Am I getting the concept to be taught across to
the students?
– Am I meeting the needs of each student?
– Do I need to make any changes? If so, what
changes do I need to make? Must they be made
immediately? Do I need to move on or regroup?
33. What do we want to model?
• Rules for Teachers – 1872 & 1915 True or not
– enjoy!
• What about today?
• What about behavior outside of school?
• How do different cultures think about teacher
respect? Do teachers “have” or “earn”
respect?
34. Review
• Describe the 4 types of instructional
experiences?
• Name and define the teacher-focused,
dialogue oriented, and student-focused
instructional techniques.
• Explain monitoring and flexibility as used by
the best teachers
• Describe the type role models you expect
teachers to be
Notes de l'éditeur
Compare Instructional Techniques to Bloom’s Taxonomy.
