Instructional Strategies Cindy Cregar EDD/544

What should I consider when choosing an instructional strategy?

Lecture…  Covers a large amount of information  Can be adapted to various groups and subject matter  Teacher must be able to communicate information in an effective and engaging way

Barriers  Lecturer must make sure to have adequate information; not too much or not too little  Deliver just the right amount of facts and inferences  Communication/feedback can be difficult to obtain  Students who are kinesthetic learners will struggle with the lecture strategy

Points to consider  Teacher is sole information giver  Students must be active listeners  Must have appropriate physical and physiological environment  Should use presentation aids, such as PowerPoint, Keynote, or other tools, digital or other wise, to help convey information  Teacher must be aware of non verbal cues, realizing facial expressions and body language that exhibits too much material has been given or lecture has gone on long enough

Lecture Strategy Examples  Introducing a topic a class will be studying, using technology (power point, slides, videos, other graphic designs) to help with prior knowledge  Inform students of a process they will be engaging in using charts, diagrams, directions, printed or digitally

Class Discussion  Teacher and class are both active participants in learning  Gives students opportunity to apply own knowledge of topic and express ideas  Allows students to practice thinking through a subject and defending their thoughts on the subject  Teaches students to evaluate and analyze their own perspectives as well as listen and respect others  Causes awareness of class readings and instruction

Barriers  Not all students will be motivated  Students may be apprehensive about sharing  Some students may hog conversation

Points to Consider  Takes time  Both teacher and students need to possess discussion skills  Students must be competent thinkers  Teacher must be ready with all types of questions to keep class discussion focused on task and moving in right direction  Students must learn to communicate thoughts, opinions, and ideas respectfully and actively listen to others

Class Discussion Strategy Examples  Class/Teachers discuss a big question like What is courage? What is courage not? Bullet idea on chart paper, board, or computer  On line classroom discussion using Google Classroom or KidBlog where students can comment and respond on question about short text or novel they are reading  Use Plickers to poll students on perceptions of character, theme, or just to answer questions about text

Small Group Communication  Enhances student motivations and fosters positive attitudes towards subject matter and learning  Students enjoy working in small groups  Develops problem-solving and decision-making skills in students  Enables students to share ideas and learn how to accept an give critiques

Barriers  Some student might allow others to do all the work  Some students might monopolize group and take over  Some students might have hard time staying on task without teacher direction  Students may not be able to read verbal or non-verbal cues of groups mates causing them to feel left out, intimidated, or inferior

Points to Consider  Time consuming  Group must be understand task to be accomplished  Students will probably need to be taught interpersonal skills that go along with collaborating  Students must learn to be active listeners and communicate and argue their opinions in a respectful manner  Can be noisy and seem chaotic  Teacher must carefully plan and organize task

Small Group Communication Examples  Small groups of students are given a list of character traits. As a group they must define and come up with characters that exemplify those traits. The groups will then disperse, and new groups will form with all members of each group becoming the teacher of his group’s traits.  Groups are assigned four short non-fiction texts that discuss people showing acts of courage. Each group will work together in listing the actual acts of courage as well as deciding and preparing to defend (as a group) which text demonstrated the greatest act of courage.

Differentiated Activities  Allows student to work at own level  Allows flexible grouping

Barriers  Time consuming for teacher  Students may be aware of why they are placed in particular groupings  Teacher must model for multiple activities

Things to consider  Students must be self –motivated  Teacher must be able to handle multiple activities at once  Requires pre- planning and data analysis

Differentiation examples  Students who pass pretest on point of view are given a more complex RAFT activity (role, audience, format, and topic) and they will have complete a writing assignment with more variables  Students who do not pass pretest on point of view are given a standard assignment reinforcing the skill  Students who are still unable to grasp concept may work in a small group with the teacher who will scaffold as necessary