Instructional strategies CIC Session 3 Instructional strategies

Outcome for today 5. Choose engaging teaching strategies that are appropriate for the course content and the large class setting, and align the large group instructional strategies with the learning outcomes and assessments 6. Identify students’ diverse needs and integrate inclusive practices to respond to the needs (just a bit) 8. Reflect on use of new assessment and teaching strategies, and their impact given the large class size

https://tinyurl.com/yxa4bwbd Google Doc Link https://tinyurl.com/yxa4bwbd

Listening is learning fallacy Doing, engaging in two-way discourse and thinking will aid learning and memory through development of strengthen neural pathways Retrieval follows prior knowledge that is encoded and can be retrieved to working memory New connections without active usage disintegrate – if you’ve just listened, more likely Unused connections also disintegrate If a network of neurons fire together, more likely they will hardwire together permanently (Hebb) 6 repetitions to encode

5 Take-Away Implications Limit listening Use indirect, cooperative, and experiential strategies for anything you care about Teach it just in time Connect to prior knowledge Metacognition is your friend

Working memory and cognitive overload Amount (7 plus or minus 2 ) Capacity (e.g. processing speed) Prior knowledge/experience Automaticity Age Attention

4 Take-Away Implications Practice anything you want to encode Separate need to know versus nice to know – get rid of nice Plan scope and sequence carefully Support to avoid cognitive overload

Listening is learning fallacy Low Medium High My prior knowledge My experience (doing) My motivation

Listening is learning fallacy Doing, engaging in two-way discourse and thinking will aid learning and memory through development of strengthen neural pathways Retrieval follows prior knowledge that is encoded and can be retrieved to working memory New connections without active usage disintegrate – if you’ve just listened, more likely Unused connections also disintegrate If a network of neurons fire together, more likely they will hardwire together permanently (Hebb) 6 repetitions to encode

Type of learning best suited to Instructional Types Type of instruction Use it when Type of learning best suited to Direct Learn about Factual, Procedural Indirect Think deeply Conceptual, Skill, Metacognitive Experiential Learn by doing Procedural, Conceptual, Skill Independent Make sense of it for yourself Interactive/Cooperative Doing with others

Duplicate the correct steps of a process Direct Indirect Experiential Independent Interactive/Cooperative

Classify parts of an idea Direct Indirect Experiential Independent Interactive/Cooperative

Generate a wide variety of potential causes Direct Indirect Experiential Independent Interactive/Cooperative

Connect to personal experiences and prior knowledge Direct Indirect Experiential Independent Interactive/Cooperative

What instructional method was selecting a good instruction strategy? What type of thinking am I asking for by asking the question above?

Instruction Inclusivity Engagement

Activity Redesign and Reflection Task Select an outcome that you are currently teaching by mostly lecture Discuss options with a partner or small group Identify different or additional instructional strategies you wish to use and plan for how to do that