Chapter 13 Instructional Approaches

Key points Instruction Approaches - various ways teachers can organize and deliver the content to children Six instructional approaches have been found useful in teaching: Direct Instruction Task teaching Guided discovery Peer teaching Cooperative learning Child-designed instruction

Key points Variables affecting which instructional approach a teacher selects for a certain class at a certain time include: Teacher beliefs Goal of lessons Skill and preference of teacher Characteristics of students Nature of content Context of teaching

Characteristics of Six Instructional Approaches Instructional ApproachGoal Teacher Skills Student CharacteristicsContentContext Direct InstructionEfficient Skill Learning ClarityControl-level learners New Students Specific SkillsWhole Class Task TeachingSkill Learning + independence Ability to monitor multifaceted environment Independent working skills Already learned skills; self assessment; product oriented tasks Large Spaces

Characteristics of Six Instructional Approaches Instructional Approach GoalTeacher Skills Student Characteristics ContentContext Exploratory Instruction Skill learning + group interdependence; individual responsibility QuestioningPre-control learners; all learners with new content Exploration Concept Learning Whole Class Cooperative Learning Skill learning + group interdependence; individual responsibility Ability to design meaningful tasks Independent working skills Complex sequences; basic skills Groups

Characteristics of Six Instructional Approaches Instructional Approach GoalTeacher Skills Student Characteristics ContentContext Child DesignedSkill learning + self- responsibility Ability to guide or mentor Ability to use time wisely; independent working skills Application of learned lessons Groups Peer-TeachingSkills learning + cooperation Active monitoring Independent working skills Simple, clear cues; limited performance Large spaces; large groups

Key Points 1. Direct Instruction Most common approach Teacher directs response of students, telling them what to do, showing them what to do and then directing their practice Most effective approach when Goal is to have students learn and perform a specific skill Teacher is looking for a specific response Teacher has limited experience working with a group students There is limited time for organization

Key Points 2. Task Teaching Structured approach allowing students to work alone or in partners to practice different specified tasks Involves stations and task cards Works well when students need to practice skills they have already been taught Is effective if students: Work well independently Are able to function without close supervision

Key Points 2. Task Teaching (cont) Effective if teacher explains stations/tasks well beforehand Makes managerial aspects clear Frequently checks with students to see how they are doing Start with only a few stations/tasks

Key Points 3. Exploratory Instruction – Entails teaching through questioning, encouraging children to think and problem solve – Allows children to ‘create’ movement rather than reproduce movement – Two versions i. Convergent Inquiry Children discover the same answer to a series of questions ii. Divergent Inquiry Children find multiple answers to a problem

Key Points 3. Exploratory Instruction (cont) – Advantages include, encouraging children to:  Think independently to discover new and different approaches to performing skill  Solve questions related to teamwork and strategy  Explore a movement then they are not yet ready to learn a mature version of the skill

Key Points 4. Peer Teaching Uses peers in pairs/small groups to actively teach one another, the tasks the teacher planned and communicated to them To be successful requires that skill to be taught is simple cues for observation clear the performance easily measured

Key Points 5. Cooperative Learning Group work is carefully designed to promote: Group interdependence Problem solving Individual responsibility Provide for skill learning To be viable, should integrate psychomotor, cognitive and personal-social responsibility goals Formats include “pairs-check”, “jigsaw” and “co- op,co-op” (Kagan, 1990)

Key Points 6. Child-designed Instruction – An approach allowing the child to be at the center of the learning activity, whilst teacher’s role is that of guide – Two strategies used  Child designed tasks  Contracts – To be successful, requires highly motivated and self-directed children, who have skills to work independently – Works well in dynamic situations after basic skills have been learned