12 Instructional Methods

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Objective Explain the role of all teachers in the development of critical-thinking skills. © michaeljung/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Instructional Methods Instructional methods may also be called instructional strategies or teaching strategiesInstructional methods instructional strategiesteaching strategies –Discussions –Skits –Demonstrations

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Objective Develop questions appropriate for instruction based on Bloom’s Taxonomy. © Dawn Shearer-Simonetti/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Engaging Learners in Critical Thinking Bloom’s Taxonomy contains six levels:Bloom’s Taxonomy KnowledgeAcquiring, recalling information ComprehensionUnderstanding, using information ApplicationUsing information learned in a new situation AnalysisExamining parts of a whole and their relationship SynthesisUsing parts in a new way to create EvaluationAssessing, judging value based on information continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Engaging Learners in Critical Thinking Lower levels are basic (elementary school) Upper levels are higher-order thinking skills that are required for critical thinking (middle and high school) In later childhood and adolescence, students develop the ability to think abstractly continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Engaging Learners in Critical Thinking Building students’ abilities to use progressively more complex thinking skills is a major goal of education Teachers begin to lay the framework for later critical thinking in elementary grades

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. For Discussion © Michael D. Brown/Shutterstock Identify how Bloom’s Taxonomy is used in this chapter of your textbook.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Objective Analyze a lesson, identifying the teaching strategies and use of questioning, examples, and closure. © Diego Cervo/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Key Instructional Skills Questioning Using examples Pacing Achieving closure

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Questioning A key part of almost every learning activity –Plan questions along with the lesson—provides structure for the lesson –Ask questions of varying difficulty—check all levels appropriate for students –Include open-ended questions—encourages higher-level thinkingopen-ended questions

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Encouraging Participation Create an atmosphere where all students feel comfortable participating Questions should be appropriate for students’ level Use questions to generate interest Allow wait time before calling on a studentwait time Vary methods of asking for responses

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. For Discussion © Michael D. Brown/Shutterstock How might you encourage participation from shy students?

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Responding to Students’ Answers If an answer is wrong, help lead students to the right answer If an answer is partially correct, acknowledge what is accurate first Pose follow-up questions during responses

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Responding to Students’ Questions To further discussion, counter with another question © Tony Wear/Shutterstock continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Responding to Students’ Questions If you cannot answer, acknowledge that and look it up later, or ask if anyone else can help Give brief answers to off-topic questions Help students understand which questions are inappropriate

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Using Examples Increases understanding by bringing information to life Helps students retain subject matter Start with simple examples and progress to more complex Ask students to provide examples to check their level of understanding

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Pacing Pacing should be neither too fast nor too slowPacing –Know your natural style—get feedback and adjust to meet learners’ needs –Look for signs of understanding—watch students reactions and use questions and activities to gauge understanding continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. –Alternate types of activities—helps keep students involved, attentive, and learning –Plan for smooth transitions—make sure too much time is not lost changing activities; use clear guidelines to minimize inappropriate behavior Pacing

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Achieving Closure Closure helps studentsClosure –reflect on what they have learned and apply it –draw conclusions Usually part of the Summary section of a lesson plan

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Objective Identify the characteristics and uses of specific types of instructional strategies. © Monkey Business Images/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Basic Teaching Strategies Teacher-centered methods: teachers present the information and direct the learning processTeacher-centered methods Learner-centered methods: teachers act as facilitators or guides, and students actively direct and achieve their own learningLearner-centered methods

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. For Reflection Would you be more comfortable using teacher-centered methods or learner-centered methods? Why? © Archipoch/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Used frequently in upper grades Puts students in the role of passive listeners Suitable for presenting factual information continued Lectures

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. To make lectures more effective, –keep the lecture period short –add visual elements –insert a question-and-answer session –provide partial outlines or written questions –prepare well-organized material –convey enthusiasm –make eye contact with students Lectures

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. A basic way of learning –Textbooks –Periodicals –Internet articles –Other research materials © Zurijeta/Shutterstock Reading

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. May be teacher- or learner-centered Starts with a stimulating question without a simple answer Teachers can use questions to guide the discussion toward the learning objective Discussion helps young children learn to take turns and respect others’ opinions Discussions continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. In group discussions, the students keep the discussion on task In panel discussions, the teacher acts as a moderatorpanel discussions moderator In debates, participants try to persuade others to their opposing points of view Discussions

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. The best way to teach a process Are usually teacher-centered To involve students, –have students make predictions –ask students to perform steps in the procedure –have the students prepare and present the demonstration Demonstrations

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Guest speakers bring outside expertise into the classroom and generate interest © Tomas Skopal/Shutterstock Guest Speakers continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Check school’s policies before inviting guests Prepare all participants ahead of time Make sure the experience is positive for all involved Guest Speakers

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Simulations feel like the real situation, but risks are eliminatedSimulations Examples include –computer-based simulations –skits –role playing –case studies Simulations

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. For Discussion When are simulations most effective as a learning tool? © Michael D. Brown/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Skits involve acting out storiesSkits Based on scripts written by the teacher or the students © CREATISTA/Shutterstock Skits continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Students play various parts Actively involve students in learning Adaptable to different ages, subject areas, and educational objectives Process of writing requires additional skills Skits

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. In role playing, the teacher describes a situation with an issue or problemrole playing Students act out roles of people in the situation –Base their actions and conversations on how they think the people would react –Work through the situation or solve the problem Role Playing

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Case studies involve groups of students working together to analyze a situationCase studies © Dawn Shearer-Simonetti/Shutterstock Case Studies continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Allow students to apply knowledge and skills to solve real-life issues Groups discuss possible solutions and agree on one Teachers can use case studies to actively involve students in dealing with real issues Case Studies

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Reflective responses prompt students to think deeply about what they have learnedReflective responses They help teachers get a sense of where students are in their learning Reflective Responses

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Offer students the opportunity to work with materials, ideas, people, or processes to solve a given problem Productive labs focus on producing an end productProductive labs Experimental labs use formal processes to research a problemExperimental labs Labs continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Teachers act as planners, organizers, and managers Clear instructions are essential Labs can be expensive © michaeljung/Shutterstock Labs

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. In cooperative learning, group members work together to achieve a common goalcooperative learning –Adaptable to most subjects/age groups –Also assesses individual accountabilityindividual accountability –Improves respect for others’ opinions, negotiation skills, self-esteem, and sense of responsibility Cooperative Learning

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. May be oral, visual, or both Helps students –share what they have learned –build communication skills –achieve a higher level of understanding Student Participation

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. For Reflection As a student, do you enjoy giving presentations? How might this impact your teaching career? © Archipoch/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Can be fun and challenging while building skills and reinforcing learning –Paper-and-pencil games—often word games that build language skills –Card games—help review factual information –Board games—encourage group skills, math skills; can be adapted to meet learning objectives Games continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. –Active games—encourage physical activity, good for kinesthetic learners, offer a change of pace in learning –Computer games—often targeted to meet specific learning needs; often have more than one level, allowing students to progress Games

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Objective Explain teachers’ primary considerations when deciding which teaching strategies to use. © ZouZou/Shutterstock

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Choosing Appropriate Teaching Strategies To choose, consider –student characteristics—ages and developmental abilities –the subject matter—may require repetition, creativity and exploration, or reinforcement –the teaching situation—must be practical for time, materials, space, equipment, and cost

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Key Points Instructional methods help teachers meet learning objectives Teaching skills include questions, examples, pacing, and closure Teaching strategies may be teacher-centered or learner-centered

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Review What type of questions encourage higher- level thinking?  open-ended questions ____ ____ between asking a question and calling on a student allows all students to mentally process the question and formulate their replies.  Wait time continued

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. Review What is the difference between a skit and role playing?  Skits are based on scripts and role playing is not. What should a teacher consider when choosing appropriate teaching strategies?  student characteristics, subject matter, teaching situation

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS Bloom’s Taxonomy. An analysis developed by Benjamin Bloom, that is used as a basis for understanding and teaching various levels of thought by dividing thinking skills into six levels.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS case studies. A teaching strategy in which students analyze a particular problem or story that requires a solution. closure. A summarizing process that helps students draw conclusions based on what they have learned.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS cooperative learning. A form of small-group learning that involves students working together to achieve a common goal. experimental lab. A lab experience that uses formal processes to research problems. individual accountability. Holding each person in a group responsible for participating and contributing.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS instructional methods. Basic teaching formats, such as lectures and discussions, used to develop specific learning activities. Also called instructional strategies and teaching strategies. instructional strategies. Basic teaching formats, such as lectures and discussions, used to develop specific learning activities. Also called instructional methods and teaching strategies.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS learner-centered methods. Teaching strategies in which the teacher acts as a facilitator, or guide, but students are actively involved in directing and achieving their own learning. moderator. In a panel discussion, the person responsible for the introduction, summary, and relaying questions to the panel.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS open-ended questions. Questions designed to require more than a few words as an answer. pacing. The rate at which a teacher presents components of a lesson or the lessons throughout the day.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS panel discussions. A discussion format in which a group of people present and discuss a topic and answer questions. productive lab. A lab experience that focuses on producing an end product.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS reflective responses. A teaching strategy that asks students to think deeply about a situation and describe that thinking process. role playing. A type of unscripted skit in which people take on particular roles and interact to resolve an issue or problem.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS simulations. Learning activities that put students in a situation that feels real even though the situation is not. Students function within that environment. skits. Scripted stories that involve students in learning through acting out parts.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS teacher-centered methods. Teaching strategies in which the teacher’s role is to present the information and to direct the learning process of students. teaching strategies. Basic teaching formats, such as lectures and discussions, used to develop specific learning activities. Also called instructional methods and instructional strategies.

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc. GLOSSARY OF TERMS wait time. A pause between asking a question and accepting an answer, designed to allow students to mentally process the question and to formulate their replies.