1. Instructional strategies
CIC Session 3
Instructional strategies

2. 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

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

4. 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. 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

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

7. 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

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

9. 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

10. 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

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

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

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

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

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

16. Instruction
Inclusivity
Engagement

17. 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