1. Selecting and Implementing Strategies of Instruction Chapter 11
Mrs. Angela Rigney
Mrs. Bernice Cobbs

2. How does the teacher decide which strategies to implement?
Selecting strategies becomes a less difficult problem when the teacher recognizes that instructional strategies are derived from five major sources.

3. What are the five major sources?
Objectives as source
Subject matter as source
Student as source
Community as source
Teachers as source

4. Objective as source – strategy must match learning objective; teaching about “high jumping” will permit the students to demonstrate they can perform the objective
Subject matter as source – teacher needs to zero in on the essential knowledge and skills which will be reflective of the learners

5. Student as source – teacher must know his or her students’ intellectual abilities (For example, the teacher wouldn’t engage high school students in a game of London Bridge
Community as source – Teacher needs to understand communities values, needs, beliefs, and moral in order to gain support for using techniques that are most effective

6. Teacher as source – Through a reflective process, the teacher should seek to expand his or her thinking by developing more than a single model of teaching.
Models of Teaching
A variety of modeling is essential to successful teachers

7. What defines a “style of teaching”?
A style of teaching is a set of personal characteristics and traits that clearly identify the individual as a unique teachers such as
energy level
facial expression
motivation
interest in people.

8. What are the Styles of Teaching?
The Task-Oriented - specific objectives must be mastered before moving to a new task
The Cooperative Planner – all stakeholders are involved in the learning process (These teachers encourage student participation at all levels.)

9. The Child-Centered – teacher provides a structure for students to pursue whatever they want to do or whatever interest them
Subject-centered -the teacher focuses on organized content
Learning-centered – the teacher has equal concern for the students and for curricular objectives

10. Emotionally exciting and Its Counterpart – Teachers who enter the teaching-learning process with zeal, excitement, and high emotion.

11. What are the Styles of Learning?
Eager beavers
Mules
Self-starters
Plodders
Shinning stars
Skeptics
The teaching style of the teachers may change as he or she monitors and adjusts to his or her students’ style of learning.

12. What is the difference between generic and specific teaching skills?
We define generic teaching skills as those instructional skills or competencies that are general in nature and can be employed by teachers in any field and at any level.
We define specific teaching skills as specific abilities that must be demonstrated by the teachers in a particular field or level. For example, a foreign language teacher must be skilled in the generic competency, while being unique to the language being taught.

13. How do teachers organize for instruction?
Unit and lesson planning include the following components:
Goal
Objectives
Strategies
Learning resources
Evaluation techniques
Reflection

14. What are some “commonsense” principles of teaching?
Students learn more if teacher expects them to learn
Focus on the essential knowledge and skills to be covered
Keep students engaged and on task
Provide ample practice
Monitor students’ performance
Care about their success
Know the students

15. “Delivery System”
The ultimate purpose of all strategies, styles, models, and skills is the fostering of student achievement

16. Works Cited
Oliva, Peter F. “Selecting an Implementing Strategies of Instruction”. Developing the Curriculum, 5th ed. New York: Longman, 2001,