1. Instructional Strategies Dr. Shama Mashhood DCPS-HPE Senior Registrar Medical Education KMDC

2. Learning Is a relatively permanent change in behavior that comes about as a result of a planned experience, from the interaction between what we already know, information we encounter, and what we do as we learn.

3. Instruction is a series of planned experiences which brings about a relatively permanent change in behavior in learners

6. Learning/Instruction Learning and instruction are two side of one coin. David Howe 2006

7. STRATEGY An Individual’s approach to a taskAn Individual’s approach to a task how a person thinks and acts while –Planning –Executing –Evaluating performance on a task and its outcomes.

8. Strategy Instruction is instruction in how to learn and perform

9. Strategy: 1 (Opening Question) Open the lecture with a question give students a moment to think about their response ask few members of the class to answer

10. Benefit:1 (Opening Question) Easy to initiate Take very little time Small & large classes Focus attention on the day’s topic Connect new information from prior knowledge Feedback – what student know & don’t know about the material being presented

11. Strategy :2 (Think-Pair-Share) Pose a prepared question and asks individuals to think (or write) about it quietly Students pair up with someone sitting near them and share their responses verbally. Choose a few pairs to briefly summarize their ideas for the benefit of the entire class

12. Benefit : 2 (Think-Pair-Share) When used at the beginning of a lecture help students to: organize knowledge brain storm questions. When used latter in the session, help students to: summarize what they’re learning,

13. apply it to novel situations & integrate new information with what they already know Students’ active participation Takes 2-3 min. Works well with groups of various sizes Ideal for lecture based instructional method. Benefit:2 (Think-Pair-Share)

14. Strategy :3 (Focused Listing) Students recall what they know about a subject by creating a list of terms or ideas related to it. Students generate a list based on a topic presented. Topic may be related to that day’s or previous day’s material. Close the exercise by summarizing key points or themes or can ask randomly.

15. Benefit: 3 (Focused Listing) actively engage in learning material, feedback - (facilitator tailor the presentation)

16. Recall Generate ideas & terms Create connections Strategy: 4 (Brain Storming)

17. Benefit : 4 (Brain Storming) Beginning of a lecture, gain attention Focus on presented material Connect what they have just learned & the world outside classroom Large & small classes Completed in a minute

18. Strategy: 5 (Question Slide) Plan breaks for student’s question in advance (after every 15 min) Opportunity for facilitator to step back & interact with the students. Provide chance to students to reflect on the material

19. Benefit: 5 (Question Slide) Keep attention of the student less wandering Lecture become more understandable & memorable after it is over.

20. Facilitator is discussing the presentation material & moving through the slides A blank slide appear, Ask question at this moment & then go to the next part of lecture. Strategy: 6 (Blank Slide)

21. Benefit:6 (Blank Slide) Learner’s transfixed giving their full attention.

22. Strategy: 7 ( Frame good question) Students practice to ask & answers challenging questions In a pair form one pose a question & other answer it, then reverse the situation.

23. Benefit:7 ( Frame good question) Useful in teaching student how to frame good question Good questions can be highlighted in subsequent lectures or used on practice examination Encourage students to prepare for class,if facilitator asks students to formulate questions based on their reading.

24. Learners write in response of a question Strategy can be used at any point in a lecture. But at the end of lecture, provide feedback from learners Strategy :8 (One Minute CAT)

25. Benefit: 8 (One Minute CAT) One min. CAT help to assess how well student are learning the material What they understand & What are the gaps to be filled.

26. Strategy :9 (Multi Sensory Method) Use auditory, visual, kinesthetic & reading/writing multi sensory methods. Pictures, videos, thought provoking question, manikins, models.

27. Visual (Multi Sensory Method) Characteristics –Process new information best when visually illustrated Teaching Strategy –Help students visualize task –Graphics, illustrations, images, demonstrations

28. Auditory (Multi Sensory Method) Characteristics –Process new information when spoken Teaching Strategy –Verbal directions –Lectures, discussion –Arrange for speakers

29. Kinesthetic (Multi Sensory Method) Characteristics –Process new information when it can be touched or manipulated Teaching Strategy –Provide hands-on learning opportunities –Short breaks, move frequently –Focus on how things physically feel

30. Reading/Writing (Multi Sensory Method) Characteristics –Process new information best when written Teaching Strategy –Written instruction –Opportunities for writing –Opportunities for different kinds of reading

32. Five phase instructional design (combine content & learning strategies). 1.Preparation - activate background knowledge of strategies 2. Presentation - teacher models the use of the new strategy for a particular task and explains how and when to use it

33. 3. Practice - students practice the strategy in class activities 4. Evaluation - students evaluate their use of the strategy and its effectiveness for the task 5. Expansion - students extend the use of the strategy into new situations or tasks

34. Reflective practice:  Facilitator must engage in reflection  Thinking about what is taking place, what the options are & so on, in a critical & analytical way.  Re-examine goals so there is a cycle of continuous improvement. Instead of reliance on either instinct alone or prepackaged sets of techniques.

35. I hear – I tend to forget I hear and see – I usually remember I hear and see and do – I understand - Anonymous