Selecting and Implementing Selecting and Implementing Strategies of InstructionStrategies of Instruction

Chapter 11Chapter 11

Selecting and Implementing Selecting and Implementing Strategies of InstructionStrategies of Instruction

Chapter 11Chapter 11

Mrs. Angela RigneyMrs. Angela Rigney

Mrs. Bernice CobbsMrs. Bernice Cobbs

How does the teacher decide How does the teacher decide which strategies to implement?which strategies to implement?

Selecting strategies becomes a Selecting strategies becomes a less difficult problem when the less difficult problem when the teacher recognizes that teacher recognizes that instructional strategies are instructional strategies are derived from derived from five major sourcesfive major sources..

What are the five major What are the five major sources?sources?

ObjectivesObjectives as source as source SubjectSubject mattermatter as source as source StudentStudent as source as source CommunityCommunity as source as source TeachersTeachers as source as source

Objective as sourceObjective as source – strategy must – strategy must match learning objective; teaching match learning objective; teaching about “high jumping” will permit the about “high jumping” will permit the students to demonstrate they can students to demonstrate they can perform the objectiveperform the objective

Subject matter as source Subject matter as source – teacher – teacher needs to zero in on the essential needs to zero in on the essential knowledge and skills which will be knowledge and skills which will be reflective of the learnersreflective of the learners

Student as sourceStudent as source – teacher must know – teacher must know his or her students’ intellectual abilities his or her students’ intellectual abilities (For example, the teacher wouldn’t (For example, the teacher wouldn’t engage high school students in a game of engage high school students in a game of London BridgeLondon Bridge

Community as sourceCommunity as source – Teacher needs to – Teacher needs to understand communities values, needs, understand communities values, needs, beliefs, and moral in order to gain support beliefs, and moral in order to gain support for using techniques that are most for using techniques that are most effectiveeffective

Teacher as sourceTeacher as source – Through a – Through a reflective process, the teacher reflective process, the teacher should seek to expand his or her should seek to expand his or her thinking by developing more thinking by developing more than a single model of teaching. than a single model of teaching. Models of TeachingModels of Teaching

A variety of modeling is essential to A variety of modeling is essential to successful teacherssuccessful teachers

What defines a “style of What defines a “style of teaching”?teaching”?

A style of teaching is a set of A style of teaching is a set of personal characteristics and traits personal characteristics and traits that clearly identify the individual that clearly identify the individual as a as a uniqueunique teachers such as teachers such as

energy levelenergy level facial expressionfacial expression motivationmotivation interest in people. interest in people.

What are the Styles of What are the Styles of Teaching?Teaching?

The Task-OrientedThe Task-Oriented - specific - specific objectives must be mastered objectives must be mastered before moving to a new taskbefore moving to a new task

The Cooperative PlannerThe Cooperative Planner – all – all stakeholders are involved in the stakeholders are involved in the learning process (These learning process (These teachers encourage student teachers encourage student participation at all levels.)participation at all levels.)

The Child-CenteredThe Child-Centered – teacher – teacher provides a structure for students to provides a structure for students to pursue whatever they want to do pursue whatever they want to do or whatever interest themor whatever interest them

Subject-centered -Subject-centered -the teacher the teacher focuses on organized contentfocuses on organized content

Learning-centeredLearning-centered – the teacher – the teacher has has equalequal concern for the students concern for the students and for curricular objectives and for curricular objectives

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

What are the Styles of What are the Styles of Learning?Learning?

Eager beaversEager beavers Mules Mules Self-startersSelf-starters PloddersPlodders Shinning starsShinning stars SkepticsSkeptics

The teaching style of the teachers may The teaching style of the teachers may change as he or she monitors and change as he or she monitors and adjusts to his or her students’ style of adjusts to his or her students’ style of learning. learning.

What is the difference between generic What is the difference between generic and specific teaching skills?and specific teaching skills?

We define generic teaching skills as those We define generic teaching skills as those instructional skills or competencies that instructional skills or competencies that are are general in naturegeneral in nature and can be and can be employedemployed by teachers in by teachers in any fieldany field and at and at any levelany level..

We define specific teaching skills as We define specific teaching skills as specific abilities that must be specific abilities that must be demonstrated by the teachers in a demonstrated by the teachers in a particular field or level. For example, particular field or level. For example, a a foreign language teacher must be skilled in foreign language teacher must be skilled in the generic competency, while being the generic competency, while being unique to the language being taughtunique to the language being taught. .

How do teachers organize for How do teachers organize for instruction?instruction?

Unit and lesson planning include Unit and lesson planning include the following components:the following components:

GoalGoal ObjectivesObjectives StrategiesStrategies Learning resourcesLearning resources Evaluation techniquesEvaluation techniques ReflectionReflection

What are some “commonsense” What are some “commonsense” principles of teaching?principles of teaching?

Students learn more if teacher Students learn more if teacher expects them to learnexpects them to learn

Focus on the essential knowledge Focus on the essential knowledge and skills to be coveredand skills to be covered

Keep students engaged and on Keep students engaged and on tasktask

Provide ample practiceProvide ample practice Monitor students’ performanceMonitor students’ performance Care about their successCare about their success Know the studentsKnow the students

““Delivery System”Delivery System”

The ultimate purpose of The ultimate purpose of all strategies, styles, all strategies, styles, models, and skills is the models, and skills is the fosteringfostering of student of student achievementachievement

Works CitedWorks Cited

Oliva, Peter F. “Selecting an Oliva, Peter F. “Selecting an Implementing Strategies of Implementing Strategies of Instruction”. Instruction”. Developing the Developing the CurriculumCurriculum, 5, 5thth ed. ed. New York: New York: Longman, 2001, 362-399. Longman, 2001, 362-399.