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Instructional strategies Flashcards

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1
Q

Direct instruction:

A

Task-oriented but relaxed environment with a clear focus on academic goals
* Clear instructional goals and high
teacher monitoring
* Structured learning activities
* Immediate academically oriented
feedback

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2
Q

Indirect Instruction:

A
  • Teacher control of the learning process becomes shared with students
  • Content presented holistically
  • Student thinking, feeling, or interaction skills are built into learning experiences
  • Individual nature of student abilities, interests and needs receive more
    consideration
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3
Q

Teaching strategies (sometimes called approaches to teaching)
organize instruction so that

A

teaching functions are performed in
different ways

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4
Q

Teaching strategies: (Hows)

A

*How content is selected
* How tasks are communicated
* How the content progresses from one level to the next
* How the student is provided with feedback and evaluation

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5
Q

Teaching model examples:

A

-Movement education
-TGFU
-Sport education

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6
Q

SPECTRUM OF TEACHING STYLES -MOSSTON & ASHWORTH (2002) Style A,B,C,D,E,F,G

A

A- Command
B-Practice
C-Reciprocal
D-Self-check
E-Inclusion
F-Guided discovery
G-Divergent
H- Indvidual
I-learned iniated
J-Self-teaching

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7
Q

Style A: Command

A

-Teacher makes all decisions

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8
Q

Style B: Practice

A
  • Students work in pairs, one
    performs the other provides feedback
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9
Q

Style C: Reciprocal

A
  • Students work in pairs, one performs the other provides feedback
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10
Q

Style D: Self-check

A
  • Students assess their own performance against criteria
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11
Q

Style E: Inclusion

A
  • Teacher planned, student monitors their own work
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12
Q

Style F: Guided Discovery

A
  • Students solve teacher set
    movement problems with assistance
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13
Q

Style G: Divergent

A
  • Students solve problems without
    assistance from the teacher
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14
Q

Style H: Individual

A
  • Teacher
    determines the content. Students
    plans own program with teacher as
    the advisor
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15
Q

Style I:

A

Learner Initiated - Students plan own program with teacher as the
advisor

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16
Q

Style J: Self-Teaching

A
  • Student takes
    full responsibility for the learning
    process
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17
Q

Mosston’s styles- ISSUES

A

-Rarely does a teacher teach an entire lesson with one style
-Each teacher function involves the same set of decisions

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18
Q

Each strategy makes different decisions:

Study These Flashcards
A

-Selection of content
-Communication of the task
-Progression of content
-Provision for feedback and evaluation

19
Q

SELECTION
OF
CONTENT –
TEACHER
DECISIONS

Study These Flashcards
A

How can content be made more appropriate for different students?
Should each student be doing the same thing at the same time?
Should content be different for different students?
What level of student engagement should the content seek to develop?

20
Q

COMMUNICATION
OF TASKS: How should the content be communicated to the learner?

Study These Flashcards
A

-verbally by the teacher
-verbally by the student
-written handouts/task
cards
-computer programs
-audiovisual materials

21
Q

Intertask

Study These Flashcards
A

(skill to skill)

22
Q

intratask

Study These Flashcards
A

(within a skill)

23
Q

How should students progress from one level to
another?

Study These Flashcards
A
  • Who decides when a student progresses?
  • Should criteria be established for
    performance?
  • Should criteria be established ahead of time?
  • Should criteria be communicated to students?
    How?
24
Q

How does the
student
receive
information on
their
performance?

Study These Flashcards
A

Teacher observation
Peer feedback
Self-assessment
Environmental design
Formal testing
Video

25
THE SEVEN TEACHING STRATEGIES/APPROACHES
1. Interactive teaching 2. Station teaching 3. Peer teaching 4. Cooperative learning 5. Self instructional strategies 6. Cognitive strategies 7. Team teaching
26
Interactive teaching strengths:
-Teaching can be individualized based on alternative responses –giving students some choices -New content can be presented and adjusted midstream -Progression is based on previous responses of the student and can be made appropriate -Teacher is free to give feedback during activity
27
INTERACTIVE TEACHING WEAKNESSES
-Strategy is often abused by selecting one task for the whole class -Teacher plays dominant role in task communication limiting the role of the learner -Requires highly developed teacher analysis and observation skills -Teacher can’t get to all students to give feedback
28
STATION TEACHING
Teacher sets up two or more teaching stations with different tasks at each station * Selection of content – normally selected ahead of time – teacher can give choices at each station * Communication of tasks – done before students are sent off or through media at the station * Progression of content – normally no progression at a station * Provision for feedback and evaluation – can be built in as self-testing
29
STATION TEACHING - STRENGTHS
-Many tasks can be given at one time to individualize and have students working at different ability levels -Moving from one station to another is many times motivating for learners -Materials can be preplanned and established -Appropriate progressions can be built in materials
30
STATION TEACHING - WEAKNESSES
-Students need independent working skills -Communication of many tasks creates problems -Media used to communicate tasks are usually not used well by students -Quality of response is difficult to build into materials -Feedback is hard to provide when students are working on different tasks (- Feedback must be built in materials to students)
31
Peer assumes one of more of the teaching functions
-Selection of content -Communication of tasks -Progression of content -Provision for feedback and evaluation
32
EER TEACHING - STRENGTHS
Peer teacher profits from the process Many different tasks and levels of tasks can be provided Peer teachers often use simpler language to communicate Immediate feedback can be given to many students at one time Using peers for feedback is one of the best uses for peer teaching
33
PEER TEACHING-WEAKNESSES
-Peer teachers may be put in a difficult social relationship -Peer teachers are not qualified to select appropriate content -Peer teaching requires a lot of teacher structuring/time -Peer teachers do not have the experience to select appropriate teaching cues -Feedback must be guided by the teacher
34
COOPERATIVE LEARNING
Groups of learners work together to achieve a task – usually a “project” or task that requires a team
35
COOPERATIVE LEARNING -STRENGTHS
-Content is more holistic/meaningful -Content can be communicated directly by the teacher or indirectly through media -Teachers can build progressions into tasks – what to do first -Teachers can provide feedback during independent work of students – the teacher is free to move from group to group -Project usually has a culmination which can be evaluated
36
COOPERATIVE LEARNING WEAKNESSES
-Needs student independent working skills -Difficult to prepare content for heterogeneous groups -Takes time to prepare good materials -Requires more time to present holistic tasks -Progression is usually student decision -Not easy to separate individual from group contributions
37
SELF-INSTRUCTIONAL – PERSONALIZED SYSTEM OF INSTRUCTION
Teacher prepares instructional materials ahead of time and students work independently of teacher within the class or outside of the class
38
SELFINSTRUCTIONAL - STRENGTHS
-Content can be made appropriate for the individual -Learner can refer to materials when there is a question -Progression can be built into materials -Student can work in their own time and own pace
39
SELF-INSTRUCTIONAL - WEAKNESSES
-It takes a long time to prepare materials -Requires students to be independent learners -It is difficult to communicate what is important in movement through written materials -Pre-established progressions may not be appropriate -Feedback must be built into materials -Teachers spend a good deal of their time evaluating students
40
COGNITIVE STRATEGIES
Group of strategies that seek to involved the learner cognitively and in higher order thinking
41
COGNITIVE STRATEGIES - STRENGTHS
Can involve the learner more holistically (cognitive –affective and psychomotor) -Tasks can be presented using any organizational strategy (station teaching/selfinstructional/interactive) -Full range of teacher-student directed progressions can be used by this strategy -If used with more student independent work, teacher is free to give feedback
42
COGNITIVE STRATEGIES - WEAKNESSES
-Time spent in the cognitive is time taken from practice in the psychomotor area -Tasks take longer to prepare and present -Has strengths and weaknesses of other strategies used with it
43
TEAM TEACHING - STRENGTHS
-Can use expertise of two teachers -Can deliver other instructional functions using any strategy -Second teacher is free to individualize student work -Feedback and evaluation can be assigned to the free teacher
44
TEAM TEACHING - WEAKNESSES
-Requires more planning time -Requires teachers to work together well -Team teaching sometimes turns into “turn teaching” -Two groups of learners are often combined into one group – making group very large

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