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Instructional strategies Flashcards

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:

A

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

19
Q

SELECTION
OF
CONTENT –
TEACHER
DECISIONS

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?

A

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

21
Q

Intertask

A

(skill to skill)

22
Q

intratask

A

(within a skill)

23
Q

How should students progress from one level to
another?

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?

A

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

25
Q

THE SEVEN TEACHING STRATEGIES/APPROACHES

A
  1. Interactive teaching
  2. Station teaching
  3. Peer teaching
  4. Cooperative
    learning
  5. Self instructional strategies
  6. Cognitive strategies
  7. Team teaching
26
Q

Interactive teaching strengths:

A

-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
Q

INTERACTIVE
TEACHING WEAKNESSES

A

-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
Q

STATION TEACHING

A

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
Q

STATION
TEACHING -
STRENGTHS

A

-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
Q

STATION
TEACHING -
WEAKNESSES

A

-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
Q

Peer
assumes
one of
more of
the
teaching
functions

A

-Selection of content
-Communication of tasks
-Progression of content
-Provision for feedback and evaluation

32
Q

EER TEACHING -
STRENGTHS

A

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
Q

PEER TEACHING-WEAKNESSES

A

-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
Q

COOPERATIVE
LEARNING

A

Groups of learners work together to
achieve a task – usually a “project”
or task that requires a team

35
Q

COOPERATIVE LEARNING -STRENGTHS

A

-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
Q

COOPERATIVE
LEARNING WEAKNESSES

A

-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
Q

SELF-INSTRUCTIONAL – PERSONALIZED
SYSTEM OF INSTRUCTION

A

Teacher prepares instructional materials
ahead of time and students work
independently of teacher within the class or
outside of the class

38
Q

SELFINSTRUCTIONAL
- STRENGTHS

A

-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
Q

SELF-INSTRUCTIONAL -
WEAKNESSES

A

-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
Q

COGNITIVE STRATEGIES

A

Group of strategies that
seek to involved the
learner cognitively and
in higher order thinking

41
Q

COGNITIVE STRATEGIES -
STRENGTHS

A

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
Q

COGNITIVE
STRATEGIES -
WEAKNESSES

A

-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
Q

TEAM
TEACHING -
STRENGTHS

A

-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
Q

TEAM
TEACHING -
WEAKNESSES

A

-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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