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Chapter 13

Chapter 13. Instructional Approaches. Chapter 13 Key points. Instruction Approaches - various ways teachers can organize and deliver the content to children Six instructional approaches have been found useful in teaching: Direct Instruction Task teaching Guided discovery Peer teaching

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Chapter 13

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  1. Chapter 13 Instructional Approaches

  2. Chapter 13 Key points • Instruction Approaches - various ways teachers can organize and deliver the content to children • Six instructional approaches have been found useful in teaching: • Direct Instruction • Task teaching • Guided discovery • Peer teaching • Cooperative learning • Child‑designed instruction

  3. Chapter 13 Key points • Variables affecting which instructional approach a teacher selects for a certain class at a certain time include: • Teacher beliefs • Goal of lessons • Skill and preference of teacher • Characteristics of students • Nature of content • Context of teaching

  4. Instructional Approach Goal Teacher Skills Student Characteristics Content Context Direct instruction Efficient skill learning Clarity Beginning learners New students Specific skills Whole class Task teaching Skill learning + independence Ability to monitor multifaceted environment Independent working skills Already learned skills; self-assessment; product-oriented tasks Large spaces Inquiry Skill learning + problem solving Questioning Beginning learners Exploration Whole class Cooperative learning Skill learning + group interdependence; individual responsibility Ability to design meaningful tasks Independent working skills Complex sequences; basic skills Groups Child-designed Skill learning + self-responsibility Ability to guide and monitor Ability to use time wisely; independent working skills Application of learned lessons Groups Peer teaching Skill learning + cooperation Active monitoring Independent working skills Simple, clear cues; limited performance Large spaces Large groups Characteristics of Six Instructional Approaches

  5. Characteristics of Six Instructional Approaches (cont)

  6. Characteristics of Six Instructional Approaches (cont)

  7. Characteristics of Six Instructional Approaches (cont)

  8. Chapter 13 Keypoints • Direct Instruction • Most common approach • Teacher directs response of students, telling them what to do, showing them what to do and then directing their practice • Most effective approach when • Goal is to have students learn and perform a specific skill • Teacher is looking for a specific response • Teacher has limited experience working with a group students • There is limited time for organization

  9. Chapter 13 Keypoints • Task Teaching • Structured approach allowing students to work alone or in partners to practice different specified tasks • Involves stations and task cards • Works well when students need to practice skills they have already been taught • Is effective if students: • Work well independently • Are able to function without close supervision

  10. Chapter 13 Keypoints • Task Teaching (cont) • Effective if teacher • explains stations/tasks well beforehand • Makes managerial aspects clear • Frequently checks with students to see how they are doing • Start with only a few stations/tasks

  11. Chapter 13 Keypoints • Guided Discovery • Entails teaching through questioning, encouraging children to think and problem solve • Two versions • Convergent InquiryChildren discover the same answer to a series of questions • Divergent InquiryChildren find multiple answers to a problem

  12. Chapter 13 Keypoints • Guided Discovery (cont) • Advantages include, encouraging children to: • Think independently to discover new and different approaches to performing skill • Solve questions related to teamwork and strategy • Explore a movement then they are not yet ready to learn a mature version of the skill

  13. Chapter 13 Keypoints • Peer Teaching • Uses peers in pairs/small groups to actively teach one another, the tasks the teacher planned and communicated to them • To be successful requires that • skill to be taught is simple • cues for observation clear • the performance easily measured

  14. Chapter 13 Keypoints • Cooperative Learning • Group work is carefully designed to promote: • Group interdependence • Problem solving • Individual responsibility • Provide for skill learning • To be viable, should integrate psychomotor, cognitive and personal-social responsibility goals • Formats include “pairs-check”, “jigsaw” and “co-op,co-op” (Kagan, 1990)

  15. Chapter 13 Keypoints • Child-designed Instruction • An approach allowing the child to be at the center of the learning activity, whilst teacher’s role is that of guide • Two strategies used • Child designed tasks • Contracts • To be successful, requires highly motivated and self-directed children, who have skills to work independently • Works well in dynamic situations after basic skills have been learned

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