Strategies and Styles of Instruction: Models and Skills for Effective Teaching

1. Selecting and Implementing Strategies of Instruction Chapter 11

2. Deciding on Instructional Strategies • Five major sources of strategies: • Objectives as source • Subject matter as source • Student as source • Community as source • Teacher as source

3. Styles of Teaching • Task-Oriented • Cooperative Planner • Child-Centered • Subject-Centered • The Learning-Centered • Emotionally Excited and its Counterpart

4. Styles of Learning • Can a teacher change his/her style? • Should a teacher change his/her style? • What is your style?

5. Models of teaching • Bruce Joyce - 25 models • Joyce, Weil & Showers - 16 models • Gunter, Estes, & Schwab - 19 models

6. Style - the unique personal qualities that a teacher develops over the years to distinguish him/her from other teachers • Model - generalized role a pattern of • Methods - such as discussion leader, television instructor of foreign language informant

7. Skills of teaching - are those generic and specific competencies necessary to design and carry out instruction • Generic skill - lesson planning that is pertinent to all levels • Specific skill - (ex.) the ability to teach pupils to perform the division of whole numbers

8. Unit plan - is a mean of organizing the instructional components for teaching a particular topic or theme • In order to reach your long-term goals you need daily planning or objectives to reach your ultimate goals

9. What do you use in your classroom? • Presentation of instruction

10. Evaluating Instruction Chapter 12

11. Terms • A. Pre-assessment - 2 types - one to evaluate the pupil’s possession of prerequisite knowledge and or skills to begin study of new subject matter; the other determine whether pupils have already mastered the subject matter to be presented.

12. Formative evaluation - evaluation that takes place during the process of instruction, this is necessary to monitor both pupil progress and ongoing success of the instructional program.

13. Summative evaluation - evaluation that comes at the end of instruction, as represented in a final examination.

14. B. Norm referenced measurement - a student’s achievement on tests is compared to other students’ achievement; these type test are used when selection must be made from among a group of persons.

15. Criterion referenced measurement - a student’s achievement is compared to a predetermined criterion of mastery; these test are used to determine whether students achieved the objectives specified in advanced.

16. Performance based assessment - a personalized approach to the demonstration of prespecified outcomes. Ex. logs, reports, essays, notebooks, simulations, demonstrations, construction activities, self-evaluation and portfolios

17. Traditional assessment - is traditional essay, short answer, fill in the blank or standardized test • Performanced based assessment - requires more creativity from the student and cuts down on homework; the use of different and varied assessment would probably be the best answer.