Instructional Strategies

Instructional Strategies Elaine Jordan June 7, 2009 MSIDT 535 Summer, 2009 Dr. Gautreau, Instructor ENTER

Families Information Processing To make sense of the world Social To build learning communities Personal To encourage independence, self-awareness and responsibility Behavioral Systems To modify behavior Click on a family to learn more

Information Processing Family Choose a model in this family to make sense of self and society by: • Acquiring and organizing data • Sensing problems & generating solutions • Developing concepts & the language to convey those concepts Return to To Models Families

Information Processing Family Models Concept Attainment Learning concepts Click Advanced Organizers Provides cognitive structure for comprehension of material. Used in conjunction with other model(s) Click Mnemonics Memorize and assimilate information Click Synectics Creative thought for problem solving & writing, to gain new perspectives Click Inductive Thinking Analyze information & create concepts Picture-Word Inductive Thinking and concept attainment models for print literacy (reading, writing, listening, speaking) & language Return to Scientific Inquiry Collect & analyze data, check out hypotheses & theories, reflect on the nature of knowledge construction Families

Information Processing FamilyConcept Attainment Model • Application: • Acquiring new concepts • Inductive reasoning • As an evaluation tool Phase 1: Presentation of data and identification of concept • Teacher presents labeled examples • Students compare attributes in positive and negative examples • Students generate and test hypotheses • Students state a definition according to the essential attributes Phase II: Testing Attainment of the Concept • Students identify additional unlabeled examples as yes/no • Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes • Students generate examples Phase III: Analysis of Thinking Strategies • Students describe thoughts • Students discuss role of hypotheses and attributes • Students discuss type and number of hypotheses • Support System: • Carefully selected & organized materials & data • Discrete units (examples) • Social System: • Moderate structure. • Teacher controls sequence • Open dialogue occurs in the latter phases • Student interaction is encouraged. • Developers: • Jerome Bruner • Fred Lighthall • Tennyson & Cocchiarella • Bruce Joyce • Principles of Reaction: • Give support but emphasize the hypothetical nature of the discussion • Help students balance one hypothesis against another • Focus attention on specific features of examples • Assist students in discussing and evaluating their thinking strategies Return to Models Families

Information Processing FamilyAdvanced Organizer Model Phase 1: Presentation of advance organizer • Clarify the aims of the lesson • Present organizers • Identify defining attributes • Give examples or illustrations where appropriate • Provide context • Repeat • Prompt awareness of learner’s relevant knowledge and experience Phase II: Presentation of learning task or material • Present material • Make logical order of learning material explicit • Link material to organizer Phase III: Strengthen Cognitive Organization • Use principles of integrative reconciliation • Elicit critical approach to subject matter • Clarify ideas • Apply ideas actively (such as by testing them) • Application: • Structure extended curriculum sequences. • To instruct students systematically in key ideas. • Support System: • Well organized material • Data rich • Social System: • Highly structured • Requires active collaboration between teacher and learner Return to • Principles of Reaction: • Negotiation of meaning • Responsively connecting organizer and material • Developers: • David Ausubel • Lawton & Wanska Models Families

Information Processing FamilyMnemonics Model Phase 1: Attending to the material • Use techniques of underlining, listing, reflecting Phase II:Developing Connections • Make material familiar • Develop connections using these system techniques: • Key-work • Substitute-word • Link-word Phase III: Expanding Sensory Images • Use techniques of ridiculous association and exaggeration • Revise Images Phase IV: Practicing Recall • Practice recalling the material until it is completely learned • Application: • Memorization • Increase capacity to store & retrieve information • Teach students how to memorize information • Support System: • All customary devices • Most useful: • Pictures • Concrete aids • Films • Other audiovisual materials Social System: Cooperative Teacher/student become a team Student takes more initiative as they obtain control over the strategy Return to Developers: Michael Pressley Joel Levin Richard Anderson • Principles of Reaction: • Help students identify key items, pairs & images • Offer suggestions but work from student’s frames of reference (familiar elements must be primarily from students’ storehouse of material) Models Families

Information Processing FamilySynectics Model: Strategy One Creating Something New Phase 1: Description of the present condition • Students describe situation/topic as they see it now • Phase II: Direct analogy • Students suggest direct analogies, select one, and explore (describe) it further • Phase III: Personal analogy • Students “become” the analogy they selected in phase II • Phase IV: Compressed conflict • Students take their descriptions from phases II & III, suggest several compressed conflicts, and choose one. • Phase V: Direct analogy • Students generate and select another direct analogy, based on the compressed conflict • Phase VI: Reexamination of the original task • Students move back to original task or problem & use the last analogy and/or the entire synectics experience • Application: • Creative writing • Exploring social problems • Problem solving • Creating a design or product • Broadening perspective of a concept Support System: No special system needed Social System: Moderately structures Teacher initiates phases Students’ responses are open Norms of creativity & “play-of-fancy” are encouraged Rewards are internal Developers: William Gordon Return to • Principles of Reaction: • Encourage openness, non-rational, creative expression • Accept all student responses • Select analogies that help students stretch their thinking • Model, if necessary Models Strategy Two Families

Information Processing FamilySynectics Model: Strategy Two Making the Strange Familiar Phase 1: Substantive Input • Teacher provides information on new topic • Phase II: Direct analogy • Teacher suggests direct analogy & asks students to describe analogy • Phase III: Personal analogy • Students “become” the analogy • Phase IV: Comparing analogies • Students identify and explain the points of similarity between the new material and the direct analogy • Phase V: Explaining differences • Students explain where the analogy does not fit • Phase VI: Exploration • Students re-explore the original topic on its own terms • Phase VII: Generating Analogy • Students provide their own direct analogy & explore similarities & differences • Application: • Creative writing • Exploring social problems • Problem solving • Creating a design or product • Broadening perspective of a concept Support System: No special system needed Social System: Moderately structures Teacher initiates phases Students’ responses are open Norms of creativity & “play-of-fancy” are encouraged Rewards are internal Developers: William Gordon • Principles of Reaction: • Encourage openness, non-rational, creative expression • Accept all student responses • Select analogies that help students stretch their thinking • Model, if necessary Return to Models Families

Social Family Choose a model in this family to build learning communities by: • Working together to build synergy • Developing cooperative relationships Return to To Models Families

Social Family Models Partners in Learning Cooperative learning Role Playing Understand social behavior Group Investigation Cooperative inquiry into social & academic problems Jurisprudential Inquiry Study social issues (case studies) Return to Families

Personal Family Choose a model in this family for perspective of selfhood of the individual: • To understand ourselves better • To take responsibility for our education • To reach beyond our current development Return to To Models Families

Personal Family Models Nondirective Teaching Partnership between teacher and student (counseling theory) Enhancing Self-esteem Building self-esteem, self-actualization, and self-understanding Return to Families

Behavioral Family Choose a model in this family to modify behavior in response to feedback • Self-correcting communication system • Also called social learning theory, behavior modification, behavior therapy, cybernetics • Stimulus response feedback modification Return to To Models Families

Behavioral Family Models Mastery Learning and Programmed Instruction Systematic learning process of dividing material into units, sequencing, and testing for mastery at each level Click Direction Instruction Process of having clear objectives, activities related to objectives, monitoring progress, feedback, & improvement Click Simulations Learning activities presented in less-than-real-life environment Click Return to Families

Behavioral FamilyMastery Learning & Programmed Instruction • Phase 1: Identify objectives • Identify sets of major objectives that represent the purposes of the course or unit Phase II: Chunk the content • Divide larger substance into sets of relatively small learning units, each one accompanied by its own objectives, which are parts of the larger ones or thought essential to their mastery. Phase III: Identify materials and strategies • Identify learning materials and select instructional strategy Phase IV: Test • Test to measure student’s progress (formative evaluation) and identify the particular problems each student is having. Feedback is given to the student as reinforcement Phase V: Provide supplementary Instruction • Data from tests are used to provide supplementary instruction to the student to help overcome problems Application: Individual instruction where each pupil works at their own rate through units of study Individual demonstration of degree of mastery Develop self-initiation & self-direction of learning Foster development of problem solving through processes Encourage self-evaluation & motivation for learning Support System: Modular curriculum developed by applying systems analysis procedures to curriculum materials development Social System: Highly structured for individual, independent learning Developers: Benjamin Bloom James Block Principles of Reaction: Provide assistance to students when needed Provide instruction to groups and individuals Return to Models NOTE: Mastery learning & programmed instruction provide a framework for planning instructional sequences allowing enough time for each student to develop mastery of a subject through individualized instruction Families

Behavioral FamilyDirect Instruction Model • Phase 1: Orientation • Teacher established content of the lesson • Teacher reviews previous learning • Teacher establishes lesson objectives • Teacher establishes the procedures for the lesson Phase II: Presentation • Teacher explains/demonstrates new concepts or skill • Teacher provides visual representation of the task • Teacher checks for understanding Phase III: Structured Practice • Teacher leads group through practice examples in lock step • Students respond to questions • Teacher provides corrective feedback for errors and reinforces correct practice Phase IV: Guided Practice • Students practice semi-independently • Teacher circulates, monitoring student practice • Teacher provides feedback through praise, prompt, and leave Phase V: Independent Practice • Students practice independently at home or in class • Feedback is delayed • Independent practices occur several times over an extended period Application: Study of basic information & skills in core curriculum areas • Support System: • Sequenced learning tasks Social System: Highly structured Developers: Tom Good JereBrophy Carl BereiterZiggyEnglemanWes Becker Return to Models Principles of Reaction: Provide knowledge of results, help students pace themselves, offer reinforcement Families

Behavioral FamilySimulations Model Phase 1: Orientation • Present the broad topic of the simulation & concepts to be incorporated into the simulation activity • Explain simulation & gaming • Provide overview of the simulation Phase II: Participant Training • Set up the scenario (rules, roles, procedures, scoring, types of decisions to be made, goals) • Assign roles • Hold abbreviated practice session Phase III: Simulation Operations • Conduct game activity & game administration • Obtain feedback & evaluation (performance & decision effects) Phase IV: Participant debriefing (any/all of the following) • Summarize events & perceptions • Summarize difficulties & insights • Analyze process • Compare simulation activity to real world • Relate simulation activity to course content • Appraise and redesign the simulation Application: Stimulate learning about: Competition Cooperation Empathy Social system Concepts Skills Efficacy Paying the penalty The role of chance Ability to think critically Support System: Carefully structured base of resource materials Social System: Nonthreatening environment Cooperative environment Teacher: selects materials, organizes & coaches Developers: Carl Smith Mary Smith Return to Principles of Reaction: Supportive, observing & helping students cope with problems Models Families

Instructional Strategies