Instructional Strategies Chapter Thirteen Educational Psychology Developing Learners

Instructional Strategies Chapter Thirteen Educational Psychology: Developing Learners 6 th edition Jeanne Ellis Ormrod

Planning and carrying out instruction is part of an interdependent network. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Overview of Instructional Strategies Instructional strategies can be subdivided into teacher- directed and learner-directed instruction: Teacher-directed instruction Teacher sets up and directs most if not all aspects of class instruction, objectives, etc. Learner-directed instruction Students have considerable say in the issues addressed in class as well as how to address them. This type of instruction is more interactive, hands-on, and collaborative. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Instructional Planning An effective classroom does not just “happen. ” It is the result of considerable advance planning. Teachers with effective classrooms Identify the knowledge and skills they want students to acquire Determine an appropriate sequence of learning activities Develop activities that promote maximal learning and keep students motivated and on-task Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Identifying the Goals of Instruction An instructional goal is a desired long-term outcome of instruction. An instructional objective is the desired outcome of a lesson or unit. Objectives should be what helps you and your students reach your goal. Students should be told what the objectives of a lesson are. This helps them focus their attention, allocate their study time, and more effectively use metacognitive strategies. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Formulating Useful Goals & Objectives Goals and objectives should be as clear as possible and give us concrete guidance. Include goals at varying degrees of complexity and sophistication Bloom’s taxonomy can help broaden our view of what students should learn. Focus on what students should do, not on what teachers should do Describe the ultimate outcomes of instruction Identify both short-term and long-term goals Provide opportunities for students to identify their own goals and objectives Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Examples of Useful Objectives “The student will identify the main thesis or argument in a scholarly paper. ” “The students will demonstrate effective ways of kicking, dribbling, and passing the ball. ” "Given a sentence written in the future tense, the student will be able to rewrite the sentence in the past tense with no errors. ” Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Developing a Lesson Plan A lesson plan should include the following: The goal(s) or objective(s) of the lesson Instructional strategies and the sequence in which they will be used Instructional materials required Assessment method(s) planned Reviewing a lesson plan allows the teacher to determine if goals or objectives are (for example) realistic, too simplistic, etc. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Conducting a Task Analysis A task analysis can help break down a large instructional task. It analyzes the components of the task and identifies the specific knowledge, behaviors, or cognitive processes necessary to master the skill. The three general approaches to a task analysis are: Behavioral analysis: Identify the specific behaviors required to perform a task Subject matter analysis: Break down the subject matter into specific topics, concepts, and principles Information processing analysis: Specify the cognitive processes involved in the task Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Three Ways of Analyzing a Task Behavioral Analysis Driving a standard transmission Subject Matter Analysis Information Processing Analysis Reading music Solving a word problem • Turning on ignition • Treble & bass clefs • Steering • Shifting gears • Braking • Measures • Whole, half, & quarter notes Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition • Defining the problem • Identifying appropriate operations • Applying operations Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Approaches to Instruction Expository Instruction An approach in which information is presented in more or less the same form in which students are expected to learn it Hands-On Practice Activities An approach where students are actually doing something rather than just hearing or reading about it Interactive and Collaborative Approaches An approach where the classroom is based on social interaction between students Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Expository Instruction Basic principles that improve the effectiveness of expository instruction: An advance organizer: Introduction to a lesson that provides an overall organizational theme for the lesson Connections to prior knowledge An organized presentation The use of various signals used to draw students’ attention to important parts The use of visual aids Appropriate pacing of the lesson The use of summaries that help students review and organize material and identify main ideas Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Methods & Formats of Expository Instruction Lectures and Textbooks Students must be cognitively active (paying attention, using elaboration, etc. ). Mastery Learning Students must learn one topic thoroughly before moving to the next topic. Direct Instruction Teachers use a variety of techniques (questioning, guided and independent practice, explanations) to promote learning of basic skills. Computer-based instruction Instruction is provided via computer technology. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Methods & Formats of Hands-On & Practice Activities Discovery Learning Students develop an understanding of a topic through firsthand interaction with the environment. Students are required to construct knowledge themselves rather than just “receive” it. In-class Activities should clearly define task and purpose, capture students’ attention and interest, and accommodate diversity. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Methods & Formats of Hands-On & Practice Activities Computer Simulations and Applications Promote higher-level thinking within the context of gamelike or authentic tasks E. g. , dissecting a frog via a computer program (simulation) or using word processing programs for an assignment (application) Homework Assignments should be used primarily for diagnostic purposes. Assignments should provide the information and structure students need to complete it without assistance from others. Teachers should give a mixture of required and voluntary assignments. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Methods & Formats of Hands-On & Practice Activities Authentic Activities Classroom activities similar to those students are apt to encounter in the outside world Examples include: Constructing maps of the local community Writing a letter to the editor of the local newspaper Identifying various food chains in the local forest Comparing different newspaper accounts of a current event to identify possible biases in reporting Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Interactive & Collaborative Approaches Includes teacher questions, class discussions, reciprocal teaching, cooperative learning, and peer tutoring Teacher questions Provide information about students’ prior knowledge and possible misconceptions Focus students’ attention Assess how much learning is actually occurring Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Teacher Questions Teacher questions can come in two forms: Lower-level questions require students to express what they’ve learned in essentially the same way they learned it. Higher-level questions require students to engage in higher-level thinking and encourage more elaboration and knowledge construction. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Interactive & Collaborative Approaches Class Discussions Guidelines for promoting effective classroom discussions: Focus on topics that lend themselves to multiple perspectives, explanations, or approaches Make sure students have enough prior knowledge about a topic to discuss it intelligently Create a classroom atmosphere conducive to open debate and constructive evaluation of ideas Use small-group discussions to encourage all students to participate Provide a structure to guide the discussion Give students guidance about how to behave Provide closure at the end of the discussion Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Interactive & Collaborative Approaches Reciprocal Teaching An approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates Models effective reading and learning strategies Supported by empirical research Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Interactive & Collaborative Approaches Cooperative Learning This approach to instruction has students work with a small group of peers to achieve a common goal and help one another learn. When designed and used correctly, cooperative learning activities are very effective. Students at lower ability levels show higher academic achievement, as do females and other minority students. Students often show higher self-efficacy, express more intrinsic motivation to learn material, and exhibit more selfregulation. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Making Cooperative Learning Effective Form groups of students who are likely to work together productively Provide clear goals toward which groups should work Assign each group member a specific task or role within the group Make individual students accountable for their achievement Serve as a resource and monitor group interactions Provide critical information and insights only when a group is unlikely or unable to provide such information and insights for itself. Make students individually accountable for their achievement, but also reinforce group success Ask students to evaluate their effectiveness in working as a group Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Interactive & Collaborative Approaches Peer Tutoring An approach to instruction in which students who have mastered a topic teach those who have not May lead to greater academic gains than either mastery learning or traditional whole-class instruction Benefits both the tutor and the student Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Promoting Effective Peer Tutoring Make sure tutors have mastered the material they are teaching and use sound instructional techniques Provide a structure for students’ interactions Be careful that your use of higher-achieving students to tutor lower-achieving students is not excessive or exploitative Use peer tutoring to help students with special education needs Make sure that all students have experiences tutoring their classmates Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Taking Student Diversity into Account The instructional strategy (or strategies) you select will often depend on students’ ages, developmental level, and prior knowledge and skills. Some strategies adapt themselves well to a variety of student abilities and needs. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.