Learning and Teaching Strategy Direction Instruction Teaching as

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Learning and Teaching Strategy Direction Instruction

Learning and Teaching Strategy Direction Instruction

Teaching as Decision Making • When planning a lesson, teacher must identify: • Content

Teaching as Decision Making • When planning a lesson, teacher must identify: • Content and processes to be addressed • The strengths, needs and interests of students • Most effective instructional approaches

Effective Teaching • “Effective teaching is not a set of generic practices, but instead

Effective Teaching • “Effective teaching is not a set of generic practices, but instead is a set of contextdriven decisions about teaching. ” • “Effective teachers do not use the same set of practices for every lesson … Instead what effective teachers do is constantly reflect aboutt heir work, observe whether students are learning or not, then adjust their practices accordingly. ”

Conceptual Base

Conceptual Base

• Instructional Strategies Direct Interactive Experiential • Instructional Methods • Lecture • Case

• Instructional Strategies Direct Interactive Experiential • Instructional Methods • Lecture • Case Studies • Debate • Cooperative Learning • Enquiry • Group • Role Discussion Play

Instructional Strategy • Strategies determine the approaches a teacher may take to achieve learning

Instructional Strategy • Strategies determine the approaches a teacher may take to achieve learning objectives • • Direct Interactive Experiential Independent

Instructional Methods I • Direction Instructions • • • Lectures Explanation and Demonstrations Guest

Instructional Methods I • Direction Instructions • • • Lectures Explanation and Demonstrations Guest Speakers Guided Readings Didactic Questions Structured Overview

Strengths • • • Conveys large amounts of information Provides detailed information on concepts

Strengths • • • Conveys large amounts of information Provides detailed information on concepts Involves step-by-step instruction for skill acquisition Teacher decides what will be taught: highly teacher directed Easier to plan and use

Fitness for purpose • • Time Physical Environment Class size Cost Content knowledge Learning

Fitness for purpose • • Time Physical Environment Class size Cost Content knowledge Learning materials Teaching style / teacher background Learning style / student background

Key to success • If the presenter is: • Knowledgeable, perceptive, engaging and motivation

Key to success • If the presenter is: • Knowledgeable, perceptive, engaging and motivation üThen direction instruction can : • • Stimulate reflection Challenge the imagination Enhance curiosity Develop a sense of inquiry

Limitations • • • Emphasizes Listening Student: passive Requires an attentive audience Get little

Limitations • • • Emphasizes Listening Student: passive Requires an attentive audience Get little feedback from students Difficult to develop higher-order thinking

Appropriateness • • • Fundamental Theory / Rules Historical Events (Timeline) Biographies of Religious

Appropriateness • • • Fundamental Theory / Rules Historical Events (Timeline) Biographies of Religious Figures Large amount of information (Table form) Declaration Law and Ordinance

Suggested topic • Theory of Conduct • Lecture: The definition of the Act. Utilitarianism

Suggested topic • Theory of Conduct • Lecture: The definition of the Act. Utilitarianism and Rule-Utilitarianism • Development of Buddhism in India • Guest speaker • History between the Two Testaments • Lecture + Reading materials

Thank You

Thank You

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