Teaching Methods Indirect Instruction Strategies Gary D Borich

Chapter Overview • What is indirect instruction? • Conditions for learning • Goals of constructivist teaching • Examples of problem solving strategies • Generalization and discrimination • Comparing direct and indirect instruction • Teaching strategies for indirect instruction • Advance organizers Gary D. Borich Effective Teaching Methods, 6 e • Conceptual movement: induction and deduction • Using examples and nonexamples • The use of questions • Learner experience and use of student ideas • Student self-evaluation • Use of group discussion • Comparison of direct and indirect instruction • Indirect instruction in the culturally diverse classroom Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

What is Indirect Instruction? • Indirect Instruction is an approach to teaching and learning in which concepts, patterns, and abstractions are taught in the context of strategies that emphasize concept learning, inquiry, and problem solving. • In indirect instruction, the learner acquires information by transforming stimulus material into a response that requires the learner to rearrange and elaborate on stimulus material. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Conditions for Learning • Cognitive psychologists have identified three essential conditions for meaningful learning: reception, availability, and activation. • Advance organizers (Hunter’s anticipatory set) provide a framework for the reception and availability conditions. • Constructivism supports this approach to learning and instruction. • Constructivist lessons are designed and sequenced to encourage learners to use their own experiences to actively construct meaning. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Goals of Constructivist Teaching • Constructivist teaching often focuses on promoting the development of higher-order thinking skills. For example, in science teaching, learners are taught within a problem-solving or application context from the beginning. • Constructivist approaches to social studies promote in-depth study, higher-order challenge, and authentic assessment. • Constructivist teaching often involves presenting integrated bodies of knowledge, stressing the connection between ideas and topics. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Examples of Problem Solving Strategies • Generalization is a process by which the learner responds in a similar manner to different stimuli, but are bound together by a central concept. • Discrimination is a process by which the learner selectively restricts the acceptable range of instances by eliminating things that may look like the concept, but differ from it on critical dimensions. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Generalization and Discrimination • The processes of generalization and discrimination together help students classify different-appearing stimuli into the same categories on the basis of essential attributes. • Essential attributes draw together all instances of a concept without the learner having to see or memorize all instances of it. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Teaching Strategies for Indirect Instruction • Use of advance organizers • Conceptual movement—inductive and deductive • Use of examples and nonexamples • Use of questions to guide search and discovery • Use of student ideas • Student self-evaluation • Use of group discussion Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Advance Organizers • An advance organizer gives learners a conceptual preview of what is to come and helps them store, label, and package content for retention and later use. • Three approaches for organizing content and composing advance organizers are – Concept learning – Inquiry – Problem-solving approaches Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Conceptual Movement: Induction and Deduction • Induction starts with a specific observation of a limited set of data and ends with a generalization about a much broader concept. • Deduction proceeds from principles or generalizations to their application in specific contexts. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Using Examples and Nonexamples • Providing examples and nonexamples helps define the essential and nonessential attributes needed for making accurate generalizations. • Steps for using examples and nonexamples: – Providing more than a single example. – Using examples that are vary in ways that are irrelevant to the concept being defined. – Using nonexamples that also include relevant dimensions of the concept. – Explaining why nonexamples have some of the same characteristics as examples. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

The Use of Questions • In indirect instruction, the role of questions is to guide students into discovering new dimensions of a problem or new ways of resolving a dilemma. • Some uses of questions include: – Refocusing. – Presenting contradictions to be resolved. – Probing for deeper, more thorough responses. – Extending the discussion to new areas. – Passing responsibility to the class. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Learner Experience and Use of Student Ideas • Student ideas can be used to: – heighten student interest – organize subject content around student problems – tailor feedback to fit individual students – encourage positive attitudes toward the subject. • There should be a plan and structure for using student ideas in strategies to promote problem solving, inquiry, and concept learning. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Learner Experience and Use of Student Ideas (continued) • Student-centered learning, or unguided discovery learning allows the student to select both the form and substance of the learning experience. • It is appropriate in the context of independently conducted experiments, research projects, science fair projects, and demonstrations. • Preorganization of content is necessary to ensure that the use of student ideas promotes the goals of the curriculum. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Student Self-Evaluation • In self-evaluation of student responses students are given the opportunity to reason out answers so that the teacher and other students can suggest needed changes. • Self-evaluation is most easily conducted in the context of student-to-teacher exchanges, wherein students are encouraged to comment upon and consider the accuracy of their own and others’ responses. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Use of Group Discussion • Group discussion student exchanges involve successive interactions among large numbers of students. • In these exchanges, the teacher may intervene occasionally to review and summarize, or they may schedule periodic interaction evaluating each group’s progress and redirecting the discussion where necessary. • Best topics for discussion include those that are not formally structured by texts/workbooks, and for which student consensus does not exist. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Teacher Moderating During Group Discussion • Teacher moderating functions during group discussion include: – Orienting the students to the objective of the discussion. – Providing new or more accurate information that may be needed. – Reviewing, summarizing, and relating opinions and facts. – Redirecting the flow of information and ideas back to the objective of the discussion. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Using Direct and Indirect Instruction • Direct and indirect instruction are often used together, even within the same lesson. • The teacher should not adopt one model to the exclusion of the other. • Each set of strategies can compose an effective method for the teaching of facts, rules, and sequences, and to solve problems, inquire, and learn concepts. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Direct and Indirect Instruction • Review: The direct instruction model is best suited to the teaching of facts, rules, and action sequences. • Six strategies for direct instruction: 1. Daily review and checking 2. Presenting and structuring new content 3. Guided student practice 4. Feedback and correctives 5. Independent practice 6. Weekly and monthly reviews. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Direct and Indirect Instruction • Indirect instruction is best suited for problem, inquiry, and concept-centered lessons. • Seven strategies for Indirect instruction: 1. Advance organization of content 2. Induction and deduction 3. Use of examples and nonexamples 4. Use of questions to guide discovery 5. Use of student ideas 6. Student self-evaluation 7. Group discussion Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Indirect Instruction in the Culturally Diverse Classroom • Social Framing is the context in which a message or lesson is received and understood. • Different cultures expect information to be transmitted differently. • The teacher may use social framing strategies to enhance student engagement by students who are less responsive to prepackaged texts. • Three ways to establish a frame at the beginning of a lesson include self-disclosure, humor, and dialogue. Gary D. Borich Effective Teaching Methods, 6 e Copyright © 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.