Instructional Strategies

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Instructional Strategies

• Instructional strategies refer to the
  arrangement of the teacher, learner, and
  environment
• Many different types we will explore only two

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Station Teaching

• Students are in small groups and rotate from
  learning center to learning center effectively
  and efficiently.
• Provides students with a variety of drills and
  tasks
• Works best when equipment or space is limited
• Provides students with opportunities to practice
  and apply the same skill to different situations
  crucial to mastering open skills

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Station Teaching (Cont.)

• Set up different activities around the gymnasium
• Divide class into equal number of groups and
  assign to a different starting station
• Place a task card describing what you want them
  to do
• Make sure each station requires about the same
  amount of time to complete.

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Station Teaching (Cont.)

• Have students complete a data sheet at each
  station.
• It is best to start with only 3-4 stations and
  then add more -this will minimize teacher talk
• Can use this with a variety of teaching styles
  reciprocal, self-check, and inclusion
• Keep tasks fairly simple

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Cooperative Learning

• Research shows that cooperative learning results
  in greater achievement gains, improved
  cross-cultural friendships, increased social
  skills, enhanced self-esteem, greater
  interdependence (teamwork), increased cognitive
  and affective abilities, and an improved
  classroom climate.

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Cooperative Learning (Cont.)

• True cooperative learning requires
• Formation of heterogeneous teams
• Establishment of positive interdependence and
  individual accountability
• Opportunity for team members to get acquainted
  with one another and establish a team identity.
• Use of an established structure
• Opportunity to debrief the situation

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1. Form Heterogeneous Groups

• Teams should have a balance of gender, ethnicity,
  ability, etc.
• You can randomly assign and then adjust for the
  above or you can rank students by ability and
  then assign one from the top with one from the
  bottom, etc.
• Group sizes of 4-6 are about right, but partners
  can work too.

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Establish positive interdependence and
individual accountability

• Set up one task to be accomplished by each group.
  Make sure it can be completed ONLY if the
  students cooperate
• Establish individual accountability making sure
  each member has a specific task, role, or
  resource ensuring that each must contribute to
  the successful completion of the task

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3. Promote Team Building

• Students need time to get to know one another and
  develop trust before being presented with a task
• Groups go through 4 stages
• Forming
• Storming
• Norming
• Performing

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4. Select a Structure

• There are many we will limit to four
• Think-pair-share
• Students work with partners. You pose a question
  and give students time to think about their
  answer.
• After thinking, they share their responses with
  their partners.
• Partners question each other to help refine the
  answer

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Structure for Cooperative Learning (Cont.)

• 2. Numbered Heads
• Students work in partners
• You pose a question and they solve it together
  asking each other questions to make sure their
  answer is appropriate

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Structure for Cooperative Learning (Cont.)

• 3. STAD (student teams achievement divisions)
• Students assigned to groups of four
• You present the lesson and supply instructional
  materials, then students work to make sure
  everyone in their group masters the information
• Reciprocal style helps here

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Structure for Cooperative Learning (Cont.)

• 4. Jigsaw
• Students assigned to home teams of 4-6 members
• Each member of the home team selects a different
  piece of material to learn.
• Have students from different teams who have
  similar pieces of information, forms expert
  groups to discuss their information and develop a
  presentation for their home teams. No more than
  4-6 in expert groups
• Have students return to home groups to share
  information

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5. Be Sure to Debrief

• Ask students
• Was the task completed? If not, why?
• How did it feel to have someone accept your
  suggestions?
• How did it feel to have someone complement you?
• What can you do next time to make your group work
  more successfully?
• What learning can you take from their experience
  to use in the future?
• What were some encouraging things you saw or
  heard?

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Working with Limited-English Proficient Students

• LEP limited English Proficient
• SDAIE specially designed academic instruction
  in English
• Four methods for working with LEP students
• create a supportive learning environment
• Use a variety of instructional strategies,
  including cooperative learning
• Make sure information is comprehensible to
  students
• Include a technique called total physical
  response

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1. Supportive Environment

• Ask them to share their experiences
• Incorporate some of their background into the
  class
• Establish consistent routines so they know what
  is happening next
• Avoid forcing them to speak (takes 6 mo. To a
  year at least)
• When they do speak, correct their errors only
  through verbal mirroring

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2. Variety of Strategies, Including Cooperative
Learning

• All of your students learn in unique ways
  including the LEP students
• Technology is helpful
• Nice to have a bi-lingual student in group with
  LEP

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3. Comprehensible Input

• Use simple terms
• Reinforce key concepts over and over again
• Check often for student understanding
• Slow down speech pattern
• Pause frequently
• Enunciate clearly
• Emphasize key words of phrases
• Keep information in context

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3. Comprehensible Input (Cont.)

• Use visual aids, gestures, organizers, and other
  real objects
• Demonstrate concepts
• Simplify information
• Expand on students ideas by asking additional
  questions
• Provide definitions
• Make comparisons
• Provide lots of examples
• Avoid idioms
• Summarize often
• Increase wait time

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4. Total Physical Response

• There is a definite link between physical
  activity and language acquisition.
• TPR demonstrate something physically and have
  the student respond with a physical movement

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Summary

• You will work with 20 60 different learning
  styles during one instructional period
• Make sure learning is hands-on, relevant, and
  student centered.