Instructional Approaches

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Instructional Approaches
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Basics of Instructional Approaches

• Used to deliver content to students
• Designed to move students toward independent
  learning
• Instructional approaches should be chosen based
  on cohorts

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Types of Instructional Approaches

• Direct instruction
• Task teaching
• Guided discovery
• Cooperating learning
• Child-designed instruction
• Peer teaching

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Direct instruction

• Most common approach
• Teacher directs learning by telling, showing and
  directing techniques and activities
• Effective choice when teachers goal is for
  students to learn specific skills

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5 important components of direct instruction

• Correctly demonstrate skills for students
• Give explanations and cues clearly and often
• Give specific feedback!
• Offer plenty of practice time for students
• Make sure students are successful

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Question

• When would direct instruction not be an
  appropriate choice?
• (Hint page 181)

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Task teaching

• Also known as station teaching or learning
  centers
• Allows children to practice at their own pace
  with different tasks
• Task sheets can be offered as assessment and to
  promote understanding

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4 important components of task teaching

• Explain/demonstrate stations before you send
  children off to participate
• Make sure managerial aspects are solid. i.e.
  move on command, expectations,etc.
• Move around the room constantly
• Start small with a few stations

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Apply your knowledge

• With a partner, take 5 minutes and set-up a rough
  draft of a kicking and punting lesson based on
  the task teaching instructional approach.
• (Hint think stations)
• (Hint look on page 437)

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Guided discovery

• Designed to let children think through and solve
  problems
• Task is given by asking questions
• Teacher describes how task will be practiced and
  measured but performing the task is left up to
  the student to figure out

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Two versions of guided discovery

• Convergent Inquiry
• Encourages children to find answers on their own
  through teacher questioning
• EX How can we change this activity so that
  everyone can be successful?
• Divergent Inquiry
• Teacher outlines a problem then challenges
  children to find answers
• EX Find at least three different ways to travel
  across the gymnasium.

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Apply your knowledge

• To a the person behind you, discuss how you apply
  both convergent and divergent inquiry strategies
  to the task of dribbling a basketball.

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Peer Teaching

• Offers multiple practice opportunities, feedback,
  a chance to cognitively analyze the skill, and
  practice working with other children
• Skills should be simple and cues for observation
  should be posted on the wall.
• Start small

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Cooperative Learning

• Promotes group interdependence and individual
  responsibility while teaching content.
• Three common formats
• Pairs-check
• Jigsaw
• Co-op, co-op

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Pairs-check

• Groups of 4 with 2 partner pairs in each group
• Each pair practices the task and when finished,
  gets back together with the other pair and all
  four make sure they are successful with the task

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Jigsaw

• Usually groups of 3 to 4
• Each student becomes an expert by learning a
  skill in the home group and then returning to
  the initial group of 4 and teaching that skill to
  the other students
• EX Offensive and defensive skills in soccer

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Co-op, co-op

• Each small group is responsible for a piece of a
  larger puzzle
• EX Dance sequences

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Apply your knowledge

• With a person near you, pick one of the three
  cooperative learning formats and discuss how you
  might design a task in an area of your choice
  using your chosen cooperative learning method.

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Child-Designed Instruction

• Child designs his/her own task, activity or
  contract.
• Child actively takes responsibility for learning

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Apply your knowledge

• Look on page 190 of your text and find
  suggestions on how to successfully implement
  child-designed instruction.