Effective Instructional Strategies From Theory to Practice

1
Effective Instructional StrategiesFrom Theory to
Practice

• Chapter 2
• Planning and Organizing for Teaching

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A Model of Teaching

• Step 1-Diagnose the learning situation
• Step 2-Plan the course
• Step 3-Plan the instruction
• Step 4-Guide learning activities
• Step 5-Evaluate learning
• Step 6-Reflect
• Step 7-Follow up

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Categories of Classroom Time

• Mandated time
• 7 hours a day
• 180 days /year
• Allocated time
• Time for each activity
• Instructional time
• Time it should take
• Time on task
• Time students are engaged
• Academic Learning Time

4
Time Wasters

• Starting classes
• Excessive use of films
• Discipline time
• Early finishes
• Extracurricular activities

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Curriculum Defined

• all the planned and unplanned learning
  experiences that students undergo while in a
  school setting.
• Sometimes the gap between the curriculum
  guidelines and what is actually taught in
  classroom.
• Its at this point that Curriculum Mapping steps
  in..

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Benefits of Curriculum Mapping

• Detect and fix curriculum gaps
• Address repetitions in the curriculum
• Refine scope and sequence connections
• Identify potential areas for curriculum
  integration
• Better alignment of assessments with
  state/district standards
• Upgrade teaching strategies and materials

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Backward Design Model (Wiggins and McTighe, 2005)
Begin by identifying the desired results and then
work backwards to develop instruction.
UbD Understanding by Design
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Curriculum Reform Efforts

• Subject-centered v. student-centered curriculum
• Brain-based learning
• Hydration and learning
• Environmental factors
• Integrated learning

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Subject-centered v. Student-centered curriculum

• Student-centered
• Centered on Learner Needs
• Determination of Subject Matter
• Centered on Cooperative
• Emphasis on Variability in
• Exposure to Learning
• Emphasis on Skills
• Emphasis on Immediate
• Meanings of Learning
• Emphasis on Indirect Strategies

• Subject-centered
• Focus on Subject Matter
• Centered on Subjects
• Subject Matter Organized by
• Teacher before Instruction
• Emphasis on Facts, Knowledge,
• and Information
• Generally Lower-Level Learning
• Emphasis on Uniformity of
• Exposure
• Emphasis on Direct Strategies

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Curriculum integration

• Provides holistic, problem-based learning that
  leads to a greater ability to make connections
  and to solve problems.
• Models for implementing integrated curriculum
  (Ross and Olsen, 1993)
• Single-Subject Integration
• The Coordinated Model
• The Integrated Core Model
• The Integrated Double Core Model
• The Self-Contained Core Model

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The well-planned curriculum will

• reflect the needs of students, society, and the
  subject itself.
• be structured around state standards (sometimes
  called skills, outcomes, or benchmarks)

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Instructional Planning

• Teachers are responsible for
• organizing the state-mandated curriculum-or
  mastery curriculum.
• planning generic lessons.
• planning enrichment activities.

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Instructional Planning (cont.)

• 60-75 of instructional time should be allocated
  to the mastery curriculum (Glatthorn, 1987).
• Generic lessons comprise interpersonal and
  intrapersonal attitudes, beliefs, skills, and
  knowledge
• Enrichment activities include things that are
  nice to know but not essential for all students.

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Planning Your Course

• What major topics (chapters) will be covered? Can
  you justify your selections?
• Should the class textbook content (chapters) be
  supplemented?
• How should the topics (chapters) be grouped to
  form units of study? Why?
• In what sequence should the planned units be
  taught? Why?
• How much emphasis should each unit receive? In a
  35-week course, how much time should each unit
  receive (in weeks and fractions of weeks)?

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Course Plan

• The course plan should be flexible.
• Analyze textbook to determine important content.
• Plan for time allotments based on method and
  procedure.
• Include extra time in the plan-for review,
  enrichment, or instruction.

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Differentiated Instruction

• Instructional approaches should vary and be
  adapted in relation to individual and diverse
  students in the classroom.
• Teachers can differentiate at least 4 classroom
  elements

• content
• process

• products
• learning environment

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Eight Areas of Multiple Intelligences

• Linguistic
• Logical-mathematical
• Spatial
• Bodily-kinesthetic

• Musical
• Interpersonal
• Intrapersonal
• Naturalist
• (Gardner, 1983)

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Technology in the Classroom

• Integrate technology literacy into school
  curriculum.
• Take advantage of students familiarity with
  technology.
• Computer-based instructionCBIto support and
  enhance instruction.
• Immediate access to information increases
  interest in content.
• Multi-media resources enhance instruction.
• Repurposing of pre-existing educational
  materials.
• Need for professional development.