Selecting and Implementing Strategies of Instruction

1
Selecting and Implementing Strategies of
Instruction

• Chapter 11

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Deciding on Instructional Strategies

• Five major sources of strategies
• Objectives as source
• Subject matter as source
• Student as source
• Community as source
• Teacher as source

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Styles of Teaching

• Task-Oriented
• Cooperative Planner
• Child-Centered
• Subject-Centered
• The Learning-Centered
• Emotionally Excited and its Counterpart

4
Styles of Learning

• Can a teacher change his/her style?
• Should a teacher change his/her style?
• What is your style?

5
Models of teaching

• Bruce Joyce - 25 models
• Joyce, Weil Showers - 16 models
• Gunter, Estes, Schwab - 19 models

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• Style - the unique personal qualities that a
  teacher develops over the years to distinguish
  him/her from other teachers
• Model - generalized role a pattern of
• Methods - such as discussion leader, television
  instructor of foreign language informant

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• Skills of teaching - are those generic and
  specific competencies necessary to design and
  carry out instruction
• Generic skill - lesson planning that is pertinent
  to all levels
• Specific skill - (ex.) the ability to teach
  pupils to perform the division of whole numbers

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• Unit plan - is a mean of organizing the
  instructional components for teaching a
  particular topic or theme
• In order to reach your long-term goals you need
  daily planning or objectives to reach your
  ultimate goals

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• What do you use in your classroom?
• Presentation of instruction

10
Evaluating Instruction

• Chapter 12

11
Terms

• A. Pre-assessment - 2 types - one to evaluate the
  pupils possession of prerequisite knowledge and
  or skills to begin study of new subject matter
  the other determine whether pupils have already
  mastered the subject matter to be presented.

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• Formative evaluation - evaluation that takes
  place during the process of instruction, this is
  necessary to monitor both pupil progress and
  ongoing success of the instructional program.

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• Summative evaluation - evaluation that comes at
  the end of instruction, as represented in a final
  examination.

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• B. Norm referenced measurement - a students
  achievement on tests is compared to other
  students achievement these type test are used
  when selection must be made from among a group of
  persons.

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• Criterion referenced measurement - a students
  achievement is compared to a predetermined
  criterion of mastery these test are used to
  determine whether students achieved the
  objectives specified in advanced.

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• Performance based assessment - a personalized
  approach to the demonstration of prespecified
  outcomes. Ex. logs, reports, essays, notebooks,
  simulations, demonstrations, construction
  activities, self-evaluation and portfolios

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• Traditional assessment - is traditional essay,
  short answer, fill in the blank or standardized
  test
• Performanced based assessment - requires more
  creativity from the student and cuts down on
  homework the use of different and varied
  assessment would probably be the best answer.