Scribd
Upload
22 views18 pages

Identifying Instructional Method

The document outlines various instructional methods used by teachers to create effective learning environments, including direct instruction, indirect instruction, interactive instruction, and experiential learning. It emphasizes the importance of student involvement and the role of the teacher as a facilitator in methods such as inquiry and cooperative learning. Additionally, it discusses specific strategies like lectures, didactic questioning, and simulations to enhance the learning experience.

Uploaded by

weldyberjajr
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
22 views18 pages

Identifying Instructional Method

The document outlines various instructional methods used by teachers to create effective learning environments, including direct instruction, indirect instruction, interactive instruction, and experiential learning. It emphasizes the importance of student involvement and the role of the teacher as a facilitator in methods such as inquiry and cooperative learning. Additionally, it discusses specific strategies like lectures, didactic questioning, and simulations to enhance the learning experience.

Uploaded by

weldyberjajr
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 18

IDENTIFYING

INSTRUCTION
METHODS
Methods are used by teachers to
i o n a l create learning environments and to
t r u c t
Ins ods specify the nature off the activity in
Me t h which the teacher and learner will be
involved during the lesson. While
particular methods are often
associated with certain strategies,
some methods may be found Within a
variety of strategies.
STRATEGY: DIRECT INSTRUCTION
1. Lecture- Lecture is a valuable part of a teacher's instructional
repertoire if it is not overused and if it is not used when other
methods would be more effective. If the presenter is knowledgeable,
perceptive, engaging, and motivating, then the lecture can stimulate
reflection, challenge the imagination, and develop curiosity and a
Sense of inquiry.
STRATEGY: DIRECT INSTRUCTION
2. Didactic Questioning - Didactic questioning offers the teacher a way
to structure the learning process (McNeil & Wiles, 1990). Didactic
questions tend to be convergent, factual, and often begin with
"what,""where," "when," and "how." They can be effectively used to
diagnose recall and comprehension skills, to draw on prior learning
experiences, to determine the extent to which lesson objectives were
achieved, to provide practice, and to aid retention of information or
processes.
STRATEGY: INDIRECT INSTRUCTION
Inquiry, induction, problem solving, decision making, and discovery
are terms that are sometimes used interchangeably to describe
indirect instruction. Indirect instruction seeks a high level of
student involvement in observing, investigating, drawing
inferences from data, or forming Hypotheses. In indirect
instruction, the role of the teacher shifts from. Lecturer/director
to that of facilitator, supporter, and resource Person.
This strategy is most appropriate when:
•Thinking outcomes are desired
•Attitudes, values, or interpersonal outcomes are desired;
•Process is as important as product;
•Students need to investigate or discover something in order to
benefit from later instruction;
•There is more than one appropriate answer;
•The focus is personalized understanding and long term retention
of concepts or generalizations;
•Ego involvement and intrinsic motivation are desirable;
•Decisions need to be made or problems need to be solved; and,
•Life-long learning capability is desired.

1. CONCEPT FORMATION
Concept formation provides students with an opportunity to
explore Ideas by making connections and seeing relationships
between items of Information.
In this instructional method, students are provided with data
about a particular concept.
2. INQUIRY
Inquiry learning provides opportunities for students to
experience and acquire processes through which they
can gather information about the world. It requires a
high level of interaction among the learner, the
teacher, the area of study, available resources, and the
learning environment.
Students become actively involved in the learning process
as they:
•Act upon their curiosity and interests;
•Develop questions;
•Think their way through controversies or dilemmas;
•Look at problems analytically;
Inquire into their preconceptions and what they already
know;
•Develop, clarify, and test hypotheses; and,
•Draw inferences and generate possible solutions
•Divergent thinking is encouraged and nurtured as
students recognize that questions often have more than
one "good" or "correct" answer.
3. DEDUCTIVE INQUIRY

The focus in deductive inquiry is on moving students from a


generalized principle to specific instances that may be
subsumed logically within generalizations. The process of
testing generalized assumptions, applying them, and exploring
the relationships between, specific elements is stressed.
4. INDUCTIVE INQUIRY

The information-seeking process of the inductive inquiry method


helps students to establish facts, determine relevant questions,
develop ways to pursue these questions, and build explanations.
Students are invited to develop and support their own hypotheses.
STRATEGY: INTERACTIVE INSTRUCTION

Relies heavily on discussion and sharing among participants. Seaman


and Fellenz (1989) suggest that discussion and sharing provide
learners with opportunities to "react to the ideas, experience,
insights, and knowledge of the teacher or of peer learners and to
generate alternative ways of Thinking and feeling".
1. Classroom group
interaction
1.1 Discussion
The teacher often works with the class as a whole,
particularly when presenting information or modeling
a process. Whole class discussion can help build a positive
classroom climate and lead to student interest in a
school subject.

1.2 Question and


Answer INTERACTIVE 2.1 Cooperative learning Group
Should be used to advantage by the teacher to
increase participation and improve the quality of
student responses. INSTRUCTION Student groups are small, usually consisting of
two to six members. Group members share the
various roles and are interdependent in achieving
the group learning goal.
2. Small group
interaction
In a small group, everyone has an opportunity to
contribute. Students get more chances to talk,
listen, and receive feedback than would be
possible in whole-class instruction.
STRATEGY: EXPERIENTIAL LEARNING SIMULATION

Simulation is a teaching method that presents students with an


artificial problem, situation, or event that represents some aspect
of reality.
1. FOCUSED IMAGING
Focused imaging is a process of internally visualizing objects, events,
or situations. It can help students relax, experience situations first
hand, and respond with their senses to the mental Images formed.
2. ASSIGNED QUESTIONS
Assigned questions are a teaching method where students answer
questions prepared by the teacher.
3. Learning Contracts

Are a way to personalize instruction and give students more


responsibility for their learning. They allow students to learn at
their own pace and work with materials that are appropriate for
their abilities and experiences.
THANK
YOU!

You might also like