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What
are instructional methods? |
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Instructional
methods are ways that information is presented to students. Such
methods fall into two categories: teacher-centered
approaches and student- centered approaches. There
is not one "best" approach to instruction. Some goals are better
suited to teacher-centered approaches while others clearly need student-centered
approaches. Teacher-centered instruction has been criticized
as ineffective and grounded in behaviorism; however, this is not the case if delivered
effectively. Let's take a closer look at
these approaches. |
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| Teacher-centered
Approaches |
Teacher-centered
approaches include instruction where the teacher's
role is to present the information that is to be learned and to
direct the learning process of students (Shuell, 1996). The teacher
identifies the lesson objectives and takes the primary responsibility
for guiding the instruction by explanation of the information and
modeling. This is followed by student practice. Methods that fall
into the teacher-centered approaches include demonstration, direct
instruction, lecture and lecture-discussions. |
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Demonstration involves
the teacher showing students a process or procedure such a science process,
a cooking procedure or a computer procedure. Involving students in demonstrations
allow this method to be less passive. |
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Direct
Instruction is used to help students learn concepts and skills.
There are various models of Direct Instruction but
all include similar steps: 1) intro & review,
2) presentation
of new information, 3) guided practice, 4) independent
practice. |
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Lecture is
the most criticized of all teaching methods AND the most commonly used
because 1) planning time is limited, 2) lectures are flexible and can
be applied to any content and 3) lectures are simple. The most critical
fact about lecture is that it puts students in a passive role. |
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Lecture-discussion is
a combination of lecture and teacher questioning of students. |
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| Learner-centered
Approaches |
Grounded
in constructivism,
learner-centered approaches involve instruction where the teacher
is a facilitator (or guide) as the learners construct their own
understandings.
There are a number of methods in this category that are listed and explained
below. |
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Case
studies involve groups of students working together to analyze
a "case" that
has been written on a particular situation or problem to find a solution.
Case studies allow students to apply new knowledge and skills for solving
complex issues. This method is not appropriate for use with elementary
students. The case study is completed by discussion of the case, allowing
learners to debate their conclusions. |
Cooperative
Learning
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Cooperative
learning involves small heterogeneous student groups working together
to solve a problem or complete a task. All students in the group must
actively participate with each student maintaining some independence.
The success of the group depends on the input of each individual. This
teaching method promotes active participation, individual
accountability,
students' ability to work cooperatively and improvement
of social skills. |
Discussion/Discussion
Boards
|
Designed
to encourage thinking skills, discussion allows learners to increase
interpersonal skills. Discussions may occur in the classroom
or online. One way to implement discussions with twenty-first century
students is to use discussion
boards.
Previously referred to as "bulletin boards" or "message
boards", these
areas are places where a question can be posted by the teacher and students
may post "threads" (comments to the question) asynchronously
(at various times). Discussion boards vary in participation and good
discussion may result from the expertise of the facilitator. Incentives
(bonus points) may be needed to motivate all students and rules must
be made clear. See more information about using
discussion boards. Course management software such as Blackboard have
built in a discussion board feature making it quite easy to implement. |
Discovery
Learning
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Discovery
learning is an inquiry-based learning method in which learners
use prior knowledge and experience to discover new information that
they use to construct learning. This method is the most successful
if the student has some prerequisite knowledge and the experience is
structured. |
Graphic
Organizers
|
Graphic
Organizers are
found in the form of diagrams,
maps and webs and illustrate information
in a graphical format. Diagrams may be drawn by hand or designed on the computer
with programs such as Inspiration (grades 6-12) or Kidspiration (grades K-5).
This strategy/tool can be used when brainstorming ideas, analyzing
stories,
analyzing characters, comparing and contrasting
information, storyboarding (planning projects) prewriting
during the writing process and breaking down
concepts to show the relationships with parts (such a the parts
of a cell). These graphical representations of information have been found
to make information easier to learn and understand, especially complex information. . |
Journals/Blogs
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Journals
are
often used in classrooms to allow students to record reflections and
ideas. Typically written in a notebook and recorded each day, the journal
serves as a method of communication between the student and the teacher.
A blog is
short for web log and is simply an online journal
or diary versus it's more traditional "notebook" cousin.
A new method for reflective writing, blogs can be used to share
ideas and/or thoughts on various subjects. These reflections and ideas
may be private or public. Blogs are considered great
motivators for student writing and offer a novel way for students to
engage in reflective writing and sharing information on classroom topics.
Read
more about using blogs. |
K-W-L
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Know
- What to Know - Learned is
a strategy that is typically used to provide structure to the learning
process to allow students to recall what they know about
a topic, what
they want to know about the topic and what is to be
learned. This strategy
allows students to become actively involved in their learning. Generally,
a chart is created on the board, overhead or hand-out. Students fill
in the Know column before they begin their study.
The fill in the Want to Know column with all of the
information that they want to learn about the topic. After the study,
they complete the Learned column with their new knowledge.
Find
more about K-W-L. An online generator of K-W-L charts
can be found at |
Learning
Centers
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Learning
Centers are self contained areas where students work independently or
with small groups (pairs or triads) to complete a task. Centers may take
the form of chairs placed around a table for group discussion, display boards
that present questions/problems/worksheets, or computer/computers where
students perform hands-on activities or research on the web. |
Role-Play
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Role-play deals
with solving problems through action. A problem is identified, acted out
and discussed. The role-play process provides students with an opportunity
to 1) explore their feelings, 2) gain insight about their attitudes,and
3) increase problem solving skills. |
Scaffolding
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Scaffolding,
involves
the teacher modeling the skill and thinking for the student. As
the student increases understanding, the teacher withdraws the assistance
allowing the student to take on more responsibility for the learning. |
Problem-Based
Learning (PBL) & Inquiry Learning
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Problem-Based
Learning & Inquiry involves teacher giving the student a
problem where inquiry must be utilized to solve the problem. There
are commonly four steps in this model: 1) student receives
the problem, 2) student gathers data, 3) student
organizes data and attempts an explanation to the
problem, and 4) students analyze the strategies they
used to solve the problem.
A
well known and highly successful inquiry-based strategy is WebQuests,
developed by ________. This
technique requires that answers to the problem in the Quest be drawn from the web. Read
more about WebQuests. |
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Simulations are
used to put the student in a "real" situation without taking
the risks. Simulations are meant to be as realistic as possible where
students are able to experience consequences of their behavior and decisions.
Simulations are commonly used in social studies and science but can be
used in other curriculum areas. Computer simulations are quite common
in today's virtual world. One example is "dissecting a frog" using
the computer. |
Storytelling/Digital
storytelling
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A
great way to strengthen communication skills is to get students involved
in creating multimedia stories. Topics can range from biographical stories
with photo collections from family archives to community mapping projects,
virtual field trips within the community, or more complex stories created
by older students. These digital stories can be planned, storyboarded
and produced using slideshow software such as PowerPoint or video editing
software such as Imovie. This
strategy has become quite the rage in recent years with students loving
the active learning.Read
more about multimedia storytelling. |
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What are Instructional Skills?
Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist.
Explaining
Demonstrating
Questioning
Questioning Techniques
Levels of Questions
Wait Time
What is Direct Instruction?
The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.
Possible Methods
Structured Overview
Lecture
Explicit Teaching
Drill & Practice
Compare & Contrast
Didactic Questions
Demonstrations
Guided & Shared - reading, listening, viewing, thinking
What is Indirect Instruction?
In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other.
Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry .
Possible Methods
Problem Solving
Case Studies
Reading for Meaning
Inquiry
Reflective Discussion
Writing to Inform
Concept Formation
Concept Mapping
Concept Attainment
Cloze Procedure
What is Experiential Learning?
Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product.
Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:
experiencing (an activity occurs);
sharing or publishing (reactions and observations are shared);
analyzing or processing (patterns and dynamics are determined);
inferring or generalizing (principles are derived); and,
applying (plans are made to use learning in new situations).
Possible Methods
Field Trips
Narratives
Conducting Experiments
Simulations
Games
Storytelling
Focused Imaging
Field Observations
Role-playing
Model Building
Surveys
An Alphabetized Listing of Instructional Methods
A
Anticipation Guide
Assigned Questions
Author's Chair
B
Balanced Literacy
Book Talks
Brainstorming
C
Case Studies
Categorizing
Classroom Conversations
Cloze Procedure
Clustering
Compare & Contrast
Computer Assisted Instruction
Concept Attainment
Concept Formation
Concept Maps
Conducting Experiments
Cooperative Learning
Creative Problem Solving
D
Debates
Decision-making Process
Demonstrations
Didactic Questions
Discussion
Drill & Practice
E
Essays
Experience Charts
Explicit Teaching
Expository, Narrative & Persuasive Writing
F
Field Observations
Field Trips
Focused Imaging
G
Games
Graphic Organizers
Guided & Assisted Reading
Guided & Assisted Retellings
Guided Reading & Thinking
H
Heterogeneous Grouping
Homogeneous Grouping
I
Independent Research
Inquiry
Instructional Groups
Interdisciplinary Approach
Interviewing
J
Jigsaw
Journal Writing
K
K-W-L
L
Laboratory Groups
Learning Activity Packages
Learning Centers
Learning Contracts
Learning Logs
Lecture
Listen & Visualize
Literacy Centred Instruction
Literature Based Instruction
Literature Circles
M
Mind Mapping
Mini Lessons
Miscue Analysis
Model Building
Modes of Reading
Multiple Intelligence
N
Narrated Reading
Narratives
Needs-based Grouping
Novel Studies
O
Oratory, Public Speaking and Speech Writing
P
Panels
Peer Partner Learning
Picture Books and Illustrator Studies
Picture Word Inductive Model (PWIM)
Probable Passage
Problem Solving
Q
QARs
Questioning Levels
Questioning Techniques
R
RAFT
Read Aloud
Reading for Meaning
Read & Paraphrase
Read & Respond
Read, Pause & Reflect
Readers' Theater
Reciprocal Reading
Reflective Discussion
Reports
Research Projects
Response Journal
Role Playing
Running Record
S
Scaffolding
Science Fairs
Science Olympics
Self Monitoring Strategies
Simulations
SQ3R
Sociograms in Literature
Story Mapping
Storytelling
Structured Controversy
Structured Overview
Study Groups
Surveys
T
Talking Circles
Team Teaching/Modeling of Instruction
Think Alouds
Think, Pair, Share
Thinking Strategies
Tutorial Groups
U V
Visual Imaging
W
Webbing
WebQuests
Word Walls
Working with Words
Writing to Inform
Write Aloud
Writer's Workshop
Writing Conferences
Writing Process
X Y Z
A Listing of Instructional Strategies and Methods
Direct Instruction
Possibilities include
Structured Overview
Lecture
Explicit Teaching
Drill & Practice
Compare & Contrast
Didactic Questions
Demonstrations
Guided & Shared - reading, listening, viewing, thinking
Interactive Instruction
Possibilities include
Debates
Role Playing
Panels
Brainstorming
Peer Partner Learning
Discussion
Laboratory Groups
Think, Pair, Share
Cooperative Learning Groups
Jigsaw
Problem Solving
Structured Controversy
Tutorial Groups
Interviewing
Conferencing
Indirect Instruction
Possibilities include
Problem Solving
Case Studies
Reading for Meaning
Inquiry
Reflective Discussion
Writing to Inform
Concept Formation
Concept Mapping
Concept Attainment
Cloze Procedure
Independent Study
Possibilities include
Essays
Computer Assisted Instruction
Journals
Learning Logs
Reports
Learning Activity Packages
Correspondence Lessons
Learning Contracts
Homework
Research Projects
Assigned Questions
Learning Centers
Experiential Learning
Possibilities include
Field Trips
Narratives
Conducting Experiments
Simulations
Games
Storytelling
Focused Imaging
Field Observations
Role-playing
Model Building
Surveys
Instructional Skills
Possibilities include
Explaining
Demonstrating
Questioning
Questioning Technique
Wait Time
Levels of Questions
What is Interactive Instruction?
Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments.
The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.
The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group.
Possible Methods
Debates
Role Playing
Panels
Brainstorming
Peer Partner Learning
Discussion
Laboratory Groups
Think, Pair, Share
Cooperative Learning
Jigsaw
Problem Solving
Structured Controversy
Tutorial Groups
Interviewing
Conferencing
What is Independent Study?
Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group.
Possible Methods
Essays
Computer Assisted Instruction
Journals
Learning Logs
Reports
Learning Activity Packages
Correspondence Lessons
Learning Contracts
Homework
Research Projects
Assigned Questions
Learning Centers |
