Instructional Strategies

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Instructional Strategies
with Angela Stevens
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Sensing
MASTERY Sensing and Thinking
INTERPERSONAL Sensing and Feeling
S
Practical, Matter of fact, And work-oriented
sympathetic, friendly, and work, for group harmony
T
F
insightful, imaginative and creative
logical, ingenuous, and curious
Thinking
Feeling
SELF-EXPRESSIVE Intuition and Feeling
UNDERSTANDING Intuition and Thinking
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Intuiting
based on Carl Jungs learning personalities
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Mastery Strategy Graduated Difficulty
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Graduated Difficulty
What is it? In the graduated difficulty
strategy, students are provided with options from
which to choose. Options are based on a
sequential analysis of the subject to be learned
and the degree of difficulty of tasks to be
performed. Students are responsible for
assessing their own abilities and for choosing
the task and level of performance they consider
best suited to them.
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Graduated Difficulty
More explanation The graduated difficulty
strategy involves students in the assessment of
their own abilities, and encourages them to make
responsible choices of tasks and levels of
performance within an instructional program. The
teacher must have trust in the students and their
ability to make judgments about themselves, to
work independently for prolonged periods of time
and to identify and correct their own mistakes.
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Graduated Difficulty

• Goals of the strategy -
• Provide an opportunity for students to succeed by
  encouraging them to select their own appropriate
  level of performance and to work at their own
  pace
• To help students practice previously taught
  information and skills
• To help students explore their own
  decision-making process
• To help student improve their decision-making
  process

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Graduated Difficulty

• Steps in the strategy -
• Determine what is to be taught
• Provide options on three levels of difficulty
• Encourage students to select the level with which
  they feel most comfortable
• Prepare criteria for evaluation
• Circulate and observe the performance of students
• Acknowledge performance of students, and invite
  students to change their choices if necessary
• Guide self-assessment by asking questions focused
  on criteria and student performance
• Record student self-evaluations to improve
  decision-making and task management.

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Graduated Difficulty

• What does it look like?
• Math Adding and subtracting decimals
• Level I
• 4.76 3.03
• 9.45 8.96
• Level II
• .42 .06 1.11
• 20.48 16.6
• Level III
• 1. 19.5 21.1 21
• 2. 19.5 6.274

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Graduated Difficulty
What does it look like? English Poetry
Analysis Level I My First Memory (of
Librarians) by Nikki Giovanni Level II The Road
Not Taken by Robert Frost Level III The Second
Coming by W.B. Yeats
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understanding Strategy Inquiry Strategy
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Inquiry Strategy
What is it? In the inquiry strategy, the teacher
presents students with a discrepant event. A
discrepant event is a statement that appears
untrue, but upon examination has a rational
explanation. Students collect data through
observation and experimentation, and by asking
yes and no questions. Students formulate
explanations and theories to explain the idea
under consideration.
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Inquiry Strategy
More explanation In the inquiry strategy, the
process of gathering, analysis, and
experimentation is under the control of the
learners. The inquiry strategy is designed to
move students from a traditional, intuitive, and
concrete process to a more decentralized,
analytical and abstract one.
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Inquiry Strategy

• Goals of the strategy -
• To help students become more autonomous learners
• To encourage students to question why things
  happen as they do
• To help students develop the intellectual
  discipline necessary to search out data, process
  it and apply logic to it

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Inquiry Strategy

• Steps in the strategy -
• Provide a climate suitable for inquiry
• Select and demonstrate a discrepant event, or
  design a situation in which students will
  encounter a problem
• Guide the inquiry process through which students
  collect, verify and experiment with data in the
  following ways identify invalidated points, and
  ensure that students phrase questions so they can
  only be answered with a yes or no
• Press students to make clear statements and
  support generalizations
• Encourage students to support hypotheses
• Press students to formulate rules or explanations
• Analyze the inquiry process

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Inquiry Strategy
What does it look like? Science Determine
why a towns action with an expected result
(eliminating wolves, which killed deer, expected
to increase the deer population) turned out to
have the opposite result (the deer population
actually decreased). Use two beakers with a
clear mystery liquid and study its affect on ice
cubes dropped into them.
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Inquiry Strategy
What does it look like? English Analyze the
basic characteristics of a tragic hero, to
compare with the 20th century examples of
American tragedies, and speculate why the heroes
of American tragedies dont fit the classic
definition of a tragic hero.
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Self-Expressive Strategy Inductive Learning
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Inductive Learning
What is it? In the inductive learning strategy,
students are engaged in grouping and labeling
data in order to form original conceptual
frameworks. As a result students are able to
form generalizations, make predictions or
establish rules of principle.
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Inductive Learning
More explanation In the inductive learning
strategy, students use what they have studied or
observed to enumerate related items. They then
group the information they have generated, and
label and categorize it to form concepts. The
strategy requires that students find and identify
a variety of ways of grouping details which are
similar to or related to each other, label the
groups appropriately, and determine the
inclusiveness of the groups by subsuming items
using subgroups where possible.
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Inductive Learning

• Goals of the strategy -
• To help students formulate concepts and
  generalizations
• To help students see relationships and patterns
  in what is taught
• To help students explain reasoning clearly
• To help students learn to cite evidence when
  necessary

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Inductive Learning

• Steps in the strategy -
• Generate the data
• Record the data
• Organize the data into groups
• Use a label to describe each group
• Place additional groups into categories
• Subsume items and labels into larger groups

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Inductive Learning
What does it look like? Social Studies
Colonial New England Imagine that you are
observing a day in the New England inhabitant in
1750. What items would you expect to see? What
words would you expect to hear? Make a list of
these items. Group any words that have common
features together. Decide what the words in each
group have in common and use this characteristic
label. Based on your groupings, draw three
conclusions about life in the Colonial period.
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Inductive Learning
What does it look like? English
Vocabulary Sweat Vocabulary
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Interpersonal Strategy Reciprocal Learning
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Reciprocal Learning
What is it? A unique partnership between pairs
of students working together to practice
previously presented skills and information, to
increase reading comprehension of
information-rich texts, and to develop the
thinking processes needed to become competent
problem solvers. As a result students will
master important skills needed to be effective in
a helping relationship, learn how to be active
listeners and how to provide constructive
feedback, and develop patience and the ability to
praise.
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Reciprocal Learning
More explanation The Reciprocal Learning
Strategy is often used when you want your
students to develop helping skills while
practicing previously taught information. It
provides a framework in which students of
differing achievement levels can work together to
improve their knowledge of the content, the
worksheets help students learn how to become
active listeners and how to provide constructive
feedback.
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Reciprocal Learning

• Goals of the strategy -
• To improve student self-concept by giving them a
  framework within which they are able to work with
  and help someone else
• To help increase student decision-making
  responsibility
• To make students less dependent on teacher
  feedback
• To increase the number of people providing
  feedback and evaluating each students
  performance
• To modify and widen the patterns of social
  interaction in the classroom
• To create a classroom structure within which all
  students (not only the best) can provide support
  for others
• To increase student academic achievement by
  creating situations in which students learn both
  by doing the task themselves and by actively
  observing the task performed by another.

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Reciprocal Learning

• Steps in the strategy -
• Select or design the practice exercises to be
  used
• Provide answers and include hints or other forms
  of helping information to be used by the guides
• Arrange students into pairs randomly
• Review briefly the kind of work students will be
  doing
• Model and review roles students will play and
  teach the cooperative skills necessary to be
  successful as doer and guide
• Help the guide (not the doer) is a partnership is
  experiencing difficulty
• Help students process the encounter by discussing
  positively what happened in the partnership

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Reciprocal Learning
What does it look like? English Contractions

• TASK A
• Directions Form a contraction from the two
  words
• She will
• We will
• ANSWERS TO TASK B
• Directions Check to see the right letters have
  been thrown away and the apostrophe has been
  added.
• Ill
• Didnt

• TASK B
• Directions Form a contraction from the two
  words
• I will
• Did not
• ANSWERS TO TASK A
• Directions Check to see the right letters have
  been thrown away and the apostrophe has been
  added.
• Shell
• Well

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Reciprocal Learning
What does it look like? Math Math Terms

• TASK A
• Directions Answer the following questions.
• A whole number greater than 1that has exactly two
  factors one and itself
• A composite number expressed as a product of
  primes
• ANSWERS TO TASK B
• Integers
• Composite number

• TASK B
• Directions Answer the following questions.
• The whole numbers and their opposites
• A whole number that has more than two factors
• ANSWERS TO TASK A
• Prime number
• Prime factorization

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Works Cited
Silver, Harvey, J. Robert Hanson, Richard W.
Strong, and Patricia B. Schwartz. Teaching
Styles and Strategies Interventions to Enrich
Instructional Decision-Making. New Jersey
Thoughtful Educational Press, 2003.