Managing Instruction

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Managing Instruction

• Presented By
• Maureen Meade Mattias, M.A.
• EDEL 413 Class Learning Theory Management
• Spring 2002
• CSUB

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Effective Teachers Strive for Balance Between

• Teaching Students
• FACTS
• and
• Teaching Students to think for themselves

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Effective Teachers also strive to help children

• Acquire knowledge,
• Skills, and
• Concepts
• ON ONE HAND AND

• Cooperation
• Creativity
• Good attitudes
• on the other hand, with all learning emphasized
  
• (C. M. Charles G. Senter, 2002)

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Can a Balance Be Accomplished?

• When students are asked to
• apply what theyve learned to real like
  situations,
• they become better at application!

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When students are asked to analyse and come up
with solutions to problems,

• they learn to problem solve.

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When students participate in activities requiring
cooperation

• they become better at cooperation.

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Basically, students usually learn to do

• what we give them practice at doing

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It becomes clear that the intended outcome
indicates

• the instructional approach which teachers should
  use
• Direct Teaching
• Facilitative Teaching
• Computer -Assisted Teaching

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Three Broad Instructional Approaches

• Direct teaching
• Facilitative teaching
• Computer-assisted teaching

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Direct Teaching

• The teacher
• Plans
• Directs
• Monitors
• Evaluates
• all aspects of instruction

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Direct Teaching Continues to Be Used to Advantage
When

• Goals are stated very precisely.
• Content coverage is extensive.
• Student performance is monitored closely.
• Feedback can be given immediately.

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Direct Instruction

• Excellent for
• Skill development
• Imparting large amounts of conceptual and factual
  information

• Not good for
• Teaching creativity
• Problem-solving
• Attitude Development

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DIRECT INSTRUCTION

• Gives teachers control of all aspects of
  instruction at all times.
• Teachers
• set objectives
• Plan
• Organize activities
• Give explanations
• Direct and correct student work
• Keep records
• Evaluate results

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Teachers may discuss all of these 7 matters with
students

• To primarily assist Ss with their understanding
  of what to do.
• i.e graphing, charting,labeling, identifying,
  calculating, writing, reading, adding, etc.
• Teachers normally do not ask for Ss suggestion
  with the Direct Teaching Approach.

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Instructional Strategies in Direct Teaching
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Direct Instruction Strategy Example

• The teacher introduces the lesson by stating
  rules concerning capitalization of first words in
  a sentence , peoples name cities,and states, and
  has examples illustrating each rule on a chart to
  which the students can refer.
• Students do 2 3 practice sentences together with
  teacher directions, and then complete worksheets
  while the teacher observes and provides
  corrective feedback.

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Modified Lesson Plan 7 Elements

• Read and review the K-6th Grade Lesson Plan
  handout in your group.
• What are the 7 elements?
• Write a math lesson plan incorporating the skill
  of addition with you group, selecting a grade
  level.
• What appears to be the most difficult part of
  the lesson plan to develop?
• Why?

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Learning Objectivefirst element in a lesson plan

• States what the learner will
• Learn (skill, concepts)
• Do to learn (behavior)
• Use to learn (condition)l
• Accomplish in terms of performance level

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The learner will demonstrate the ability (TLWDA)
to

• Count
• Differentiate
• Measure
• predict
• Recall
• Recite
• Reword
• Identify
• Classify
• Compare and contrast

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By (WHAT IS THE BEHAVIOR?)

• Count to 10 by writing the numbers in sequence
• Differentiate six colors in the attributes
• Measure six distances in the classroom
• Predict which character in the story
• Recall the 4 stages of a butterfly

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By (WHAT IS THE BEHAVIOR?)

• Recite the preamble of the American constitution
• Identify the 4 stages of Piagets cognitive
  development theory
• Compare and contrast
• Piagets Cognitive Learning Theory with Levine
  Vygotskys Zone of Proximal Development

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Facilitative Teaching

• The teacher is in charge but allows much more
  student
• Input
• Self guidance, and
• Responsibility

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Facilitative Teaching

• First popularized by Carl Rogers in 1969.
• Ss play a more active role in
• Giving input,
• Delving into learning,
• Reflecting on the meaning and purpose of the
  lesson.
• And assessing the quality of their efforts.

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Many Specific Instructional Strategies

• help foster
• help encourage
• help promote
• help entice
• what is intended in learning.

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Inquiry Strategy

• The teacher, while presenting a written paragraph
  containing a number of capitalized words, informs
  the Ss that all capitalizations are correct.
• Students read through the paragraph, circle the
  capitalized words, and while working in pairs,
  attempt to formulate rules that apply to the use
  of capital letters.

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Strategies used in Direct Teaching include

• Direct Instruction
• Concept Attainment
• Say, See, Do Teaching

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Strategies used in Facilitative Teaching include

• Cooperative learning
• Inquiry Method
• Projects

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Strategy Cooperative Learning

• Cooperative Learning involves two or more Ss
  working together to complete specific tasks.

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Cooperative Learning Strategy

• Used in Facilitative teaching because it 1)
  encourages good cooperation
• 2) requires positive give and take
• 3) shows the value of collective wisdom
• 4) highlights the contributions that every Ss
  can make

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Cooperative Learning is a valuable strategy for

• Managing Diversity
• Physically challenged Ss
• English Language Learners
• Ss with learning disabilities

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According to researcher Spencer Kagen(1994),
successful and effective cooperative learning
emphasizes 6 key concepts

• Teams
• Will
• Management
• Skills
• Basic Principles
• Co-op Strategies

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Discuss With Your Group Members

• the educational implications of these 6 key
  concepts.

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INQUIRY STRATEGY

• The major purpose of inquiry is to teach Ss how
  to learn on their own.
• The process itself is considered more important
  than the ends to which it leads.
• Knowledge is a process, not a product
• ---Jerome Bruner

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Inquiry Strategy can be used to explore topics,
find information, and reach conclusions.

• Primary
• List and categorize things that can be recycled

• Intermediate
• Try to learn how the age of fossils are
  determined.

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Projects Strategy

• Projects are activities carried over longer
  periods of time that usually result in a product
  such as a model,
• Composition, drawing, or performance.

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Projects are especially useful in

• social science
• science
• art
• language

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Major Advantage of Projects

• Brings about intense Ss involvement
• Helps put Ss in control of their own learning
• Ss assume the responsibility of planning,
  organizing, conducting their work individually or
  in groups , and finalizing a product.

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Examples of Projects

• Primary Grades
• A plan for conserving water in your home
• Plan for recycling paper at your school
• Construct a weather station
• Plant a class flower garden
• Plan a safe community for children

• Intermediate Grades
• Grow vegetables without soil
• Produce a class newspaper
• Do simulated investments in the stock market
• Plan a city in the year 2020

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Strategies used in computer-assisted teaching
include

• Tutorials
• Distance learning
• Cyberspace connections

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In practice, most teachers use

• Direct Teaching
• Facilitative Teaching
• Computer-Assisted Teaching
• and apply strategies as needed.

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Experienced Teachers plan most of their lessons
thinking about the best interest of their
students.

• With you group members , read and discuss your
  responses to the nine questions found on Page
  106, in terms of what experiences teachers ask
  themselves when planning lessons.