Standard 8 - Instructional Strategies

InTASC Standard #8- Instructional Strategies

Presented by : Majda Belkas

CERT 08/2022 Cohort 1

InTASC Standard 8 -

InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0

" The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. " 

Open Ended

S8 - Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Instruction: Type in the keywords. You get only one submission.

Teachers should use various instructional strategies to assist students with:

• Developing and deepening understanding

• Making connections

• Building skills

• Applying knowledge

This standard outlines the various learning opportunities that the teacher should offer to the students. With instruction that uses sophisticated thinking, these learning chances ought to assist the learners in developing higher-level cognitive abilities.

Not all students learn the same way

Adjusting instructions

Accommodating Instructions

Poll

To be able to accommodate and differentiate instructions, the instructor needs to be aware of...

• the students' learning style

• the students' academic level

• the students' learning difficulties

• the students' age category

An instructional strategy describes the instructional materials and procedures that enable students to achieve the learning outcomes.

​Instructional strategies refer to the techniques instructors use to deliver their lessons.

The tactics and strategies used during instruction frequently have the biggest influence on how well students do.

​Teachers employ instructional strategies to design lessons that communicate the subject in a meaningful and engaging way for the students. To keep students' interest high while they are studying the content, many teaching tactics are included in one lesson.

​When creating a lesson plan, we decide what the students will be learning. When planning, it's not only about the "what" but the "how" of the learning process.

​Saskatchewan Education considers that there are five categories of instructional strategies.

Multiple Choice

Direct Instructions

• Instructor-directed. It is useful for providing information or developing step-by-step skills.

• Learner-driven with the teacher becoming a facilitator, supporter, and resource person.

• Learner-focused and activity-oriented. Requires learners to reflect on the experience and ways to apply it to other contexts.

Multiple Choice

Indirect Instruction

• Involves the learners studying on their own under the guidance or supervision of an instructor.

• Learner-driven with the teacher becoming a facilitator, supporter, and resource person. Includes a high level of learner involvement in observing, investigating, drawing inferences, or forming hypotheses.

• Learner-focused and activity-oriented. Requires learners to reflect on the experience and ways to apply it to other contexts.

Multiple Choice

What can Experimental Learning look like for a student?

• Field trips, Model building, simulations...

• Essay research and writing, computer-assisted instruction, journals and packaged learning materials

Multiple Choice

Interactive Instruction requires from learners...

• outline the topic, the amount of discussion time, the composition and size of the groups, and the reporting or sharing techniques

• observation, listening, interpersonal and intervention skills

Instructional strategies are the building blocks of a good lesson. They are the tools and techniques that teachers use to help students to overcome obstacles to learning and reach higher levels of knowledge and understanding.

A cooperative learning activity that can work in varied size classrooms and in any subject. Instructor poses a question, and students first THINK to themselves prior to being instructed to discuss their response with a person sitting near them (PAIR).

This three-step method involves the teacher modeling a task, then the class doing the task as a group (with the teacher), then the students getting to try the task independently.

​Blended Learning

The teacher uses both online instruction and in-person lessons throughout the unit of work. Students might, for example, watch videos for homework then come into class to discuss and engage in active learning (flipped learning).

​Instead of delivering all the information at once, the teacher breaks down the lesson into achievable tasks of ‘chunks’. After each ‘chunk’, the teacher checks and then gives further instructions. This can make an overwhelming task seem more achievable for students and prevent cognitive overload.

Chunking

Tired activities

Set up three or four activities of varying complexity for students to participate in.

Lessons should be student-centered.

The ways that we instruct our students must demonstrate that they are our focus and that what we do is centered on their success.

Student-Centered

Student movement is a must. Students need to be mobile at some point during instruction to ensure they're actively engaged.

Student Movement

​https://helpfulprofessor.com/instructional-strategies-examples/

​102 Instructional Strategies Examples

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​Questions and Activities for Reflection

​1. Consider the five categories of instructional strategies (direct, indirect, experiential, independent and interactive). Which one do you use most often and why?

​2. How could you incorporate other strategies into your instruction to better help learners?