Ch. 14 Instructional Strategies

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Bloom's Review

Chapter 14
Instructional Methods
Ch. 14 notes & textbook

Multiple Choice

1. _____ are the three upper levels of Bloom’s Taxonomy and encourage critical thinking.

• Remember, Understand, and Apply

• Analyze, Apply, and Evaluate 

• Analyze, Evaluate, and Create

• Create, Understand, and Evaluate 

Multiple Choice

2. Providing _____ allows students to mentally process the question and formulate their replies.

• wait time

• open-ended questions

• pacing

• closure

Multiple Choice

3. With _____, the teacher acts a facilitator for learning and students are more actively engaged in their own learning.

• learner-centered methods

• panel discusstions

• teacher-centered methods

• simulations

Multiple Choice

4. In _____, the focus is on producing an end product, such as a replica solar system or a children’s book written in a language other than English.

• experimental lab

• cooperative learning

• productive lab

• collaborative learning

Multiple Choice

5. Which of the following is not something a teacher should consider when choosing an appropriate teaching strategy?

• student characteristics

• subject matter

• teaching situation

• teacher's philosophy of teaching

Poll

How well did you score out of 5?

• missed more than 2

• missed 2

• missed one

• All correct!

14
Instructional
Methods

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Learning Outcomes

• 14.1 Summarize the role of all teachers in the development of

critical-thinking skills.

• 14.2 Analyze a lesson, identifying the instructional methods and

use of questioning, examples, and closure.

• 14.3 Identify the characteristics and uses of specific types of

instructional strategies.

• 14.4 Summarize teachers’ primary considerations when deciding

which teaching strategies to use.

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Instructional Methods

• Instructional methods may also be called instructional strategies

or teaching strategies

• Discussions
• Skits
• Demonstrations

• Your repertoire is your list of skills, activities, and methods or

strategies of teaching

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Engaging Learners in Critical Thinking:
Lower and Upper Levels

• Lower levels are basic (elementary school)
• Upper levels are higher-order thinking skills that are required for

critical thinking (middle and high school)

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Engaging Learners in Critical Thinking:
Complex Thinking

• In later childhood and adolescence, students develop the ability to

think abstractly

• A major goal of education is building students’ abilities to use

progressively more complex thinking skills

• Teachers begin to lay the framework for later critical thinking in

elementary grades

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Verbs for Higher-Order Thinking

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Key Instructional Skills

• Questioning
• Using examples
• Pacing
• Achieving closure

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Questioning

• A key part of almost every learning activity

• Plan questions along with the lesson—provide structure for the lesson
• Ask questions of varying difficulty—check that all levels are

appropriate for students

• Include open-ended questions—encourage higher-level thinking

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Encouraging Participation

• Create an atmosphere where all students feel comfortable

participating

• Questions should be appropriate for students’ level
• Use questions to generate interest
• Allow wait time before calling on a student
• Vary methods of asking for responses

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Discussion: Participation

• How might you encourage participation from shy students?

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Responding to Students’ Answers

• If an answer is wrong, help lead students to the right answer
• If an answer is partially correct, acknowledge what is accurate first
• Pose follow-up questions during responses

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Responding to Students’ Answers:
Furthering Discussion

• To further discussion, counter with another question that helps lead

to further understanding

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Responding to Students’ Questions

• If you cannot answer, acknowledge that and look it up later, or ask if

anyone else can help

• Give brief answers to off-topic questions
• Help students understand which questions are inappropriate

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Using Examples

• Increases understanding by bringing information to life
• Helps students retain subject matter
• Start with simple examples and progress to more complex
• Ask students to provide examples to check their level of

understanding

• Include different formats to match varied learning styles

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Pacing

• Pacing should be neither too fast nor too slow

• Know your natural style—get feedback and adjust to meet learners’

needs

• Look for signs of understanding—watch students’ reactions and use

questions and activities to gauge understanding

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Pacing: Activities and Transitions

• Alternate types of activities—helps

keep students involved, attentive, and
learning

• Plan for smooth transitions—make sure

too much time is not lost changing
activities; use clear guidelines to
minimize inappropriate behavior

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Achieving Closure

• Closure helps students

• Reflect on what they have learned and apply it
• Draw conclusions

• Usually part of the Summary section of a lesson plan
• Closure also helps students relate

• New knowledge to past knowledge
• New knowledge to future knowledge

Open Ended

Write an objective for the information and notes you have just learned about

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Basic Instructional Methods

• Teacher-centered methods: teachers present the information and

direct the learning process

• Learner-centered methods: teachers act as facilitators or guides,

and students actively direct and achieve their own learning

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Reflection: Teacher- and Learner-
Centered Methods

• Would you be more comfortable using teacher-centered methods
or

learner-centered methods? Why?

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Open Ended

My favorite activity to do in _______ class is ________.

Graffiti

The topics on the posters are instructional methods or teaching strategies that are well known and used often. Take a marker and choose a poster. Write the description of that strategy using your textbook. Under the description, write WHEN & WHERE you used it last. Visit each poster and continue to add to WHEN & WHERE you used it. (6 minutes)

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1. Lectures

• Used frequently in upper grades
• Put students in the role of passive listeners
• Suitable for presenting factual information

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Lectures: How to Make Them Effective

• To make lectures more effective,

• Keep the lecture period short
• Add visual elements
• Insert a question-and-answer session
• Provide guided notes or written questions
• Prepare well-organized material
• Convey enthusiasm
• Make eye contact with students

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2. Reading

• A basic way of learning

• Textbooks
• Periodicals
• Internet articles
• Other research materials

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3. Discussions

• May be teacher- or learner-centered
• Start with a stimulating question without a simple answer
• Teachers can use questions to guide the discussion toward the

learning objective

• Discussion helps young children learn to take turns and respect

others’ opinions

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Discussions: Different Types

• In group discussions, the students keep the discussion on task
• In panel discussions, the teacher acts as a moderator
• In debates, participants try to persuade others to their opposing

points of view

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4. Demonstrations

• The best way to teach a process
• Are usually teacher-centered
• To involve students,

• Have students make predictions
• Ask students to perform steps in the

procedure

• Have the students prepare and

present the demonstration

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5. Guest Speakers

• Guest speakers bring outside expertise into the classroom and

generate interest

• Preparing for a speaker

• Check school’s policies before inviting guests
• Prepare all participants ahead of time
• Make sure the experience is positive for all involved

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6. Simulations

• Simulations feel like the real situation, but risks are eliminated
• Examples include

• Computer-based simulations
• Skits
• Role-playing
• Case studies

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7. Reflective Responses

• Reflective responses prompt

students to think deeply about
what they have learned

• They help teachers get a sense

of where students are in their
learning

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8. Student Presentations

• Presentation may be oral, visual, or both
• Presentations help learners

• Share what they have learned
• Build communication skills
• Achieve a higher level of understanding

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9. Games

• Can be fun and challenging, while building

skills and reinforcing learning

• Types of games

• Paper-and-pencil games
• Card games
• Board games
• Active games
• Computer games

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Types of Games

• Paper-and-pencil games—often word games that build language

skills

• Card games—help review factual information
• Board games—encourage group and math skills; adaptable to

meet learning objectives

• Active games—encourage physical activity, good for kinesthetic

learners, offer a change of pace in learning

• Computer games—often targeted to meet specific learning needs;

often have more than one level, allowing students to progress

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10. Skits

• Skits involve acting out stories
• Based on scripts written by the teacher or the students
• Students play various parts
• Actively involve students in learning
• Adaptable to different ages, subject areas, and educational

objectives

• Process of writing requires additional skills

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11. Role-Playing

• In role-playing, the teacher describes a situation with an issue or a

problem

• Role-playing is similar to a skit but without a script
• Students act out roles of people in the situation

• Base their actions and conversations on how they think the people

would react

• Work through the situation or solve the problem

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12. Case Studies

• Case studies involve groups of students working together to analyze a

situation

• Allow students to apply knowledge and skills to solve real-life issues
• Provide opportunities for groups to discuss

possible solutions and agree on one

• Engage students in listening to groups
• Provide opportunities to practice debate
• Help students learn to form a consensus

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Case Studies: Teacher Role

• Teachers can use case studies to actively involve students in

dealing with real issues

• Teachers

• Clearly outline what students are to accomplish in groups
• Set time limits
• Listen to groups
• Help students move forward

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13. Labs

• Labs offer students the opportunity to work with materials, ideas,

people, or processes to solve a given problem

• Productive labs focus on producing an end product
• Experimental labs use formal processes to research a problem

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Labs: Teacher Role

• Teachers act as planners, organizers,

and managers

• Clear instructions are essential
• Labs can be expensive

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Reflection: Presentations

• As a student, do you enjoy giving presentations? How might this

impact your teaching career?

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14. Cooperative Learning

• In cooperative learning, group members work together to achieve

a common goal

• Adaptable to most subjects/age groups
• Also assesses individual accountability
• Improves respect for others’ opinions, negotiation skills, self-esteem,

and sense of responsibility

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15. Collaborative Learning Teams

• Cooperative learning and collaborative learning are often used

interchangeably but are significantly different

• With collaborative learning, students

• Solve a task or problem using complementary and interdependent

skills

• Have clearly defined roles, such as leader, facilitator, recorder,

brainstormer, or mediator

• Complete tasks or solve problems together

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Collaborative Learning Teams: Student
Experience

• In collaborative teams, students gain further

• Critical-thinking skills
• Teamwork and communication skills
• Social skills, empathy, and sensitivity
• Insight into a topic

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Collaborative Learning Teams: Teacher
Role

• The teacher empowers students to complete open-ended, complex

tasks

• Teachers and students need to be flexible and adaptable

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16. Interdisciplinary Learning

• Big, complex real world problems demand creative solutions,

multiple perspectives, and the application of multiple disciplines

• Interdisciplinary learning

• Two or more subject areas are integrated
• The goal is to nurture heightened learning in each subject area

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Interdisciplinary Learning and Parallel
Instructional Design

• Interdisciplinary understanding is integrating knowledge and

modes of thinking from two or more disciplines

• Parallel instructional design
• Interdisciplinary teaching methods work best when they are led by

students

• Teachers and students are given real-world opportunities to

promote learning in meaningful ways

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17. Differentiated Instructional Methods

• Differentiated instructional methods utilize different techniques to

meet different learning styles and needs of students

• Teachers tailor lessons to individual students but do not teach

different content or a different subject to each student

• Teachers must be flexible, adaptable, and diligent about assessing

student needs

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Differentiated Instructional Methods:
Learner Characteristics

• Teachers must know their students well
• Learner characteristics may include

• Culture and language
• Educational background
• Ethnicity
• Gender
• Religion
• Preferred learning style
• Socio-economic status
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18. Problem-Based and Project-Based
Learning

• Teaching methodologies that promote student independence and

inquiry, and focus on student-centered strategies

• In problem-based learning, teachers assign students a problem to

solve

• Project-based learning is similar, but is longer and more complex

Draw

Take 5

Trace your hand on the back page of your notes.

In each finger write down 4 things you learned.

On your thumb, write down which teaching method you think is the most engaging for your students

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Choosing Appropriate Teaching
Strategies

• To choose, consider

• Student characteristics—ages and developmental abilities
• The subject matter—may require repetition, creativity and exploration,

or reinforcement

• The teaching situation—must be practical for time, materials, space,

equipment, and cost

Open Ended

If you were the teacher for this topic, what would you have done to teach the 18 instructional strategies to your students?

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Summary (1 of 2)

• 14.1 Teachers use instructional methods, also called teaching strategies

or instructional strategies, to meet their objectives. Because students
need to learn the complex skills required for critical thinking, teachers at
every level and in every subject area must provide opportunities to
practice these skills.

• 14.2 Effective questions and examples are essential to most teaching

strategies. An atmosphere of comfort and respect helps encourage
students to participate. Examples that appeal to all learners help bring life
to learning. Appropriate use of pacing and closure helps maximize
learning.

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Summary (2 of 2)

• 14.3 There are many basic teaching strategies. Some are more teacher-

centered, while others are learner-centered. Teaching strategies or
methods, and activities based on them, must lead students to meeting
the lesson’s objectives.

• 14.4 Strategies that require involvement actively engage students in the

learning process. When planning lessons, teachers must consider the
specific characteristics of their students and other aspects of the teaching
situation. As teachers spend more time with students, they become more
attuned to needs and preferences, developing an instinct for methods
that will work well and those that will not.

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Review (1 of 5)

1. _____ are the three upper levels of Bloom’s Taxonomy and

encourage critical thinking.
A. Remember, Understand, and Apply
B. Analyze, Apply, and Evaluate
C. Analyze, Evaluate, and Create
D. Create, Understand, and Evaluate

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Review (2 of 5)

2. Providing _____ allows students to mentally process the question

and formulate their replies.
A. wait time
B. open-ended questions
C. pacing
D. closure

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Review (3 of 5)

3. With _____, the teacher acts a facilitator for learning and students

are more actively engaged in their own learning.
A. learner-centered methods
B. panel discussions
C. teacher-centered methods
D. simulations

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Review (4 of 5)

4. In _____, the focus is on producing an end product, such as a

replica solar system or a children’s book written in a language
other than English.
A. experimental lab
B. cooperative learning
C. productive lab
D. collaborative learning

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Review (5 of 5)

5. Which of the following is not something a teacher should consider

when choosing an appropriate teaching strategy?
A. Student characteristics
B. Subject matter
C. Teaching situation
D. Teacher’s philosophy of teaching