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Different Instructional Methods
What are instructional methods?
What are Instructional Skills?
What is Direct Instruction?
What is Indirect Instruction?
What is Experiential Learning?
What is the purpose of instruction?
What are the relevant kinds of learning?
What are invariant tasks?
Why are invariant tasks important?
What is Interactive Instruction?
What are instructional methods?

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.

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.
Demonstration
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.
Direct Instruction

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.

Lecture

 

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.
Lecture-Discussions
Lecture-discussion is a combination of lecture and teacher questioning of students.

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.
Case Studies
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

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

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

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

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

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

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

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


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.

Simulations

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

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.

 


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
Teaching and Learning Methods and Strategies
Teaching methods
150 Teaching Methods Teaching
Subjects of Instruction