Instructional Strategies
There are a variety of instructional strategies teachers can choose to accomplish learning objectives. Which ever instructional method used by the teacher to create the desired learning environment, it should be associated with a specific activity in which the teacher uses to enhance learning outcomes.
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. Direct instruction involves lecture, explicit teaching, drill and practice, compare and constrast, demonstrations, and guided activities.
Indirect instruction
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 (Martin, 1983). Indirect instruction involves problem-solving, case studies, inquiry, reflective discussion, concept mapping, concept formation, and writing to inform.
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. Independent study involves essays, journal, blogs, reports, research projects, and computer-assisted instruction.
Interactive instruction
Interactive instruction require discussion and sharing among participants. Students can learn from peers and teachers in order to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. Strategies allow for a range of interactive activities. Interactive instruction involves dabates, role playing, brainstorming, open-discussions, think-pair-share, cooperative learning, tutorial groups, labs, and problem-solving.
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).
Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006).
Ekwensi, F., Moranski, J., & Townsend-Sweet, M., (2006). E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology. 5.1 Instructional Strategies for Online Learning. Retrieved November 8, 2008: http://iit.bloomu.edu/Spring2006_eBook_files/ebook_spring2006.pdf
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