Instructional Emphases
Using instructional emphases is a process by which teachers or textbook authors choose to emphasize one instructional approach over another for a particular lesson or unit of the course or chapter in a textbook. No instructional technique is exclusive, but this approach allows teachers to systematically cater to a wider range of learning styles, intelligences and cognitive levels. Some instructors argue that a particular unit of study might have matching curriculum, instructional and assessment emphases. For example, a nature of science curriculum emphasis might be best served by a laboratory-activity-based instructional strategy, with an assessment emphasis on knowledge about the nature of science and on problem solving, processes and skills used in the laboratory. The hypothesis being employed herein is that different students are advantaged and disadvantaged by particular instructional strategies.
Some student-centered instructional strategies involve paying attention to the students'
learning styles
multiple intelligences
cognitive levels
prior learning
relevant world
Other instructional strategies that can be employed in the classroom include
using a learning cycle
promoting critical and creative thinking
identifying and employing logical reasoning
emphasizing conventions of communication
providing the rules for the knowledge game
The privilege of being a science or mathematics teacher is the variety of strategies that are available for one's classroom and laboratory. Some instructional strategies that promote evidence-based-reasoning in the classroom might involve
laboratory work
demonstrations
dry labs (pencil and paper lab work)
thought experiments
field work
computer simulations
video labs
video analysis by computer
computer sensors/probes
remote access by the Internet
See more strategies and links in the Word file below. Also see the teacher-education lesson plan for instructional strategies.