Meeting standards through teacher- centered instructional strategies
It includes teaching strategies “in which the teacher’s role is to present the knowledge to be learned and to direct, in a rather explicit manner, the learning process of the students” (Shuell, 1996). Content that is specific and well defined. Skills such as adding, subtracting, multiplication and division. It is content that all the students need to master to ensure success in later learning efforts. Like math and reading. It is content that students would have difficulty obtaining on their own. During the lesson, the teacher takes primary responsibility for guiding learning by modeling, explaining and questioning.
Students, with the teacher’s guidance, take more responsibility for constructing their own understanding. Teacher centered and learner centered approach are directly related to each other.
Instructional strategy designed to teach essential knowledge and skills that are needed for later learning.
Backwards design: An approach to planning that first identifies desired learning objects, then specifies ways to assess whether those objectives are met, and finally establishes learning experiences to reach the objectives (Wiggins & McTighe, 2005).
Introduction and review: designed to attract students attention, pull them into the lesson, and remind them of previously learned content Developing understanding: the teacher models and explains the skill being taught or describes the essential characteristics of the concept. Guided practice: provides students with the opportunity to try out the new skill and for teachers to provide feedback in the learning process. Independent practice: final phase of the lesson and is designed for additional opportunities for students to practice the content