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    di...
   Students, with the teacher’s guidance, take    more responsibility for constructing their own    understanding.   Tea...
   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...
   Introduction and review: designed to attract    students attention, pull them into the lesson, and    remind them of p...
   Direct Teaching
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Chapter 8.2

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Chapter 8.2

  1. 1. Meeting standards through teacher- centered instructional strategies
  2. 2.  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.
  3. 3.  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.
  4. 4.  Instructional strategy designed to teach essential knowledge and skills that are needed for later learning.
  5. 5.  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).
  6. 6.  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
  7. 7.  Direct Teaching
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