1. Instructional Approaches
By
I.G.A. Lokita Purnamika Utami

2. The aim:
Presenting some
major innovative
instruction
Integrating technology into the lesson
Have students participate firsthand with
the new tools of instruction

3. 1. Individualized instruction:
one to one teaching
• A Teacher to a student
• A student to a computer
Teacher’s role?
Teacher gives individualized learning task and
evaluated their progress
Students proceed on their rate

4. The strengths
• Individual instruction is adjusted to individual
strength and weaknesses
• Benefit all kind of students, especially low –
mild achieving ones

5. The weakness
• Too expensive: cost of material
one to one relationship
A challenge for big class

6. 2. Cooperative Learning:
Reducing competition increasing cooperation

7. Traditional learning: more on competition
The implication: the same students tend to be
winners and losers over the years
Smart students: continually receiving award
Weak students: continually experience failure

8. Cooperative learning goal: reducing possible
tension among students and raising academic
achievement

9. Does competition mean BAD?
• NO
• Competition can be source of fun, excitement
and motivation
• A successful way to improve performance
simple drill activities, speed-related task
(spelling, vocabulary, simple math
computation)

10. What cooperation helps build?
1. Positive and coherent personal identity
2. self-actualization and mental health
3. Knowledge and trust one another
4. Communication skill
5. Acceptance and support of one another
6. Reduced-conflict relationship

11. STAD (students Team Achievement Division)
: group of 4-5, are assigned to provide assistance
and feedback to each other and receive group
performance score on quizzes. They receive
recognition via bulletin board, letter to
parents

12. TAI (team assisted Individualization)
A student work on their skill sheet and ask their
partner to check their answers and provide
assistance. He should score 80 or higher on
practice quiz to be certified by the team to
take final test

13. 3. Mastery Instruction:
breaking down complex unit into smaller ones
• Focus on smaller unit of instruction
• Criterion-referenced test to ensure a
student has the skill required for success at
each step in learning sequence

14. Some unanswered questions
• Can mastery learning accomplish “higher
order” learning?
• How well mastery learning work on affective
learning?
• How well mastery learning work on different
types of students?
• To what extent teacher are “teaching to the
test”?

15. Why Mastery learning difficult to
implement?
1. responsibility falls on the teacher
2. teacher should monitor continually and
provide immediate feedback
3. teacher must adapt the instruction to each
student
4. determine what skill and task a student has
mastered

16. 4.Critical Thinking:
is it teachable or not?
• Matthew Lipman and Robert Sternberg:
Critical thinking is a teachable form of
intelligence.
HOW?
- Spending much time thinking about thinking
(metacognition)
- And thinking about distinguishing effective
thinking and ineffective thinking

17. Thinking skill fostered by Lipman
• Understanding concept
• Generalization
• Cause-effect relationship
• Analogies
• Part-whole and Whole-part connection
• Application of principles to real-life situation

18. Critics on critical thinking
• Teaching a person to think needs rather a
holistic approach rather than a chopping-
down approach
• Critical thinking is too complex mental
operation to be chopped down into narrowly
defined skills

19. 5. Computerized instruction:
impersonal machine or increased human contact?
• Simplest level: Students work through
computer drills
• Second level: The computer acts as a tutor.
When a student understand a concept she
moves to the next concept
• The highest level: dialoging yes, it involves
interaction between the student and the
computer

20. • In early computer revolution people
worried about minimal emotional and
affective component in the interaction
• Now: with increasing access to internet,
students can reach contact, their teacher,
friends or even stranger to ask question or
confirm their understanding

21. 6. Video and satellite system
• The use of CD-ROMs, DVDs, satellite links,
videodisk and telecommunication network,
educational television, teleconference.
• They are now more fully integrated into the
curriculum
• Many school system and teachers have also
begun to produce their own video for specific
instructional approaches

22. Emerging curriculum trends

23. TECHNOLOGY EDUCATION
ADVANTAGES
• Can be played anywhere at any convenient
time
• Make instruction more productive and
accessible
• Rapid spread of distance education
Challenge:
Teachers need technological competence

24. CONCLUSION
• New knowledge, indeed, is not necessarily
better than old knowledge.
• Are we to throw away most of Aristotle,
Galileo, Kepler, Darwin, and Newton merely
because they are not part of this century?

25. • As we modify and update content, we need to
protect schools and students against fads and
frills, and especially against extremist points of
view.
• We must keep in perspective the type of
society we have, the values we cherish, and
the educational goals we wish to achieve