Instructional Strategies
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The document discusses various instructional strategies that teachers can use, including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It provides examples of specific methods that fall under each category. It also discusses strategies for teaching students with diverse learning needs, such as allowing the use of assistive technologies, providing visual aids, giving extra response time, and using graphic organizers.
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This document outlines various instructional strategies for teachers including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It also provides examples of specific strategies for teaching students with diverse learning needs such as providing outlines, visual representations, extra response time, and structured organization to support students who have difficulty with writing, speaking, or attending.
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Here are some examples of adaptations and accommodations that can be made for teaching students with special needs:
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- Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Active learning for students
If you find it interesting, feel free to contact for workshop by commenting with your contact details.
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The document also provides definitions and purposes of evaluation, assessment, and testing. Evaluation collects information about courses and programs, assessment collects student information over time to help improvement, and testing measures specific skills at a point in time.
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Instructional Strategies
The document discusses various instructional strategies that teachers can use, including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It provides examples of specific methods for each category, such as lecture and drill/practice for direct instruction, problem solving and case studies for indirect instruction, field trips and simulations for experiential learning, essays and research projects for independent study, and debates and role playing for interactive instruction. It also lists strategies for teaching students with diverse learning needs, such as allowing the use of assistive technologies, providing visual aids, giving extra response time, and using graphic organizers.
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The document provides guidelines for teachers in selecting, preparing, and using instructional materials. It recommends that materials fit course objectives and be well-organized, prepare students for lessons, and be designed using the LACARA method. Materials should provide sufficient repetition through examples and questions to enhance understanding for a diverse student body, and be at an appropriate reading level and difficulty to match students' abilities. When preparing materials, teachers should define objectives, allow flexibility, develop content for diverse learners, guide students, and evaluate results.
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This document discusses several learning theories and their application to teacher professional development. It describes situated learning theory, communities of practice, and Gagne's conditions of learning theory. It then outlines a lesson for teachers that uses these concepts to train them in administering and analyzing running record assessments to identify teaching points for students. The lesson incorporates the nine events of instruction and models peer observation and collaboration to support teacher learning.
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The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Multi sensory aids of teaching
The document discusses various audio-visual aids that can be used to support teaching and learning. It begins by outlining the benefits of using audio-visual aids such as clarifying concepts, sustaining student interest, and helping information be more permanently retained. It then provides guidelines for selecting, preparing students for, and following up on various audio-visual materials. The remainder of the document details different types of aids including printed materials, audio aids, visual aids, demonstrations, field trips, language labs, and sources of instructional materials. It emphasizes the importance of preparation, guidance, and follow up activities to maximize the educational impact of these aids.
Types and Characteristics of Instructional Materials
This document provides an overview of different types of instructional materials that can be used for teaching, including readings, syllabi, assignment files, rubrics, and handouts. It describes each material's purpose and importance in education. For readings, it notes they are written materials intended to be read, and examples include textbooks, magazines, and newspapers. Syllabi outline course goals, objectives, schedules, and expectations. Assignment files allow teachers to assign and collect digital student work. Rubrics are scoring tools used to assess student performance. And handouts supplement teaching with paper resources.
Review on Lesson Planning
Here are some examples of adaptations and accommodations that can be made for teaching students with special needs:
- Provide modified assignments and assessments that are tailored to students' ability levels. This could include altering length or complexity requirements.
- Use multi-sensory teaching methods that engage both visual and auditory learners, such as showing images and diagrams alongside verbal explanations.
- Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed.
- Allow extra time for students to complete tests and assignments, both in and out of the classroom.
- Provide copies of notes or allow students to audio record lessons so they can review material afterwards.
- Se
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Active learning for students
If you find it interesting, feel free to contact for workshop by commenting with your contact details.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
Original contribution
The document discusses using think alouds in elementary classrooms to improve reading comprehension. It defines think alouds as a strategy where teachers model their thinking process while reading aloud. Research shows that think alouds help students understand they can comprehend texts more when teachers demonstrate different strategies. The document provides guidance on how to implement think alouds, including identifying a strategy, modeling it, and having students practice the strategy in small groups with support. It emphasizes teaching students to monitor their own comprehension is the ultimate goal of think alouds.
Teaching styles and learning styles
This study analyzed the learning and teaching styles of 10 students in a Form One English Poetry class. Questionnaires assessed the students' learning styles, which were predominantly active/reflective, sensing/intuitive, and sequential/global. Visual learners made up 50% of students. The teacher's preferred teaching style was the personal model. To accommodate different styles, the teacher should provide summaries, mind maps, outlines, images, and role plays when instructing poetry lessons. Matching teaching methods to students' learning styles helps all students better understand the lessons.
Idol learning & teaching
This document discusses different learning styles - visual, auditory, read/write, and kinesthetic - and provides examples of how each style learns best. It also discusses different teaching styles like teacher-centered which focuses on the teacher's expertise, content-centered which prioritizes textbook material, and student-centered which emphasizes student participation. Effective teaching involves understanding different learning styles and incorporating various methods like lectures, discussions, tutorials and coaching to engage students.
Evaluation assessment & 2g curriculum a pril 26 2016
The document outlines the agenda and activities for a teacher training session on assessment, evaluation, and testing.
The morning session includes brainstorming on teachers' perspectives of testing, assessment, and evaluation. Workshops will cover assessing and evaluating a test using recommendations from the second generation curriculum.
The document also provides definitions and purposes of evaluation, assessment, and testing. Evaluation collects information about courses and programs, assessment collects student information over time to help improvement, and testing measures specific skills at a point in time.
Formative assessment occurs during teaching to evaluate effectiveness, while summative assessment occurs after teaching to evaluate learning. The document discusses various assessment tools and strategies that can be used for the second generation curriculum.
Discovery and enquiry method
This document discusses two teaching methods: the discovery method and the inquiry method. The discovery method involves students solving problems and making hypotheses with minimal teacher guidance. The inquiry method is student-centered and focuses on asking questions, with the teacher acting as a facilitator. Both methods are active and student-centered, aiming to develop skills like critical thinking, but can be time consuming. Key phases of the inquiry method include interaction, clarification, and questioning.
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EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha Rai
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Copm study of teaching strategies by pu. & uoe teachers
Copm study of teaching strategies by pu. & uoe teachers
Selecting, preparing, using and developing instructional materials
Selecting, preparing, using and developing instructional materials
Types and Characteristics of Instructional Materials
Types and Characteristics of Instructional Materials
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PROPORSAL ON TEACHING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS IN E...
Evaluation assessment & 2g curriculum a pril 26 2016
Evaluation assessment & 2g curriculum a pril 26 2016
Viewers also liked
Teaching Basic Skills Through Direct Instruction
Direct instruction is a deductive teaching strategy where skills and concepts are broken down into small steps and taught in a structured way. It involves the teacher demonstrating a skill, students practicing with guidance, and independent practice with feedback until mastery. The goal is to explicitly teach basic academic and thinking skills that can transfer to other areas. Key aspects of direct instruction include setting objectives, modeling skills, guided and independent practice, checking for understanding, and performance-based evaluation of skill acquisition.
Direct instruction
Direct instruction is a teaching strategy that relies on strict lesson plans and lectures from the teacher with little room for variation. It is teacher-directed with specific steps to guide students toward clearly defined learning outcomes. Some key characteristics include an academic focus on content, whole-class or small-group delivery, and constant monitoring to check for understanding from students. The principles of direct instruction include introducing new topics, providing clear explanations and examples while checking for understanding, guided practice with monitoring, and concluding lessons with independent practice and evaluation.
Group 5 determining appropriate instructional approach, methods and techniques
The document discusses various instructional strategies and techniques for teaching including direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. It also provides methods for motivating students such as praise, expecting excellence, relating lessons to students' lives, and rewarding positive behavior. Effective discussion techniques are outlined like allowing time for reflection, addressing students by name, and drawing on students' skills and experiences. Characteristics of good teaching methods are listed as being interactive, innovative, integrative, inquiry-based, collaborative, constructivist, varied, experiential, metacognitive, and reflective.
Chapter 5 Direct Instruction
This chapter discusses direct instructional strategies that are teacher-directed in a whole class format. It differentiates between deductive and inductive teaching strategies. Deductive strategies start with a known principle and then apply it to unknowns, while inductive strategies start with examples and build to principles. Direct instruction involves clear goals, careful monitoring of student outcomes, and consistent classroom organization. Techniques discussed include presentations, demonstrations, questions, and different types of student practice.
Inductive Method
The inductive method involves presenting students with a specific challenge or problem and having them investigate, test, analyze, and draw their own conclusions based on their existing knowledge. It guides students through critical thinking and evaluation of observations to draw logical conclusions. The inductive method is an effective way to obtain general information about the world through observation and inquiry-based learning.
Deductive and inductive method of teching
The document discusses different approaches to teaching - deductive and inductive. The deductive approach involves the teacher directly presenting information to students, while the inductive approach involves the teacher presenting many examples for students to observe patterns and concepts from. Some key differences are noted: the deductive approach is more predictable but the inductive approach tends to lead to deeper understanding and retention. The document also asks questions about personalizing learning, predictability of lessons, desired depth of understanding, and time available to consider which approach may be better suited for a given situation.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
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Group 5 determining appropriate instructional approach, methods and techniques
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Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar to Instructional Strategies
Models
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that promote learning through social interaction; and behavioral models based on modifying behavior through feedback. Example models listed include direct instruction, concept development, guided inquiry, and collaborative learning. The document also discusses instructional strategies like questioning, grouping, and summarizing; and instructional processes of receptive, responsive, and reflective teaching.
Memory2009
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that are constructed to take advantage of social and interactive learning; and behavioral models based on modifying behavior through task feedback. Specific models mentioned include direct instruction, concept development, guided inquiry, synectics, collaborative learning, open-ended inquiry, and discussion. Direct instruction and advance organizers are strategies often used within the direct instruction model framework.
Chapter 8 – chappis ben & kathleen
Daily questioning can be an effective form of assessment. Through questions, teachers can check for understanding, access prior knowledge, and provoke thinking. This can be done through class discussions, conferences, oral exams, and student journals. However, certain conditions must be met for personal communication assessments to be effective. Teachers and students must share a common language, and enough information must be gathered to make inferences. Questioning is best used formatively to guide instruction rather than summatively.
Instructional approaches
This document discusses various instructional approaches and strategies that can be used for training. It identifies different categories of instructional strategies such as direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. It provides examples of specific instructional methods that fall under each category and questions to consider when determining the appropriateness of a particular method. The document also discusses traditional and technology-based training methods as well as the benefits of internal and external training approaches.
Teaching methodologies
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Instructional Approaches.pptx
- Internal training utilizes a company's own resources and expertise to develop and deliver training, making it cost-effective and allowing employees to easily understand trainers due to workplace familiarity. Methods include on-the-job training, mentoring, coaching, and internal seminars/sessions.
- External training exposes employees to new ideas and forces them out of their comfort zone by learning from outside industry experts, providing a fresh perspective but at a higher cost compared to internal training. Both methods have benefits for employee learning and skill development.
Innovative Teaching strategies..........
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
slac innovative teaching using information technology
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
Teaching methods
This document outlines various teaching methods, including their definitions, uses, advantages, and disadvantages. It discusses interactive teaching approaches like brainstorming, think-pair-share activities, and Q&A sessions. Specific methods covered in more depth include lectures, role-playing, case studies, and problem-based learning. Guidelines are provided for selecting teaching methods, preparing the learning environment, and developing effective case studies.
Toronto Berkshire Academy lesson plan template
This document contains a daily lesson plan template for a teacher at the Toronto Berkshire Academy. The template includes sections for subject, grade level, unit, topic, learning goals, success criteria, materials, lesson format/activities, introduction, development, consolidation, extension activities, ELL notes, cross-curricular links, assessment strategy, and lesson reflection. The development section lists possible hands-on activities like questioning, modeling, guided practice, and differentiation. The lesson plan template provides guidance for teachers to design engaging lessons that meet curriculum expectations and support diverse student needs.
Students centred techniques Turkey
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Module 4: Instructional Strategies
The document discusses instructional strategies and frameworks for designing training programs. It outlines 5 categories of instructional strategies: direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. Each strategy is learner-centered to varying degrees and includes specific instructional methods like lectures, discussions, surveys, and learning contracts. The instructional framework identifies the interrelationship between instructional approaches, models, strategies, methods, and skills to help instructors select activities that meet learning objectives and account for learners' backgrounds, interests, styles and developmental levels.
Teaching approaches
The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
FS_1.pptx
This document provides guidance for observation experiences in field studies. It discusses the importance of observing teaching attitudes, beliefs, and classroom practices. It emphasizes that observation requires purpose, focus, and intentionality. Guidelines are provided for conducting observations, including focusing on specific aspects, documenting with tools like checklists and notes, and analyzing and reflecting on what was observed. Suggested guidelines for field study students include requirements like completing 54 hours, following school policies, demonstrating proper conduct, and preparing a portfolio for assessment. The overall aim is for students to gain awareness of teaching approaches through intentional observation experiences.
Teaching methods
The document discusses various teaching methodologies. It begins by defining what a teaching method is and discusses factors like retention rates and classroom climate. It then describes several common teaching methods like lectures, group discussions, discovery method, and games. For each method, it provides details on how the method works and lists its strengths and weaknesses. The document emphasizes that teachers should consider student abilities, available time and facilities, and class size when selecting a methodology. It also provides principles for effective teaching.
Models of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
Teaching Learning Styles
The document discusses online pedagogy and explores how to effectively structure online learning environments and curriculum. It addresses how collaboration, group work, and consideration of different learning and teaching styles can help promote engagement and critical thinking skills among online learners. Some potential challenges for online learners are also outlined, such as difficulties with group work or technology limitations, and strategies are presented for helping learners succeed, such as ensuring diversity in groups and clear communication.
Training workshop for teachers on participatory teaching methods
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
Teaching strategies in teaching arts
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Pair learning and activities report (repaired)
This document discusses strategies for actively engaging students in the learning process, including pair learning. It describes pair learning as a strategy where students work in pairs to practice and reinforce skills taught by the teacher. Some benefits of pair learning are that it involves all students, increases opportunities for practice, motivates students, and helps teachers accommodate diverse learners. Effective pair learning activities are planned to align with learning objectives, ensure all students participate, and provide structured interaction and feedback. A variety of teaching strategies can be used at different stages of a lesson, including pair activities, to improve learning outcomes.
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slac innovative teaching using information technology
slac innovative teaching using information technology
Training workshop for teachers on participatory teaching methods
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Instructional Strategies
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