This document discusses instructional strategies for teaching. It explains that the strategies chosen should depend on the course objectives, with more fact-based objectives relying on lectures and tests, while applying concepts requires supplementing lectures with examples, problems, and assignments. The planning process involves selecting objectives and assessment, sequencing material, and choosing strategies to help students achieve mastery. When implementing strategies, decisions should be based on student needs and start with one or two strategies, building on success. Suggestions include practicing strategies to complement lectures, using evaluation with each lesson, sequencing from concrete to abstract, and using explicit instruction with modeling and monitoring.

1. INSTRUCTION
1.Transfer of learning from one person to
another.
2. Any time you are given directions or told
how to do something, you are receiving
instructions.
3. Action of teaching and the job of a
teacher.

2. SELECTIONOF INSTRUCTIONALSTRATEGIES:
•1. The teaching strategies depend directly on
course objectives.
•2. If you need to cover 50 years of research in
10 weeks and your primary goal is that student
be able to recall the facts, you will use the
lecture and test method.

3. •3. If you want your students be capable of applying
course material, you will not only have to present
factual material through reading and lecture but also
show them how to develop generalization from the
back ground knowledge (discussion, study problems,
assignments)
•4. For students to learn and remember a concept, they
must see an example; gain knowledge of
generalizations and apply the concept through an
application activity that is as close to the real world as
possible.

4. PLANNING STAGES OF INSTRUCTION:
Matching instructional strategies to course objectives is
an important part of the planning stage.
1. Select the course objective and determine the level of
mastery you expect students to attain.
2. Decide how to a assess students’ learning.
3. Choose an appropriate sequence in which to present
your objectives.
4. Select materials and instructional strategies that will
help your students reach the level of mastery you ste
for them.

5. IMPLEMENTATION OF STRATEGIES
•The instruction decision is made on the basis of
students need.
•It is not expected or suggested to attempt to
use every instructional strategy immediately.
•Start with one or two initially and build plan on
its success.

6. SUGGESTIONS:
• A student practice strategy should always complement a
teacher instruction strategy. Students need multiple
opportunities to apply new knowledge to appropriate taste.
• An evaluation strategy should also be used with each
lesson. In order to make good instructional decision,
students’ performance data must be available so that the
teacher know whether instruction is having the intended
impact.

7. •Instruction should occur through a
concrete -- representational--Abstract sequence
for all concepts and skills. Doing so help establish
and solidify conceptual understanding.
• Explicit Instruction.
•Facilitating Meaning: Facilitates understanding of new
concepts combining this strategy with teacher
modeling.
•Dynamic Assessment.
•Continuous monitoring