The document discusses various modern instructional strategies including cooperative learning, peer tutoring, multimedia learning, critical pedagogy, metacognition, experiential learning, blended learning, self-study, learning contracts, and problem-based learning. It provides details on each strategy, their advantages and disadvantages. Key instructional strategies covered are cooperative learning, peer tutoring, multimedia learning, critical pedagogy, metacognition, experiential learning, blended learning, and problem-based learning.

1. MODERN INSTRUCTIONAL
STRATEGIES
PREPARED BY:
RANI. B
(Asst.Prof in Social Science)
KUCTE, KARIAVATTOM,
THIRUVANATHAPURAM, KERALA

2. MODERN INSTRUCTIONAL STRATEGIES
Modern Instructional Strategies are the
approaches that we use in the design,
development, and delivery of learning to
engage our students in learning experiences.
We choose these strategies based on what,
how, where, and when we want our learners to
learn.

3. CO-OPERATIVE LEARNING
Co-operative learning is a successful teaching
strategy in which small teams, each with
students of different levels of ability, use a
variety of learning activities to improve their
understanding of a subject. Each member of a
team is responsible not only for learning what is
taught but also for helping teammates, learn,
thus creating an atmosphere of achievement.
Students work through the assignment until all
group members successfully understand and
complete it.

4. ADVANTAGES
▪ Promote student learning and academic
achievement Increase student relation
▪ Enhance students satisfaction with their
learning experience Help Students develop
skills in oral communication
▪ Develop student’s social skills

5. PEER TUTORING

6. RESULTS OF PEER TUTORING
▪ Self confidence
▪ Enthusiasm
▪ Limitations of ones own
▪ Behavioral change
▪ Interest creation
▪ Problem solving capacity
▪ Academic skill development

7. Multi methodology includes the use
of more than one method of data
collection or research in a research
study or set of related studies.

9. MULTIMEDIA
▪ to improving the student’s meets the
academic needs and helps them
developing skills is providing multimedia
during the process of teaching and
learning in the classroom.
▪ through the media the teacher could give
more opportunity to students to express
their opinions and enjoy during the course.

10. ▪ The highly and motivation also bring positive
aspects to students so that they can improve
their skills.
▪ Multimedia classroom provide the students
chances for interacting with diverse texts.
▪ The involvement of technology in the
classroom encourages positive point to
improving the quality of teaching and giving
more various techniques in teaching a
content.
▪ The Computer Internet
▪ The PrintText
▪ The Film

11. ADVANTAGES OF MULTIMEDIA
 Increases learning effectiveness.
 Is more appealing over traditional, lecture-
based learning methods.
 Offers significant potential in improving
personal communications, education and
training efforts.
 Reduces training costs.
 Is easy to use.
 Provides high-quality video images & audio.
 Frees the teacher from routine tasks.
 Gathers information about the study results
of the student.

12. DISADVANTAGES OF MULTIMEDIA
 Expensive
 Not always easy to configure
 Requires special hardware
 Not always compatible

13. CRITICAL PEDAGOGY
▪ Critical pedagogy includes relationships
between teaching and learning.
▪ Critical pedagogy is a teaching approach.
▪ Understanding that critical pedagogy is a
movement in which in education it empowers
students and teachers to developing
consciousness ,social justice and connecting
the knowledge to taken action and creating
change.

14. ▪ Critical pedagogy is a teaching approach
inspired by Marxist critical theory and other
radical philosophies.
▪ Which attempts to help students to question
and challenge posited domination.
▪ In other words, it is a theory and practice of
helping students to achieve "critical
consciousness."

15. ▪ Critical pedagogy is based on the work by
Paulo Freire, a Brazilian educator, who was
once imprisoned and then exiled as a traitor
for his teaching methods which were used
to teach illiterate adults.

16. ▪ Critical pedagogy recognizes the influence
that the lack of education has on the
oppression of impoverished people.
▪ One of the primary goals of education is to
help people develop critical consciousness.
▪ Critical consciousness is the ability to assess
the political and social structures that exist
and to empower people to question authority
and speak out against injustices.

17. METACOGNITION is …….
 "cognition about cognition",
 "thinking about thinking",
 or "knowing about knowing"
 and higher order thinking skills

18. ▪ Metacognition is awareness and understanding
of one's own thought processes.
▪ Metacognition is the practice of teaching and
encouraging students to think about thinking
and how they learn best.
▪ Metacognition occurs before, during, and after
learning, and involves self-reflective questions
around: comprehension, connection, strategies
and reflection.

20. Metacognition …..
……also involves thinking
about one's own thinking
process such as study skills,
memory capabilities, and the
ability to monitor learning.

21. ADVANTAGES:
▪ Metacognition enhances and enriches the
learning experience
▪ Applying metacognitive strategies such as self-
awareness and self monitoring is to develop
independent learners who can control their own
learning and learn how to learn for life
▪ Metacognition provides self-monitoring, which is
a step-by-step process of evaluation during the
learning process.
▪ Metacognition develops higher learning and
problem solving skills

22. DISADVANTAGES OF POOR METACOGNITION
▪ Poor self-esteem
▪ Difficulty in problem solving
▪ Poor reading comprehension
▪ Poor language and communication skills
▪ Difficulty in obtaining success in society

23. METACOGNITION :
LEARNING OBJECTIVES
▪ Develop an understanding of metacognition
including what it is and how it works.
▪ Identify an implement methods to help
students use metacognitive skills.
▪ Explain metacognition and how to develop a
culture of metacognition in the classroom.
▪ How to apply one’s strategic knowledge to a
particular situation, and to do so efficiently
and reliably.”

25. EXPERIENTIAL LEARNING
▪ EL is the process of learning through
experience, and is more specifically defined as
"learning through reflection on doing".The
concept of experiential learning was first
explored by John Dewey and Jean Piaget.
▪ Experiential learning is any learning that
supports students in applying their knowledge
and conceptual understanding to real-world
problems or situations where the instructor
directs and facilitates learning.

26. ▪ Experiential learning teaches students the
competencies they need for real-world
success.
▪ Experiential learning motivates students
▪ Experiential learning creates self-directed
learners.

27. ▪ BLENDED LEARNING
BLENDED LEARNING is an education program
(formal or non-formal) that combines online
digital media with traditional classroom
methods. It requires the physical presence of
both teacher and student, with some element of
student control over time, place, path, or pace.
Classifications of blended learning, where
digital content is blended with classroom
instruction, often include explanatory diagrams
showing the physical location and times when
teachers and students use computers.

28. ▪ The features of blended learning is its
incorporation of traditional forms of teaching
(eg. lecture) with active and highly customized
individualized forms of learning using
communications and information technology.
▪ Blended learning enhances learning because it
combines the benefits of modern
communications and information technologies
with traditional lectures.
▪ Blended learning encourages the student’s
desire to learn and enables learning through the
form that is best.

29. ▪ Suited to the student without neglecting
alternative methods.
▪ The use of different teaching and educational
methods increases the participant’s interest
and activity and offers more flexibility
because the student decides how much time
to devote to independent study.

30. SELF STUDY
▪ Self Study is the study of something by oneself, as
through books, records, etc., without direct supervision
or attendance in a class: eg…learning language. There
are some dimensions of self-directed learning:
• learning aim,
• learning structure
(consistency),
• learning time,
• learning techniques,
• learning materials,
• learning forms,
• learning institutions,
• learning media
• learning content,
• learning duration,
• learning partners
• learning strategies,
• learning resources
• learning methods
• learning environment

31. LEARNING CONTRACT
▪ Learning Contract is a guide to monitor and
direct the student's learning and the field
instructor's teaching. It is a joint process and
negotiated agreement between the student, the
field instructor, and the faculty who leads the
class. It identifies the process and content of
student learning…
▪ A learning contract is an agreement negotiated
between the student and the teacher in order to
change the student's behavior and improve their
opportunities to learn.

32. ▪ Contract learning provides an effective way to
structure the learning process to address
individual educational needs.
▪ This learning method has now been applied
successfully across a broad range of fields and
levels within undergraduate education.

33. PROBLEM BASED LEARNING
▪ Problem-Based Learning (PBL) is a student-
centered pedagogy in which students learn
about a subject through the experience of
solving an open-ended problem. Students learn
both thinking strategies and domain knowledge.
▪ PBL is a teaching method in which complex real-
world problems are used as the vehicle to
promote student learning of concepts and
principles as opposed to direct presentation of
facts and concepts

34. ▪ In addition to course content, PBL can promote
the development of critical thinking skills,
problem-solving abilities, and communication
skills. It can also provide opportunities for
working in groups, finding and evaluating
research materials, and life-long learning The
problem must motivate students to seek out a
deeper understanding of concepts.

35. CHARACTERISTIC OF PBL
▪ The problem should require students to make
reasoned decisions and to defend them.
▪ The problem should incorporate the content
objectives in such a way as to connect it to
previous courses/knowledge.
▪ If used for a group project, the problem needs a
level of complexity to ensure that the students
must work together to solve it.
▪ If used for a multistage project, the initial steps
of the problem should be open-ended and
engaging to draw students into the problem.

36. ▪ Problem-based learning (PBL) is a student-
centered pedagogy in which students learn
about a subject through the experience of
solving an open-ended problem found in trigger
material.The PBL process does not focus on
problem solving with a defined solution, but it
allows for the development of other desirable
skills and attributes.This includes knowledge
acquisition, enhanced group collaboration and
communication

37. TEACHING THINKING SKILLS
▪ Reflective and reasonable thinking that is focused
on deciding what to believe or do.
▪ Teaching children to become effective thinkers is
increasingly recognized as an immediate goal of
education.
▪ Thinking skills are necessary tools in a society
characterized by rapid change, many alternatives
of actions, and numerous individual and collective
choices.
▪ Critical thinking ability measure ability to recognize
assumptions, evaluate arguments, and appraise
inferences.

38. ▪ Higher-order thinking ability for students to
develop the skills and attitudes of effective
thinking
▪ The teaching of thinking skills can be
grouped into three categories.
 Brain based.
 Philosophical.
 Cognitive intervention.