ed 330 teaching strategies

Tom KerrSecondary Education

ED 330

Teaching Strategies

Instructional StrategiesDetermine the approach a teacher may take to

achieve learning objectives

Used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson

Included are direct instruction, experimental learning, and interactive instruction

(Instructional Strategies Online, 2009)

Direct InstructionHighly teacher directed

Commonly used form of instruction

Effective for providing information or step-by-step skills

Methods include structured overview, lecture, drill and practice, and compare and contrast

(Instructional Strategies Online, 2009)

Experimental Learning Inductive, learner centered, and activity oriented

Emphasis is on the process of learning and not on the product

Personalized reflection on an experience is a critical factor

5 phases – experiencing, sharing or publishing, analyzing or processing, inferring or generalizing, and applying

Methods include field trips, games, role-playing, storytelling, and surveys

(Instructional Strategies Online, 2009)

Interactive InstructionRelies on discussion and sharing among students

Students learn to develop social skills, organize their thoughts, and develop arguments

Requires observation, listening, interpersonal, and intervention skills

Methods include debates, discussion, cooperative learning, jigsaw, problem solving, and interviewing

(Instructional Strategies Online, 2009)

Classroom ManagementEffective classroom management is being able to

organize and conduct a classroom so that it enables students to learn adequately

Procedures include preventing inappropriate student behavior, helping students develop self control, and suggestions for dealing with inappropriate behaviors

Effective classroom management strategies are B.F. Skinner’s behavior modification and Lee Canter’s assertive discipline model

(Carjuzaa & Kellough, 2013)

B.F. Skinner – Behavior Modification

1. Identify the behavior being modified (the problem that needs to be fixed)

2. Record how often and under what conditions that behavior occurs (write down when and how it happens)

3. Cause a change by reinforcing a desired behavior with positive reinforcement (a tangible reward, privilege, or praise)

4. Choose the type of positive reinforcement to give (gold star, front of the lunch line, or “good job”)

(Carjuzaa & Kellough, 2013)

Lee Canter – Assertive Discipline 1. Teacher has professional rights in the classroom and should

expect appropriate behavior from students

2. Students have right to choose how to behave in the classroom, while teacher sets limits for inappropriate behavior

3. Clearly stated expectations in firm voice and explain boundaries for behavior

4. Establish positive consequences for appropriate behavior (awards or special privileges) and consequences for inappropriate behavior (time out or parent conference)

(Carjuzaa & Kellough, 2013)

Team Building StrategyReact and Act game

Players randomly select a sheet of paper that has an occurrence on it (for example, winning a million dollars in the lottery) and they must react to the occurrence using animated expressions, gestures, and words. After a set amount of time, other players try to guess what happened that caused those reactions and actions. Students can state their name before their turn so the teacher and the students can familiarize themselves with each other. This game can work with a variety of group sizes.

(Icebreakers.Ws, 2012)

Works CitedInstructional strategies online. (2009). Retrieved

from http://olc.spsd.sk.ca/DE/PD/instr/index.html

Carjuzaa, J., & Kellough, R. D. (2013). Teaching in the middle and secondary schools. (10th ed.). Upper Saddle River, NJ: Pearson Education Inc.

Icebreakers, ice breakers, and ice breaker games. (2012). Retrieved from http://www.icebreakers.ws/active/react-and-act-game.html