Instructional Repertoire

PED 2145

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Instructional Repertoire

• Integrated Pedagogies

• Instructional Concepts

• Instructional Skills

• Instructional Tactics

• Instructional Strategies

• Instructional Organizers

Instructional Pedagogies

Collective term for all the pedagogical

practices, approaches and processes that

define you as a teacher and separate you from others who work with

students.

Instructional Pedagogies

Collective term for all the pedagogical

practices, approaches and processes that

define you as a teacher and separate you from others who work with

students.

Theorists:

•Piaget - Cognitive development

•Erikson - Psychosocial

•Kohlberg & Gilligan: Morals & values

•Maslow - Self-actualization

•Pavlov - Behaviour modification

•Gardner’s Multiple Intelligences

•Bandura’s Social Learning Theory

Instructional Concepts

The qualities you demonstrate as an

educator:Emotional

Intelligence(Daniel Goleman)

Intrapersonal IntelligenceInterpersonal Intelligence

Instructional actions (behaviours) to

increase the chances that more complex

instructional processes are

effectively implemented.

Instructional Skills

Instructional Tactics

Actions invoked by the teacher that cut across subject & grade levels.

Spence Rogers:

Instructional Tactics

Actions invoked by the teacher that cut across subject & grade levels.

Venn DiagramsNumbered headsThink/pair/shareWalk aboutP.M.I.Round RobinBrainstormingExamine Both SidesInside/Outside circlesPlace MatFour CornersGraffittiGames-Jeopardy

Instructional Tactics

Complex processes driven by theory and provide theory-specific results:

•Choices empower the learner (Encourages them to take responsibility)Holistic approach

Instructional Strategies

-emerge from beliefs or philosophies about

teaching.e.g. Brain Research

Instructional Organizers

Emotional & Instructional Intelligence

•Expect and teach respect•Welcome each student•Behave as if

•all students belong•all students can learn•All: welcome addition to classroom community•all students can succeed

•No student is stupid, but they may act stupidly!•If you want true power you must give it away.

*Only the Brave Should TeachOnly the brave.Only the brave should teach.Only those who love the young should teach.Teaching is a vocation. It is as sacred as the priesthood; as innate a desire as inescapable as the genius which compels an artist.If he has not the concern for humanity, the love of living creatures, the vision of the priest and the artist, he must not teach. -Pearl S. Buck

Questioning & Discussion Techniques

Questioning & Discussion Techniques

1. Get their Attention (vs. boredom) - Brain Research2. Concentration levels - Maslow, nutrition

3. Teacher Questions• Bloom, Piaget, de Bono, Reflective Thinking

4. Student Responsea) Affective -feelingsb) Practical -action

5. Student Risk assessment: • too embarrassed to get involved• fear of failure

- involves mastering your fear of change - in oneself & of other’s disappointment

6. Motivation & Relevance - payoff, no reward or honour.

Shaping Behaviour

Catch them being good!Call them by name

Celebrate birthdays & successSmile

Focus on +veCompliment privately

Phone parents with good news!

Emotional Intelligence

Ensure instructions are clear.

Do not ask a question to which you expect a particular answer: “Do you want to go to bed now?”“Are you ready to start math?”

Instructional Strategies

Effective Directions

Be positiveHave high expectations

Instructional Intelligence

Congruency…you are the key.

Don’t blame anyone else.

Label cans, not kids.

Be authentic

Prepare them for anything…

Light the lamp of learning!

“Curiosity is the very basis of education, and if you tell me that curiosity killed the cat, I say only the cat died nobly.” Arnold Edinborough

What is knowledge?

Influence

“A teacher affects eternity; he can never tell where

his influence stops.”

-H.B.Adams

If you think education is expensive

- try ignorance.

Build them up.

AccentuateThePositive!

As Leo Tolstoy said, " It is going from error to error that we discover the truth ."

Teach individuals

Instructional Strategies

Co-operative Learning

Two are better than one for if they fall, one will lift up his fellow, but

woe to him that is alone when he falleth, and

hath not another to lift him up.

-Ecclesiastes

Congruent Learning

You are the inspiring force!

“Kids under constructionMaybe the paint is still wet.

Kids under constructionWe might not be finished

yet.”

“The secret of teaching is to appear to have known all your life what you learned

this afternoon.”

“Day-behind book”

Thinking Questions

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Jamie McKenzie

Reflective Thinking Attributes

1. I can identify a problem situation.2. I analyze a problem based upon the needs of the

student.3. I seek evidence which supports or refutes my

decision.4. I view problem situations in a ethical context.5. I use an organized approach to problem solving.6. I am intuitive in making judgments.7. I creatively interpret situations.8. My actions vary with the context of the situation.9. I feel most comfortable in a set routine.10. I have a strong commitment to values.

Planning,

preparation and

dedication

= success.

Build a scaffold,expect success

Directionsthat

cannot be followed..

Use the 10-2 rule!

Be cool andfind YOURbehavioural strategy.

RECESS

Driving a car? Teens vs. adult

Brushing your teeth?

Higher cortex:

“Good teaching is 1/4 preparation & 3/4 pure theatre.” Gail Godwin

Congruence

Myths,Paradigms & Frameworks

Vanna WhiteRita Celli

Alex TrebekLarry Kingsecretary

You are what you eat!BUT… we are all perfect and we are allowed to make mistakes.You should make 10 mistakes a day or you are not really trying!

Instructional Tactics