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>> INSTRUCTIONAL APPROACHES - Sometimes called methods
Defined as: The procedures of instruction that are selected to help
students achieve the stated outcomes or to understand the content
or message of the instruction.
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>> Students may determine for themselves which media and
approaches to use. As a teacher, you need to be able to use a
variety of approaches to reach your students If you have many
different approaches available, you have a greater likelihood of
reaching your students wherever they are. Planning a good route
involves judgment.
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>> TEN INSTRUCTIONAL APPROACHES Their Description,
Attributes, and Application
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>> PRESENTATION
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>> DESCRIPTION A source relates, dramatizes, or otherwise
disseminates information to learners This approach makes use of
verbal information and/or visual symbols to covey material quickly
A one-way communication method controlled by the source
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>> ATTRIBUTES Affords greater control for the teacher in
terms of content, pace, and meeting the needs of the majority of
the students Can be used with groups of all sizes Gives all
students the opportunity to see and hear the same information
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>> Provides students with an organized perspective of the
content to be learned Can be used to present a lot of content
quickly Often includes an aural component Requires little activity
on the part of the learner Doesnt provide feedback to learners
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>> APPLICATIONS Can introduce a new topic, provide an
overview, and motivate students to learn Can provide background
information and material for other approaches
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>> DEMONSTRATION
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>> DESCRIPTION Show students how to do a task as well as why,
when, and where it is done Students view a real or lifelike example
of the skill or procedure to be learned The desired outcome may be
for the learner to imitate a physical performance
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>> ATTRIBUTES Utilizes several senses Makes verbal
explanations more concrete by illustrating idea, principles, and
concepts Has dramatic appeal if the presenter uses good showmanship
techniques Arouse and maintains interest
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>> Essential when teaching a psychomotor procedure or an
interpersonal skill Provides a holistic perspective Reduces hazards
and trial-an-error learning of students Can set performance
standards for students work Can be used by teachers or students
Time-consuming
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>> APPLICATIONS Can be used to illustrate how something
works, to show how to perform a task, or to teach safety procedures
Interpersonal skills can also be demonstrated Role models
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>> DISCUSSION
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>> DESCRIPTION A dynamic approach that encourage classroom
rapport and actively involves students in learning Three important
skills: asking students questions, managing the flow of answers to
the questions, and responding to students question
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>> ATTRIBUTES Teaches content as well as processes Allows
students to actively practice problem-solving, critical-thinking,
and higher-level thinking skills Interesting and simulating for
teachers and students alike Can change attitudes and behavior
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>> Makes effective use of students backgrounds and
experiences Provides teachers with information about students Allow
students to benefit from the contributions of others Requires the
teacher to prepare and to practice leading an effective
discussion
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>> APPLICATIONS Can be used to access the knowledge, skills,
and attitudes of a group of students Can encourage imaginative
solutions to problems and secure active students participation
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>> DESCRIPTION Involves small heterogeneous groups of
students working together to learn collaborative and social skills
while working toward a common academic goal or task Students apply
communication and critical-thinking skills to solve problems or to
engage in meaningful work together
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>> ATTRIBUTES Promotes positive interdependence, individual
accountability, collaborative and social skills, and group
processing Encourage trust-building, communication, and leadership
skills Facilitates student learning in academic as well as social
areas
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>> Can be motivational when students enjoy working together
Involves students in active learning Requires a compatible group of
students Takes more time to cover the same amount of content than
other approaches Less appealing to individuals who prefer to work
alone
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>> APPLICATIONS A second-grade teacher divides her students
into cooperative learning spelling groups Students work together as
detective in science lab Groupware
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>> DISCOVERY
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>> DESCRIPTION Enables and encourages students to find
answers for themselves Students learn best by doing rather than by
just hearing and reading about a concept To foster a deeper
understanding of the content through active involvement with
it
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>> ATTRIBUTES Allow students to use raw data and operate in
the manner required by the nature of the discipline Helps students
to learn how to follow leads and clues, record findings, and use
logic Provides intrinsic motivation Develops the skills and
attitudes essential for self-directed learning
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>> Usually results in increased retention of knowledge and
processes Encourages thinking at the higher levels of the cognitive
domain Allows for the discovery of incorrect or unintended
information Can be very time-consuming
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>> APPLICATIONS A primary-level teacher uses discovery
learning to introduce the concept of colors and their relationship
to each other Consumer science students study data to determine the
relationship between the supply of and demand for various household
products and their costs
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>> PROBLEM SOLVING
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>> DESCRIPTIONS Learners use previously mastered skills to
resolve a challenging problem Based on the scientific method or
inquiry Steps: define the problem, formulate hypotheses, collect
and analyze data, derive conclusions and/or solutions
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>> ATTRIBUTES Increase comprehension and retention Involves
higher-level learning Develops responsibility Should be designed so
that problems have multiple solutions
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>> Should utilize resources other than textbooks Provides
students with the opportunity to learn from their mistakes Allows
students to practice strategy development and logical thinking
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>> APPLICATIONS Students may choose to examine problems at
school The students may solve story problems in a systematic manner
by first drawing a visual representation of the situation
described
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>> DESCRIPTION Provide an appealing environment in which
learners follow prescribed rules as they strive to attain a
challenging goal A highly motivating approach May involve one
learner or a group of learners
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>> ATTRIBUTES Can be incorporated into many instructional
situations Actively involves students and encourage social
interaction Provides a clearly defined set of rules Includes
elements of competition or challenge
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>> Helps students learn to deal with unpredictable
circumstances May involve students with the competition more than
the content Can be impossible to play if pieces are lost or damaged
Can be time-consuming to set up if games have many components
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>> APPLICATIONS Can be used to improve decision-making
skills, to learn basic concepts, to practice human relations and
interpersonal skills, to develop leadership skills, and to foster
cooperation and teamwork Some instructional games have been
produced to help learners acquire specific motor skills
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>> SIMULATION
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>> DESCRIPTION Learners confront a scaled-down approximation
of a real-life situation Allows realistic practice without the
expense or the risk otherwise involved May involve participant
dialogue, manipulation of materials and equipment, or interaction
with a computer
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>> ATTRIBUTES Can be used for acquisition of information,
improvement of new processes, and identification of alternatives in
decision making Can promote cognitive, affective, and interpersonal
skills Provides practice and experimentation with skills to be
learned
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>> Provides immediate feedback Simplifies the complexities of
the real world Appealing, motivates intense effort, and increases
learning Helps students develop decision-making skills Can cause
deep emotional involvement Can be time-consuming
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>> APPLICATIONS Can promote decision making and build
positive values and attitudes by putting roles with which they are
not familiar
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>> DRILL & PRACTICE
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>> DESCRIPTIONS Learners are led through series of practice
exercise designed to increase fluency in a new skill or to refresh
an existing one Should include corrective feedback to remediate
errors that learners might make along the way
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>> ATTRIBUTES Provides repetitive practice in basic skills
Applicable for psychomotor and low-level cognitive skills
Appropriate for information not learned by a single exposure
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>> Helpful when speed and accuracy are necessary Can be
perceived as boring May lead to student confusion as to when and
how to apply the facts learned
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>> APPLICATIONS Beneficial when facts need to be memorized
and readily recalled Flashcards An integral part of developing many
type of skills
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>> TUTORIAL
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>> DESCRIPTION Presents the content, poses a question or
problem, request learner response, analyzes the response, supplies
appropriate feedback, and provides practice until the learner
demonstrates a predetermined level of competency Instructor to
Learner; Computer to Learner; Print to Learner
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>> ATTRIBUTES Provides optimum individualized instruction
Provides for the highest degree of students participants Expands
the number of teachers in the classroom
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>> Frequently benefits student tutors as much a or more than
the tutees Introduces new concepts in a sequenced, interactive way
May be impractical in some cases May encourage student dependency
on the human tutor
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>> APPLICATIONS Can be used to introduce new material to the
student It may be more appropriate for advanced students to perform
the role of the tutor The content taught within the tutorial
approach can also range from topics
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>> CLASSIFICATON OF APPROACHES Approach LOW MEDIUM HIGH LARGE
(20+) SMALL (2-20) INDIVIDUAL Presentation Demonstration Discussion
Cooperative Learning Discovery Problem Solving Instructional Games
Simulation Drill and Practice Tutorial
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>> INSTRUCTIONAL APPROACHES SELECTION PROCESS Checklist:
Students Content Context Resources and constraints The approaches
and their characteristics Strength and Weaknesses