1. 1. >> 0 >> 1 >> 2 >> 3 >> 4 >> 8 LESSON WILL START IN A FEW SECONDS STAND BY
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11. 11. >> 0 >> 1 >> 2 >> 3 >> 4 >> INSTRUCTIONAL APPROACHES
12. 12. >> 0 >> 1 >> 2 >> 3 >> 4 >> PREPARED BY: SEAN CAYME ROCHELLE ANG CLARENCE DISTOR ANNAMARIE GALLARDO JOANA MEDINA
13. 13. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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.
14. 14. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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.
15. 15. >> 0 >> 1 >> 2 >> 3 >> 4 >> TEN INSTRUCTIONAL APPROACHES Their Description, Attributes, and Application
16. 16. >> 0 >> 1 >> 2 >> 3 >> 4 >> PRESENTATION
17. 17. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
18. 18. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
19. 19. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
20. 20. >> 0 >> 1 >> 2 >> 3 >> 4 >> APPLICATIONS Can introduce a new topic, provide an overview, and motivate students to learn Can provide background information and material for other approaches
21. 21. >> 0 >> 1 >> 2 >> 3 >> 4 >> DEMONSTRATION
22. 22. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
23. 23. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
24. 24. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
25. 25. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
26. 26. >> 0 >> 1 >> 2 >> 3 >> 4 >> DISCUSSION
27. 27. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
28. 28. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
29. 29. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
30. 30. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
31. 31. >> 0 >> 1 >> 2 >> 3 >> 4 >> COOPERATIVE LEARNING
32. 32. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
33. 33. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
34. 34. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
35. 35. >> 0 >> 1 >> 2 >> 3 >> 4 >> APPLICATIONS A second-grade teacher divides her students into cooperative learning spelling groups Students work together as detective in science lab Groupware
36. 36. >> 0 >> 1 >> 2 >> 3 >> 4 >> DISCOVERY
37. 37. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
38. 38. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
39. 39. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
40. 40. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
41. 41. >> 0 >> 1 >> 2 >> 3 >> 4 >> PROBLEM SOLVING
42. 42. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
43. 43. >> 0 >> 1 >> 2 >> 3 >> 4 >> ATTRIBUTES Increase comprehension and retention Involves higher-level learning Develops responsibility Should be designed so that problems have multiple solutions
44. 44. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
45. 45. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
46. 46. >> 0 >> 1 >> 2 >> 3 >> 4 >> INSTRUCTIONAL GAMES
47. 47. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
48. 48. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
49. 49. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
50. 50. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
51. 51. >> 0 >> 1 >> 2 >> 3 >> 4 >> SIMULATION
52. 52. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
53. 53. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
54. 54. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
55. 55. >> 0 >> 1 >> 2 >> 3 >> 4 >> APPLICATIONS Can promote decision making and build positive values and attitudes by putting roles with which they are not familiar
56. 56. >> 0 >> 1 >> 2 >> 3 >> 4 >> DRILL & PRACTICE
57. 57. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
58. 58. >> 0 >> 1 >> 2 >> 3 >> 4 >> ATTRIBUTES Provides repetitive practice in basic skills Applicable for psychomotor and low-level cognitive skills Appropriate for information not learned by a single exposure
59. 59. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
60. 60. >> 0 >> 1 >> 2 >> 3 >> 4 >> APPLICATIONS Beneficial when facts need to be memorized and readily recalled Flashcards An integral part of developing many type of skills
61. 61. >> 0 >> 1 >> 2 >> 3 >> 4 >> TUTORIAL
62. 62. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
63. 63. >> 0 >> 1 >> 2 >> 3 >> 4 >> ATTRIBUTES Provides optimum individualized instruction Provides for the highest degree of students participants Expands the number of teachers in the classroom
64. 64. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
65. 65. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
66. 66. >> 0 >> 1 >> 2 >> 3 >> 4 >> 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
67. 67. >> 0 >> 1 >> 2 >> 3 >> 4 >> INSTRUCTIONAL APPROACHES SELECTION PROCESS Checklist: Students Content Context Resources and constraints The approaches and their characteristics Strength and Weaknesses
68. 68. >> 0 >> 1 >> 2 >> 3 >> 4 >> THANK YOU INSTRUCTIONAL APPROACHES