Instructional Approaches

By

I.G.A. Lokita Purnamika Utami

The aim:Presenting some major innovative

instruction

Integrating technology into the lessonHave students participate firsthand with the new tools of instruction

1. Individualized instruction: one to one teaching

• A Teacher to a student

• A student to a computer

Teacher’s role?

Teacher gives individualized learning task and evaluated their progress

Students proceed on their rate

The strengths

• Individual instruction is adjusted to individual strength and weaknesses

• Benefit all kind of students, especially low –mild achieving ones

The weakness

• Too expensive: cost of material

one to one relationship

A challenge for big class

2. Cooperative Learning:Reducing competition increasing cooperation

Traditional learning: more on competition

The implication: the same students tend to be winners and losers over the years

Smart students: continually receiving award

Weak students: continually experience failure

Cooperative learning goal: reducing possible tension among students and raising academic achievement

Does competition mean BAD?

• NO

• Competition can be source of fun, excitement and motivation

• A successful way to improve performancesimple drill activities, speed-related task (spelling, vocabulary, simple math computation)

What cooperation helps build?

1. Positive and coherent personal identity

2. self-actualization and mental health

3. Knowledge and trust one another

4. Communication skill

5. Acceptance and support of one another

6. Reduced-conflict relationship

STAD (students Team Achievement Division)

: group of 4-5, are assigned to provide assistance and feedback to each other and receive group performance score on quizzes. They receive recognition via bulletin board, letter to parents

TAI (team assisted Individualization)

A student work on their skill sheet and ask their partner to check their answers and provide assistance. He should score 80 or higher on practice quiz to be certified by the team to take final test

3. Mastery Instruction:breaking down complex unit into smaller ones

• Focus on smaller unit of instruction

• Criterion-referenced test to ensure a student has the skill required for success at each step in learning sequence

Some unanswered questions

• Can mastery learning accomplish “higher order” learning?

• How well mastery learning work on affective learning?

• How well mastery learning work on different types of students?

• To what extent teacher are “teaching to the test”?

Why Mastery learning difficult to implement?

1. responsibility falls on the teacher

2. teacher should monitor continually and provide immediate feedback

3. teacher must adapt the instruction to each student

4. determine what skill and task a student has mastered

4.Critical Thinking:is it teachable or not?

• Matthew Lipman and Robert Sternberg:

Critical thinking is a teachable form of intelligence.

HOW?

- Spending much time thinking about thinking (metacognition)

- And thinking about distinguishing effective thinking and ineffective thinking

Thinking skill fostered by Lipman

• Understanding concept

• Generalization

• Cause-effect relationship

• Analogies

• Part-whole and Whole-part connection

• Application of principles to real-life situation

Critics on critical thinking

• Teaching a person to think needs rather a holistic approach rather than a chopping-down approach

• Critical thinking is too complex mental operation to be chopped down into narrowly defined skills

5. Computerized instruction:impersonal machine or increased human contact?

• Simplest level: Students work through computer drills

• Second level: The computer acts as a tutor. When a student understand a concept she moves to the next concept

• The highest level: dialoging yes, it involves interaction between the student and the computer

• In early computer revolution people worried about minimal emotional and affective component in the interaction

• Now: with increasing access to internet, students can reach contact, their teacher, friends or even stranger to ask question or confirm their understanding

6. Video and satellite system

• The use of CD-ROMs, DVDs, satellite links, videodisk and telecommunication network, educational television, teleconference.

• They are now more fully integrated into the curriculum

• Many school system and teachers have also begun to produce their own video for specific instructional approaches

Emerging curriculum trends

TECHNOLOGY EDUCATION

ADVANTAGES

• Can be played anywhere at any convenient time

• Make instruction more productive and accessible

• Rapid spread of distance education

Challenge:

Teachers need technological competence

CONCLUSION

• New knowledge, indeed, is not necessarily better than old knowledge.

• Are we to throw away most of Aristotle, Galileo, Kepler, Darwin, and Newton merely because they are not part of this century?

• As we modify and update content, we need to protect schools and students against fads and frills, and especially against extremist points of view.

• We must keep in perspective the type of society we have, the values we cherish, and the educational goals we wish to achieve