Instructional Strategies

Elaine JordanJune 7, 2009

MSIDT 535 Summer, 2009

Dr. Gautreau, Instructor

ENTER

Families

Information Processing

To make sense of the world

SocialTo build learning

communities

PersonalTo encourage

independence, self-awareness and responsibility

Behavioral Systems

To modify behavior

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more

Information Processing FamilyChoose a model in this family to make sense of self and society by:

Acquiring and organizing data Sensing problems & generating

solutions Developing concepts & the language

to convey those concepts

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Analyze information & create concepts

Learning concepts

Collect & analyze data, check out hypotheses & theories, reflect on

the nature of knowledge construction

Memorize and assimilate information

Creative thought for problem solving & writing, to gain new

perspectives

Provides cognitive structure for comprehension of material. Used

in conjunction with other model(s)

Thinking and concept attainment models for print literacy (reading,

writing, listening, speaking) & language

Information Processing Family Models

Inductive Thinking

Concept Attainment

Scientific Inquiry

Mnemonics

Synectics

Advanced Organizers

Picture-Word Inductive

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Information Processing Family Concept Attainment Model

Phase 1: Presentation of data and identification of concept• Teacher presents labeled examples

• Students compare attributes in positive and negative examples

• Students generate and test hypotheses

• Students state a definition according to the essential attributes

Phase II: Testing Attainment of the Concept◦ Students identify additional unlabeled examples as yes/no

◦ Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes

◦ Students generate examples

Phase III: Analysis of Thinking Strategies◦ Students describe thoughts

◦ Students discuss role of hypotheses and attributes

◦ Students discuss type and number of hypotheses

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Developers:Jerome BrunerFred LighthallTennyson &

CocchiarellaBruce Joyce

Application:Acquiring new conceptsInductive reasoningAs an evaluation tool

Principles of Reaction:Give support but emphasize the hypothetical nature of the

discussionHelp students balance one hypothesis against anotherFocus attention on specific features of examplesAssist students in discussing and evaluating their thinking

strategies

Support System:Carefully selected &

organized materials & data

Discrete units (examples)Social System:

Moderate structure.Teacher controls

sequenceOpen dialogue occurs in

the latter phasesStudent interaction is

encouraged.

Information Processing Family Advanced Organizer Model

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Phase 1: Presentation of advance organizer• Clarify the aims of the lesson

• Present organizers

• Identify defining attributes

• Give examples or illustrations where appropriate

• Provide context

• Repeat

• Prompt awareness of learner’s relevant knowledge and experience

Phase II: Presentation of learning task or material◦ Present material

◦ Make logical order of learning material explicit

◦ Link material to organizer

Phase III: Strengthen Cognitive Organization◦ Use principles of integrative reconciliation

◦ Elicit critical approach to subject matter

◦ Clarify ideas

◦ Apply ideas actively (such as by testing them)

Application:

Structure extended curriculum sequences.

To instruct students systematically in key ideas.

Support System:

Well organized materialData rich

Social System:

Highly structuredRequires active

collaboration between teacher and learner

Principles of Reaction:Negotiation of meaningResponsively connecting organizer and material

Developers:David AusubelLawton & Wanska

Information Processing Family Mnemonics Model

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Phase 1: Attending to the material• Use techniques of underlining, listing, reflecting

Phase II: Developing Connections• Make material familiar

• Develop connections using these system techniques:

• Key-work

• Substitute-word

• Link-word

Phase III: Expanding Sensory Images• Use techniques of ridiculous association and

exaggeration

• Revise Images

Phase IV: Practicing Recall • Practice recalling the material until it is completely

learned

Application:MemorizationIncrease capacity to

store & retrieve information

Teach students how to memorize informationSupport System:

All customary devicesMost useful:

PicturesConcrete aidsFilmsOther audiovisual

materialsSocial System:

CooperativeTeacher/student

become a teamStudent takes more

initiative as they obtain control over the strategy

Principles of Reaction:Help students identify key items, pairs & imagesOffer suggestions but work from student’s frames of

reference (familiar elements must be primarily from students’ storehouse of material)

Developers:Michael PressleyJoel LevinRichard Anderson

Information Processing Family Synectics Model: Strategy One

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Creating Something NewPhase 1: Description of the present condition

• Students describe situation/topic as they see it now

Phase II: Direct analogy• Students suggest direct analogies, select one, and explore

(describe) it further

Phase III: Personal analogy• Students “become” the analogy they selected in phase II

Phase IV: Compressed conflict• Students take their descriptions from phases II & III,

suggest several compressed conflicts, and choose one.

Phase V: Direct analogy• Students generate and select another direct analogy,

based on the compressed conflict

Phase VI: Reexamination of the original task• Students move back to original task or problem & use the

last analogy and/or the entire synectics experience

Application:

Creative writingExploring social

problemsProblem solvingCreating a design or

productBroadening perspective

of a conceptSupport System:

No special system neededSocial System:

Moderately structuresTeacher initiates phasesStudents’ responses are

openNorms of creativity &

“play-of-fancy” are encouraged

Rewards are internal

Principles of Reaction:Encourage openness, non-rational, creative expressionAccept all student responsesSelect analogies that help students stretch their thinkingModel, if necessary

Developers: William Gordon

Strategy Two

Information Processing Family Synectics Model: Strategy Two

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Making the Strange FamiliarPhase 1: Substantive Input

• Teacher provides information on new topic

Phase II: Direct analogy• Teacher suggests direct analogy & asks students to describe

analogy

Phase III: Personal analogy• Students “become” the analogy

Phase IV: Comparing analogies• Students identify and explain the points of similarity between the

new material and the direct analogy

Phase V: Explaining differences• Students explain where the analogy does not fit

Phase VI: Exploration• Students re-explore the original topic on its own terms

Phase VII: Generating Analogy• Students provide their own direct analogy & explore similarities &

differences

Application:

Creative writingExploring social

problemsProblem solvingCreating a design or

productBroadening perspective

of a conceptSupport System:

No special system neededSocial System:

Moderately structuresTeacher initiates phasesStudents’ responses are

openNorms of creativity &

“play-of-fancy” are encouraged

Rewards are internalPrinciples of Reaction:

Encourage openness, non-rational, creative expressionAccept all student responsesSelect analogies that help students stretch their thinkingModel, if necessary

Developers: William Gordon

Social Family

Choose a model in this family to build learning communities by:

Working together to build synergy Developing cooperative

relationships

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Social Family Models

Cooperative learning

Cooperative inquiry into social & academic problems

Understand social behavior

Partners in Learning

Group Investigation

Role Playing

Study social issues (case studies)Jurisprudential Inquiry

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Personal Family

Choose a model in this family for perspective of selfhood of the individual:

To understand ourselves better To take responsibility for our

education To reach beyond our current

development

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Personal Family Models

Partnership between teacher and student (counseling

theory)

Building self-esteem, self-actualization, and self-

understanding

Nondirective Teaching

Enhancing Self-esteem

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Behavioral Family

Choose a model in this family to modify behavior in response to feedback

Self-correcting communication system

Also called social learning theory, behavior modification, behavior therapy, cybernetics

Stimulus response feedback modification

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Systematic learning process of dividing material into units, sequencing, and testing for

mastery at each level

Learning activities presented in less-than-real-life environment

Process of having clear objectives, activities related to objectives,

monitoring progress, feedback, & improvement

Behavioral Family Models

Mastery Learning and Programmed Instruction

Simulations

Direction Instruction

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Behavioral Family Mastery Learning & Programmed Instruction

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Phase 1: Identify objectives• Identify sets of major objectives that represent the

purposes of the course or unit

Phase II: Chunk the content • Divide larger substance into sets of relatively small

learning units, each one accompanied by its own objectives, which are parts of the larger ones or thought essential to their mastery.

Phase III: Identify materials and strategies• Identify learning materials and select instructional strategy

Phase IV: Test • Test to measure student’s progress (formative evaluation)

and identify the particular problems each student is having. Feedback is given to the student as reinforcement

Phase V: Provide supplementary Instruction • Data from tests are used to provide supplementary

instruction to the student to help overcome problems

Application:Individual instruction

where each pupil works at their own rate through units of study

Individual demonstration of degree of mastery

Develop self-initiation & self-direction of learning

Foster development of problem solving through processes

Encourage self-evaluation & motivation for learning

Support System:Modular curriculum

developed by applying systems analysis procedures to curriculum materials development

Social System:Highly structured for

individual, independent learning

Principles of Reaction:Provide assistance to students when neededProvide instruction to groups and individuals

Developers:Benjamin BloomJames Block

NOTE: Mastery learning & programmed instruction provide a framework for planning instructional sequences allowing enough time for each student to develop mastery of a subject through individualized instruction

Behavioral Family Direct Instruction Model

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Phase 1: Orientation• Teacher established content of the lesson• Teacher reviews previous learning• Teacher establishes lesson objectives• Teacher establishes the procedures for the lesson

Phase II: Presentation• Teacher explains/demonstrates new concepts or skill• Teacher provides visual representation of the task• Teacher checks for understanding

Phase III: Structured Practice• Teacher leads group through practice examples in lock step• Students respond to questions• Teacher provides corrective feedback for errors and reinforces

correct practice

Phase IV: Guided Practice• Students practice semi-independently• Teacher circulates, monitoring student practice• Teacher provides feedback through praise, prompt, and leave

Phase V: Independent Practice• Students practice independently at home or in class• Feedback is delayed• Independent practices occur several times over an extended

period

Application:

Study of basic information & skills in core curriculum areas

Support System:

Sequenced learning tasks

Social System:

Highly structured

Principles of Reaction:Provide knowledge of results, help students pace

themselves, offer reinforcement

Developers:Tom GoodJere BrophyCarl BereiterZiggy EnglemanWes Becker

Behavioral Family Simulations Model

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Phase 1: Orientation• Present the broad topic of the simulation & concepts to be

incorporated into the simulation activity• Explain simulation & gaming• Provide overview of the simulation

Phase II: Participant Training• Set up the scenario (rules, roles, procedures, scoring,

types of decisions to be made, goals)• Assign roles• Hold abbreviated practice session

Phase III: Simulation Operations• Conduct game activity & game administration• Obtain feedback & evaluation (performance & decision

effects)

Phase IV: Participant debriefing (any/all of the following)

• Summarize events & perceptions• Summarize difficulties & insights• Analyze process• Compare simulation activity to real world• Relate simulation activity to course content• Appraise and redesign the simulation

Application:Stimulate learning about:

1. Competition2. Cooperation3. Empathy4. Social system5. Concepts6. Skills7. Efficacy8. Paying the penalty9. The role of chance10.Ability to think

criticallySupport System:

Carefully structured base of resource materials

Social System:Nonthreatening

environmentCooperative environmentTeacher: selects

materials, organizes & coachesDevelopers:

Carl SmithMary Smith

Principles of Reaction:Supportive, observing & helping students cope with problems