Instructional Techniques

Instructional Technique Definitions

Process or manner by which an instruction module, instruction phase, or an entire course is delivered,
and which may include a conference, demonstration, discussion, lecture, etc. Also called technique of
delivery.

Demonstration

The demonstration is an instructional strategy which explains by concrete means a

concept, a fact, or problem. These sorts of activities may involve the use of living
specimens, models, objects, charts, slides, pictures and/or pieces of equipment.

Discovery

This method calls for teaching strategies that establish conditions, which make
discovery possible. The student is provided with freedom and resources to find things
out for him or herself rather than having them explained to him by the teacher. The
discovery method employs controlled procedures to lead to predicted results.

Gaming

The simulation of economic, historical, political and social problems and issues
through the playing of realistic games is another method of involving the student in the
teaching-learning process. Realism, authentic simulation, decision-making, and
derivation of generalizations are key concepts in gaming. Gaming requires decision-
making, so vital to the realities of the content of the social disciplines. A game,
however, must be an integral part of the subject matter; it is not an end in itself. It is not
just a good-times adventure, a play or a substitute for thinking.

Inquiry

A method by which a student, alone or working with others attempts to solve

problems and develops concepts and skills by observing, stating the problems,
hypothesizing, testing the hypothesis, and concluding or generalizing.

Lecture

The lecture method refers to the clarification or explanation of a major idea. It is

a form of exposition, which makes extensive use of narrative and description. Lecturing
is often considered the most effective and efficient method of presenting the same
information to a large group of students. This method requires the teacher to do the
talking (telling) and the students to do the listening.
 Readiness for learning from the lecture method includes a repertoire of the following
learning to learn skills:

The ability to focus on the business at hand through consciously screening out unrelated
distractions;

Skill in active, reconstructive listening - i.e., alertly decoding the lecturer's expressed
ideas through associating, relating, accepting, rejecting, analyzing, speculating, and
connecting them to previously learned materials;

Writing in note form (i.e., abbreviated clauses, phrases, key-words) the dominant ideas and
important facts;

Translating and converting the information into synonymous and analogous terms for
multiple-retrieval storage; and

Systemically and periodically modifying, amending, reviewing, and synthesizing lecture

notes for reinforcement, reorganization, and recategorization into the larger context as
the course develops. (Newton, 1983 p. 20)

Recitation

The recitation method requires an interaction between the students and the teacher.
It is a method, which requires preparation on the part of all involved. This strategy
allows the teacher to raise questions which keep the students actively involved in
interpretation, criticism, supplementation and application of the material previously
studied. Recitation is viewed as a means to promote critical, creative, reflective, and
analytical thinking on the part of the students.

Role-playing

This strategy places students in a situation where they must see and defend a
viewpoint different from their own. Role-playing can be combined with problem stories,
problem pictures, and dramatization to make effective social situations in which
students develop values and understandings.

Simulation

In simulations, a real environment is reproduced as accurately as possible. This

type of instruction provides the students with experiences within the framework of the
school which they will, at some time, be exposed to in the real world. It is particularly
useful in teaching vocational courses and the social sciences.

Socio-drama

The socio-drama is a type of role-playing which deals with social problems. Only the
general plot of a socio-drama is preplanned. The actors experience the situation they
are role-playing in the very creative sense in that they make up the plot as they go
along. In this situation, students bring past experiences to a new problem.

Definitions taken from a handout distributed by Felder.

ttps://ualr.edu/crgrable/id93.htm

o learning.
o Write instructional objectives.

o Start a course with high impact.

o Determine course content.

o Select instructional methods.

o Deliver lectures properly.

o Develop exercises and tests.

o Administer exercises and tests.

o Give demonstrations.

o Establish an effective relationship with learners.

o Hold participants' attention and interest.

o Obtain and give feedback on learner progress.

o Employ effective speaking skills.

o Handle problem participants and situations.

o Ask and answer questions properly.

o "Read" the group and adjust to their needs.

 o Manage time effectively during instruction.

o Deal with your own nervousness and anxiety.

o Promote learner participation.

o Establish a good climate for learning.

o Apply techniques to increase learner motivation.

o Build fun into your courses (without going too far).

o Use small-group activities effectively.

o Set up a classroom properly.

o Use audio-visual aids professionally.

Although this course is for instructors rather than designers, note that 4 of the objectives listed
focus on design. We consider it essential for instructors to know how to apply fundamental design
principles.

Teaching strategies are among the most important ingredients for

highly-effective learning environments.

In addition to literacy strategies, approaches to assessment, and

grouping strategies (among many others), knowing the right teaching
strategy for the right academic situation may not be a matter of
expertise or training, but memory: out of sight, out of mind, yes?

Which makes the following infographic from fortheteachers.org useful.

While it doesnt offer definitions and explanations for each strategy

(its an infographic, not a book), and many great strategies are missing
(e.g., 3-2-1, exit slip, project-based learning, accountable talk, ask a
question, etc.) it does work well as a kind of reminder for whats
possible, even offering categories for each strategy, from progress
monitoring (think-pair-share, KWL charts), to Note-Taking (graphic
organizers).

There are 87 instructional strategies listed below, but several are

repeated across categories, so lets call it 50+ strategies.

Enjoy!

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A List Of 50+ Teaching Strategies To Jumpstart Your Teacher

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A List Of 50+ Teaching Strategies
To Jumpstart Your Teacher Brain
by TeachThought Staff || 4 years ago || 2 minutes read || Learning

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Teaching strategies are among the most important ingredients for

highly-effective learning environments.

In addition to literacy strategies, approaches to assessment, and

grouping strategies (among many others), knowing the right teaching
strategy for the right academic situation may not be a matter of
expertise or training, but memory: out of sight, out of mind, yes?

Which makes the following infographic from fortheteachers.org useful.

While it doesnt offer definitions and explanations for each strategy

(its an infographic, not a book), and many great strategies are missing
(e.g., 3-2-1, exit slip, project-based learning, accountable talk, ask a
question, etc.) it does work well as a kind of reminder for whats
possible, even offering categories for each strategy, from progress
monitoring (think-pair-share, KWL charts), to Note-Taking (graphic
organizers).

There are 87 instructional strategies listed below, but several are

repeated across categories, so lets call it 50+ strategies.

Enjoy!
Monitoring Progress

1. Alternative assessments

2. Anchor activities

3. Grade as you go

4. Homework options

5. KWL charts

6. Learning contracts

7. Menus/Agendas

8. Mini-White Boards

9. Question Choices

10. Reflection/Response

11. Think-Pair-Share

12. Tiered Activities

13. Tiered Rubrics

14. Varied Products

Compare/Contrast Ideas

15. Cubing
16. Sticky Note Graph

17. Think-Tac-Toe

18. Think-Pair-Share

Form Groups

19. Appointment Clocks

20. Cubing

21. Curriculum Compacting

22. Four Sides

23. Jigsaw

24. Learning Contracts

25. Mini White Boards

26. Question Choices

27. Think-Tac-Toe

28. Varied Texts

Get Moving

29. Appointment Clocks

30. Four Sides

31. Heads Together

32. Jigsaw

33. Literature Circles

34. Reading Buddies

35. Sticky Note Graph

Work Together

36. Anchor Activity

37. Appointment Clocks

38. Learning Centers

39. Cubing

40. Four Sides

41. Grade as you Go

42. Heads Together

43. Jigsaw

44. Literature Circles

45. Menus/Agendas

46. Mini White Boards

47. Reading Buddies

48. Sticky Note Graph

49. Think-Tac-Toe

50. Tiered Activities

Adapt Content

51. Alternative Assessments

52. Learning Centers

53. Cubing

54. Curriculum Compacting

55. Grade as you Go

56. Homework Options

57. Jigsaw

58. Learning Contracts

59. Literature Circles

60. Menus/Agendas

61. Orbitals

62. Question Choices

63. Reading Buddies

64. Scaffolding

65. Think-Tac-Toe

66. Tiered Activities

67. Tiered Organizers

68. Varied Products

69. Varied Texts

Share Ideas & Opinions

70. Anchor Activities

71. Learning Centers

72. Cubing

73. Four Sides

74. Heads Together

75. KWL Charts

76. Literature Circles

77. Mini White Boards

78. Reflection/Response
79. Sticky Note Graph

80. Think-Tac-Toe

81. Think-Pair-Share

82. Tiered Rubrics

Take Notes

83. Anchor Activities

84. Jigsaw

85. KWL Charts

86. Think-Tac-Toe

87. Varied Organizers

Image attribution fortheteachers.org; A List Of 50+ Teaching Strategies

To Jumpstart Your Teacher Brain