INSTRUCTIONAL APPROACHES AND METHODS

Wilma Y. Villasan

A THOUSAND TEACHERS, A THOUSAND METHODS CHINESE PROVERB

Introduction
Teachers know they are teaching students as well as

content.
They know that in every class, there will be diversity of

students.
Each will bring different: Perceptions Prior knowledge Attitudes Learning styles

Introduction
Teachers are responsible to make use of variety of

instructional approaches so all types of students and their various needs are being met.
Instructional approaches differ in the level of teacher and

student participation.
Consider the following when determining the appropriate

instructional approach that you will use in your classroom.

Retention Rate
Lecture 5 %

Reading 10 %
Audio Visual 20 % Demonstration 30 % Discussion group 50 % Practice by doing 75 % Teach Others 90 %

Of what we know we learn

1 % through taste 2 % through Touch

Of what we learn we retain

10% of what we Read 20% of what we Hear

4% through Smell
10% through Hearing 83% through Sight

30% of what we See

50% of what we Hear And

See 70% of what we Say 90% of what we Say As We Do

Introduction
Approaches are organized by: Highest teacher direction Lowest teacher direction Lowest student participation highest student participation Category Approaches Direct / expositive approach Guided / exploratory approach Direct / expositive approach Direct Instruction Deductive Method Inductive Method Demonstration method

DIRECT INSTRUCTION

 When you give students a stronger foundation in learning skills and comprehension, you prepare them for a future without boundaries.

Direct Instruction
A way of teaching aimed at helping students acquire: Basic skills Procedural knowledge Straightforward and done in a step-by-step manner. Emphasis is on how to execute the steps of the entire

procedure.
Procedure may involve simple or complex skill.

Direct Instruction
Application of this technique is on performance based

subjects such as:

Science Mathematics Music

Physical Education

The technique requires careful structuring of the entire

procedure.
Attention is focused on detail of the procedure.

INSTRUCTIONAL CHARACTERISTICS

Instructional Characteristics
Teacher directed Emphasis is on teaching the skill Each step should be mastered Students gain how rather than what. Termed procedural knowledge. Taught in step-by-step fashion. Ensures no step is

missed.
Lesson objectives include easily observed behaviour that

can be measured accurately.

GUIDELINES FOR ITS EFFECTIVE USE

Guidelines for Effective Use

Students must have ample time for practice. Students must be included in the planning stage because

it is:
Highly tasked oriented Aimed at mastery of every step Lesson objectives are student based

Describe the testing situation and specify level of

performance expected.

Guidelines for Effective Use

Divide complex skills into subskills or to component steps so it

can be taught easily and with precision.

Design own strategy in teaching the skill. Rehearse all steps and should be observed and followed by

the students.
Assign practice for short periods of time. Continue learning by

imitating others.
Provide feedback and encouragement. Construct good performance-based test.

PROCEDURE

Procedure
1. Provide the rationale Explain rationale and objectives. Inform students of entire procedure and how long the

lesson will take.

Procedure
2. Provide motivation and draw commitments from

them
3. Demonstrate the skill Conduct the demonstration. Learning is achieved by observing others not trial and

error.

Procedure
4. Provide guided practice Assign practice for short periods of time.
Continue practice for complete mastery.

5. Check for understanding Performance evaluation

Student should exhibit the skill mastered.

Procedure
6. Provide feedback It can be in: verbal, videotaping of performance, tests, and written comments 7. Provide extended practice and transfer

EXAMPLES OF DIRECT INSTRUCTION

Mini Lecture
The mini-lecture is a one-way type of communication. The purpose of a mini-lecture is to impart knowledge. It is an efficient way of providing a small amount of

information in a short period of time.

Mini-lectures are effective when they are: 10-15 minutes in duration, never longer than 20 minutes mixed with group discussion and demonstrations accompanied with visual aids such as overheads and flipcharts

Mini Lecture
Example: presenting information on heart rate range

before students calculate their own.

The most appropriate way of assessing understanding is

a combination of test items such as:

Essay Short answer Multiple choice True and false.

Structured Overview
This strategy refers to organizing and arranging topics or

concepts to make them meaningful to students.

Example: unit overview and how it fits into the rest of the

year or semester.
As this is usually used as an organizer, teachers are not

likely to assess it.

Explicit Teaching
This strategy involves six teaching functions: daily review presenting new material conducting guided practice providing feedback and correctives conducting independent practice weekly and monthly review Example: strategy for answering written questions.

Explicit Teaching
As explicit teaching involves students interacting with

content, the most appropriate way of assessing may be with a combination of test items, including performance tests.

Drill and Practice

This strategy refers to the structured, repetitive review of

previously learned concepts to a predetermined level of mastery.

This strategy tends to focus on skills. In this curriculum

the focus is on both physical and non-physical skills.

Example: golf "circuit" using gymnasium and field.

Drill and Practice

To assess level of skill, teachers will need to use

performance assessments or performance tests.

An example of a drill and practice assessment may be in

movement patterns using performance cues for each movement pattern.

Teachers need to establish criteria indicating what

students are to do. The criteria are inserted into the templates for anecdotal records, rating scales, and checklists.

Compare and contrast

This strategy involves looking for similarities and

differences. Students:
observe details and develop criteria identify similarities search and sort out differences based on criteria

summarize

Example: hockey slapshot versus golf 7-iron shot.

Compare and Contrast

This strategy reaches the application level and higher on

Bloom's Taxonomy.
The four components of compare and contrast as listed

above can be used as criteria in the templates for anecdotal records, checklists and rating scales.

Another example

T.R.G.
Thats all.