3850 Instructional Strategies (common assignment)

CI 3850, Literacy Technology and Instruction
Activity on Instructional Strategies :

Assignment

Teachers make a variety of decisions to promote learning. They decide on the curriculum, learning goals and objectives, and teaching methods. Within teaching methods, they decide on which instructional strategies they will use. One of the qualities of effective teachers is the knowledge and effective use of a wide variety of strategies. Instructional strategies are research-based tools that guide teachers in maximizing student achievement.

Effective instructional strategies include: concept attainment, inquiry, jurisprudential inquiry, role playing, concept formation, synectics, mneumonics, memorization, direct instruction, indirect instruction, cooperative learning, oral discussion, and graphic organizers, among others.

Teachers must consider a series of factors in determining when to use a specific strategy. These factors include: 1) learning goals and objectives, 2) subject area, 3) grade level, 4) students’ backgrounds, special student considerations, and 5) students’ aptitudes.

Publications for information on instructional strategies:

Cruickshank, D.R., Jenkins, D.B., Metcalf, K.K. (2003). The Act of Teaching. Boston:
McGraw-Hill.
Joyce, B.R., Weil, M., & Calhoun, E. (2004). Models of Teaching, MyLabSchool Edition.
New York: Allyn & Bacon.
Lasley, T., Matczynski, T., & Rowley, J. (2001). Strategies for Teaching in a Diverse
Society. US: Wadsworth
Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:
ASCD.
Orlich, D.C., Harder, R.J., Callahan, R.C., & Gibson, H.W. (2001). Teaching Strategies:
A Guide to Better Instruction. Boston: Houghton Mifflin Pub.

The following website is especially useful:
Instructional Strategies Online: http://olc.spsd.sk.ca/DE/PD/instr/direct.html

The following website connects learning theories, theorists, and instructional strategies:
Learning Theories and Instructional Strategies: http://chd.gse.gmu.edu/immersion/knowledge base

To become familiar with a specific strategy complete the following activities.

1. Select a standard or standards from the NC Standard Course of Study in your teaching field.
C 2.11

2. Read descriptions of instructional strategies at Instructional Strategies Online and choose an appropriate strategy to use in teaching your selected standard. Since most of your education is likely to have been done using Direct Instruction, please don't choose this as a strategy. Choose one specific strategy from the following (strategies available to choose are bulletted)::

Indirect Instruction:	Experiential Learning	Interactive Instruction
Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure	Simulations Games Focused Imaging Role-playing Synetics	Debates Role Playing Panels Brainstorming Discussion Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy

C 2.2

3. Write a lesson plan detailing your subject area, standard, learning goals and objectives, grade level and strategy. This lesson plan should be explicit enough for a substitute teacher to follow. It should have all the materials listed, a detailed procedure including approximate amounts of time on tasks, specific guiding questions the teacher will ask, and a method of assessment.
C 2.6, D 2.1

4. Write an explicit statement reflecting on each of your choices (especially the relationship between your objectives, your instructional strategies, and your students' learning styles and intelligences). Include a self-evaluation, detailing strengths and weaknesses of your choices and ways that you could possibly improve your plan.
C 2.5, C 2.2

Your writing (not including the NC Standards) should be approximately 2000 words. The lesson plan may make this longer or shorter than 2000 words, but you will need approximately 1000 words to do #4 above well.

Click here for a checksheet to make sure you have everything.

Standards

C 2.2 Teachers use a variety of methods to teach students.
C 2.6 Teachers plan instruction that is appropriate for the students they teach.
C 2.11 Teachers align their instruction with the required curriculum.
C 5.1 Teachers analyze the results of teaching.

D 1.2 Teachers use multiple strategies to address the needs of individual learners.
D 2.1 Teachers seek and apply good matches among instructional goals, methods, materials, and students’ skills and abilities.
D 2.3 Teachers modify instruction and assessment to meet the needs of individual students.

Grading Rubric

Criteria	0 Does Not Meet Standard	1 Meets Standard	2 Goal	Your Score
Targeted Instructional Strategy C.2.2: Teachers use a variety of methods to teach students.	No instructional strategy is mentioned and/or the choice is not discussed in the reflection statement.	Lesson includes some use of the stated instructional strategy, and the rationale for this choice is discussed in the reflection statement.	Lesson clearly and appropriately uses the instructional strategy, and the reflection statement includes an explicit, well thought-out rationale for the use of activities.
Activities D.1.2: Teachers use multiple strategies to address the needs of individual learners. D.2.1: Teachers seek and apply good matches among instructional goals, methods, materials, and students’ skills and abilities. D.2.3: Teachers modify instruction and assessment to meet the needs of individual students.	Activities are unrelated to objectives. Many activities are extraneous and irrelevant, and/or the choices are not discussed in the reflection statement.	Activities relate to objectives, and the rationale for the choice of activities is discussed in the reflection statement. Activities may not match all learners or there is a lack of modifications suggested.	Activities provide a logical path to meeting objectives. Students of many learning styles and strengths can benefit from activities. The reflection statement includes an explicit, well thought-out rationale for the use of this instructional strategy.
Objectives C.2.6: Teachers plan instruction that is appropriate for the students they teach. C.2.11: Teachers align their instruction with the required curriculum.	Objectives are missing, unclear, or are unrelated to standards; the relationship of the objectives and the instructional strategy is not discussed in the reflection statement.	Objectives provide some sense of what students will know and be able to do as a result of the lesson. Most of the objectives are related to standards, and the reflection connects the chosen instructional strategy to the objectives.	Objectives provide a clear sense of what students will know and be able to do as a result of the lesson. All objectives are clearly and closely related to the NC Standard Course of Study. The reflection clearly connects the objectives to the instructional strategy and activities chosen.
Grade Level Appropriateness C.2.6: Teachers plan instruction that is appropriate for the students they teach. C.2.1: Teachers align their instruction with the required curriculum.	Objectives and activities are inappropriate for the intended grade level, and/or the reflection does not discuss the appropriateness of the activities for the target audience.	Most objectives and activities are appropriate for the intended grade level; the reflection articulates how and why the objectives are appropriate for the target audience.	All objectives and activities are appropriate for the intended grade level. The reflection includes an explicit and well thought-out rationale for using this activity with this particular audience.
Self-evaluation C.5.1 Teachers analyze the results of teaching.	Reflection does not include an evaluation of strengths and weaknesses of the plan.	The reflection includes a summary of strengths and weaknesses of the plan.	Reflection clearly analyzes the possible results of implementing the instructional strategy lesson stating possible additions, deletions, and overall improvements.
Mechanics and Presentation	Spelling and grammar are unacceptable.	The lesson plan contains few spelling and grammatical errors.	Spelling and grammar in lesson plan are flawless.