Effective Instructional Strategies: From Theory to Practice by Moore Kenneth D. (Dean)

Author:Moore, Kenneth D. (Dean)
Language: eng
Format: epub
ISBN: 9781483365930
Publisher: SAGE Publications
Published: 2014-01-15T05:00:00+00:00

As you see, the procedure consists of the sequenced teacher and student activities used for achieving the lesson objectives.

When you plan, don’t overlook student practice. Students must have the opportunity to test themselves on the content. Providing these opportunities must be a regular part of the daily lesson plan. Two types of practice are important and should take place during the course of each lesson: guided practice, or practice with the help and encouragement of the teacher, and independent practice, or practice without the help and encouragement of the teacher.

Practice opportunities need not be meaningless worksheets. Guided practice can be oral. Guided practice can be geared for group participation or for group creation of a product or set of ideas. The important thing is to furnish a “safety net.” It is through guided practice that the teacher can observe whether the students understand the concepts to be learned. Concepts that students have not fully understood can be retaught immediately. Reteaching could be accomplished by allowing the peer group to restate the concepts in the students’ language. Immediate reteaching is more effective than trying to return to a previous topic several days later. If the unit requires that learning be cumulative, one misunderstood lesson can have serious consequences for later learning. Once the teacher is confident that students can proceed without the safety net, it is time to provide for independent practice.

Independent practice generally is homework. But homework need not be meaningless worksheets, either. The exploration of one concept in depth; the interview of one appropriate expert; the building of one model, one drawing, one map, one idea—all these avenues for discovery can be more valuable than copying definitions from the textbook.

Finally, you may want to evaluate your daily lesson objectives. You have set the stage, identified the objectives, developed the strategies, and planned for practice. Now you may want to include in your plan a daily evaluation of student learning. There are several techniques for assessing student learning. These will be discussed in detail in Chapters 8 and 9. Always refer to the lesson objectives when determining how you will evaluate student progress. If the objectives are well written, the methods for evaluation are more easily determined.

Your instructional strategy is the actual presentation of the lesson content. It consists of your techniques for giving students the information. Deciding on a methodology requires that you choose from a wide variety of methods, activities, and learning experiences—the techniques you feel will best lead to the desired learning outcomes.

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