Teaching Strategies Chapter 9. Direct and Indirect Instruction Direct instruction Direct instruction...

Teaching Teaching StrategiesStrategies

Chapter 9Chapter 9

Direct and Indirect Direct and Indirect InstructionInstruction

Direct instructionDirect instruction task-oriented but relaxed environment task-oriented but relaxed environment

with a clear focus on academic goalswith a clear focus on academic goals clear instructional goals and high clear instructional goals and high

teacher monitoringteacher monitoring structured learning activities structured learning activities immediate academically oriented immediate academically oriented

feedbackfeedback

Direct and Indirect Direct and Indirect InstructionInstruction

Indirect instructionIndirect instruction teacher control of the learning process teacher control of the learning process

becomes shared with studentsbecomes shared with students content presented holisticallycontent presented holistically student thinking, feeling, or interaction student thinking, feeling, or interaction

skills are built into learning experiencesskills are built into learning experiences individual nature of student abilities, individual nature of student abilities,

interests and needs receive more interests and needs receive more considerationconsideration

Teaching DirectlyTeaching Directly

Break down skills into manageable partsBreak down skills into manageable parts Clearly describe and demonstrate Clearly describe and demonstrate

exactly what the learner is to doexactly what the learner is to do Design structured tasks for students to Design structured tasks for students to

practice what is to be learnedpractice what is to be learned Hold students accountable for the tasks Hold students accountable for the tasks

that are presentedthat are presented Evaluate students and their own Evaluate students and their own

teaching in terms of what students have teaching in terms of what students have learnedlearned

Teaching IndirectlyTeaching Indirectly

Design tasks that involve the student Design tasks that involve the student at a higher level of cognitive at a higher level of cognitive processingprocessing

Select large meaningful chunks of Select large meaningful chunks of contentcontent

Involve the learner in the process of Involve the learner in the process of learninglearning

Develop independent learning skillsDevelop independent learning skills

The Teaching Strategy as The Teaching Strategy as a Delivery Systema Delivery System

Teaching strategies organize Teaching strategies organize instruction so that teaching instruction so that teaching functions are performed in different functions are performed in different waysways selection of contentselection of content communication of taskscommunication of tasks progression of contentprogression of content provision for feedback and evaluationprovision for feedback and evaluation

Selection of ContentSelection of Content

How can content be made more How can content be made more appropriate for different students?appropriate for different students?

Should each student be doing the Should each student be doing the same thing at the same time?same thing at the same time?

Should content be different for Should content be different for different students?different students?

What level of student engagement What level of student engagement should the content seek to develop?should the content seek to develop?

Communication of TasksCommunication of Tasks

How should the content be How should the content be communicated to the learner?communicated to the learner? verbally by the teacherverbally by the teacher verbally by the studentverbally by the student written handouts/task cardswritten handouts/task cards computer programscomputer programs audiovisual materialsaudiovisual materials

Progression of ContentProgression of Content

Intertask (skill to skill) and intratask Intertask (skill to skill) and intratask (within a skill) development(within a skill) development

How should students progress from one How should students progress from one level to another?level to another? Who decides when a student progresses?Who decides when a student progresses? Should criteria be established for Should criteria be established for

performance?performance? Should criteria be established ahead of time?Should criteria be established ahead of time? Should criteria be communicated to Should criteria be communicated to

students? How?students? How?

Provision for Feedback Provision for Feedback and Evaluationand Evaluation

Teacher observationTeacher observation Peer feedbackPeer feedback Self-assessmentSelf-assessment Environmental designEnvironmental design Formal testingFormal testing VideotapingVideotaping

The Seven Teaching The Seven Teaching StrategiesStrategies

Interactive teachingInteractive teaching Station teachingStation teaching Peer teachingPeer teaching Cooperative learningCooperative learning Self-instructional strategiesSelf-instructional strategies Cognitive strategiesCognitive strategies Team teachingTeam teaching

Interactive TeachingInteractive Teaching

Selection of contentSelection of content Communication of tasksCommunication of tasks Progression of contentProgression of content Provision for feedback and Provision for feedback and

evaluationevaluation

Interactive Teaching - Interactive Teaching - StrengthsStrengths

Teaching can be individualized based Teaching can be individualized based on alternative responseson alternative responses

New content can be presented and New content can be presented and adjusted midstreamadjusted midstream

Progression is based on previous Progression is based on previous responses of the student and can be responses of the student and can be made appropriatemade appropriate

Teacher is free to give feedback Teacher is free to give feedback during activityduring activity

Interactive Teaching- Interactive Teaching- WeaknessesWeaknesses

Strategy is often abused by selecting Strategy is often abused by selecting on task for the whole classon task for the whole class

Teacher plays dominant role in task Teacher plays dominant role in task communication limiting the role of the communication limiting the role of the learnerlearner

Requires highly developed teacher Requires highly developed teacher analysis and observation skillsanalysis and observation skills

Teacher can’t get to all students to Teacher can’t get to all students to give feedbackgive feedback

Station TeachingStation Teaching



Station Teaching - Station Teaching - StrengthsStrengths

Many tasks can be given at one time Many tasks can be given at one time to individualizeto individualize

Materials can be preplanned and Materials can be preplanned and establishedestablished

Appropriate progressions can be Appropriate progressions can be built in materialsbuilt in materials

Feedback must be built in materials Feedback must be built in materials to studentsto students

Station Teaching - Station Teaching - WeaknessesWeaknesses

Students need independent working Students need independent working skillsskills

Media used to communicate tasks are Media used to communicate tasks are usually not used well by studentsusually not used well by students

Quality of response is difficult to build Quality of response is difficult to build into materialsinto materials

Feedback is hard to provide when Feedback is hard to provide when students are working on different students are working on different taskstasks

Peer TeachingPeer Teaching



Peer Teaching - Peer Teaching - StrengthsStrengths

Peer teacher profits from the Peer teacher profits from the processprocess

Many different tasks and levels of Many different tasks and levels of tasks can be providedtasks can be provided

Peer teachers often use simpler Peer teachers often use simpler language to communicatelanguage to communicate

Immediate feedback can be given to Immediate feedback can be given to many students at one timemany students at one time

Peer Teaching- Peer Teaching- WeaknessesWeaknesses

Peer teachers may be put in a difficult Peer teachers may be put in a difficult social relationshipsocial relationship

Peer teachers are not qualified to select Peer teachers are not qualified to select appropriate contentappropriate content

Peer teaching requires a lot of teacher Peer teaching requires a lot of teacher structuring/timestructuring/time

Peer teachers do not have the experience Peer teachers do not have the experience to select appropriate teaching cuesto select appropriate teaching cues

Feedback must be guided by the teacherFeedback must be guided by the teacher

Cooperative LearningCooperative Learning



Cooperative Learning - Cooperative Learning - StrengthsStrengths

Content is more holistic/meaningfulContent is more holistic/meaningful Content can be communicated Content can be communicated

directly/indirectlydirectly/indirectly Teachers can build progressions into Teachers can build progressions into

taskstasks Teachers can provide feedback during Teachers can provide feedback during

independent work of studentsindependent work of students Project usually has a culmination Project usually has a culmination

which can be evaluatedwhich can be evaluated

Cooperative Learning- Cooperative Learning- WeaknessesWeaknesses

Needs student independent working skillsNeeds student independent working skills Difficult to prepare content for Difficult to prepare content for

heterogeneous groupsheterogeneous groups Takes time to prepare good materialsTakes time to prepare good materials Requires more time to present holistic Requires more time to present holistic

taskstasks Progression is usually student decisionsProgression is usually student decisions Not easy to separate individual from Not easy to separate individual from

group contributionsgroup contributions

Self-Instructional Self-Instructional



Self-Instructional - Self-Instructional - StrengthsStrengths

Content can be made appropriate for Content can be made appropriate for the individualthe individual

Learner can refer to materials when Learner can refer to materials when there is a questionthere is a question

Progression can be built into Progression can be built into materialsmaterials

Self-Instructional - Self-Instructional - WeaknessesWeaknesses

It takes a long time to prepare It takes a long time to prepare materialsmaterials

It is difficult to communicate what is It is difficult to communicate what is important in movement through written important in movement through written materialsmaterials

Pre-established progressions may not Pre-established progressions may not be appropriatebe appropriate

Feedback must be built into materialsFeedback must be built into materials Teachers spend a good deal of their Teachers spend a good deal of their

time evaluating studentstime evaluating students

Cognitive StrategiesCognitive Strategies



Cognitive Strategies - Cognitive Strategies - StrengthsStrengths

Can involve the learner more Can involve the learner more holisticallyholistically

Tasks can be presented using any Tasks can be presented using any organizational strategyorganizational strategy

Full range of teacher-student directed Full range of teacher-student directed progressions can be used by this progressions can be used by this strategystrategy

If used with more student indirect If used with more student indirect work, teacher is free to give feedbackwork, teacher is free to give feedback

Cognitive Strategies - Cognitive Strategies - WeaknessesWeaknesses

Time spent in the cognitive is time Time spent in the cognitive is time taken from practicetaken from practice

Tasks take longer to prepare and Tasks take longer to prepare and presentpresent

Has strengths and weaknesses of Has strengths and weaknesses of other strategies used with it other strategies used with it

Team TeachingTeam Teaching



Team Teaching - Team Teaching - StrengthsStrengths

Can use expertise of two teachersCan use expertise of two teachers Can deliver other instructional Can deliver other instructional

functions using any strategyfunctions using any strategy Second teacher is free to Second teacher is free to

individualize student workindividualize student work Feedback and evaluation can be Feedback and evaluation can be

assigned to the free teacherassigned to the free teacher

Team Teaching - Team Teaching - WeaknessesWeaknesses

Requires more planning time to get Requires more planning time to get togethertogether

Requires teachers to work together Requires teachers to work together wellwell

Team teaching sometimes turns into Team teaching sometimes turns into “turn teaching”“turn teaching”

You are still working with a larger You are still working with a larger group than you would with two group than you would with two separate teachersseparate teachers

Teaching Strategies Chapter 9. Direct and Indirect Instruction Direct instruction Direct instruction...

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