1. Instructional Strategies Elaine Jordan June 7, 2009 MSIDT 535 Summer, 2009 Dr. Gautreau, Instructor ENTER

2. Families Information Processing To make sense of the world Information Processing To make sense of the world Social To build learning communities Social To build learning communities Personal To encourage independence, self- awareness and responsibility Personal To encourage independence, self- awareness and responsibility Behavioral Systems To modify behavior Behavioral Systems To modify behavior

3. Information Processing Family Choose a model in this family to make sense of self and society by:  Acquiring and organizing data  Sensing problems & generating solutions  Developing concepts & the language to convey those concepts To Models Families Return to

4. Analyze information & create concepts Learning concepts Collect & analyze data, check out hypotheses & theories, reflect on the nature of knowledge construction Memorize and assimilate information Creative thought for problem solving & writing, to gain new perspectives Provides cognitive structure for comprehension of material. Used in conjunction with other model(s) Thinking and concept attainment models for print literacy (reading, writing, listening, speaking) & language Information Processing Family Models Inductive Thinking Concept Attainment Scientific Inquiry Mnemonics Synectics Advanced Organizers Picture-Word Inductive Click Families Return to Click

5. Information Processing Family Concept Attainment Model Phase 1: Presentation of data and identification of concept Teacher presents labeled examples Students compare attributes in positive and negative examples Students generate and test hypotheses Students state a definition according to the essential attributes Phase II: Testing Attainment of the Concept ◦ Students identify additional unlabeled examples as yes/no ◦ Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes ◦ Students generate examples Phase III: Analysis of Thinking Strategies ◦ Students describe thoughts ◦ Students discuss role of hypotheses and attributes ◦ Students discuss type and number of hypotheses Families Models Return to Developers : Jerome Bruner Fred Lighthall Tennyson & Cocchiarella Bruce Joyce Application: Acquiring new concepts Inductive reasoning As an evaluation tool Principles of Reaction : Give support but emphasize the hypothetical nature of the discussion Help students balance one hypothesis against another Focus attention on specific features of examples Assist students in discussing and evaluating their thinking strategies Support System: Carefully selected & organized materials & data Discrete units (examples) Social System: Moderate structure. Teacher controls sequence Open dialogue occurs in the latter phases Student interaction is encouraged.

6. Information Processing Family Advanced Organizer Model Families Models Return to Phase 1: Presentation of advance organizer Clarify the aims of the lesson Present organizers Identify defining attributes Give examples or illustrations where appropriate Provide context Repeat Prompt awareness of learner’s relevant knowledge and experience Phase II: Presentation of learning task or material ◦ Present material ◦ Make logical order of learning material explicit ◦ Link material to organizer Phase III: Strengthen Cognitive Organization ◦ Use principles of integrative reconciliation ◦ Elicit critical approach to subject matter ◦ Clarify ideas ◦ Apply ideas actively (such as by testing them) Application: Structure extended curriculum sequences. To instruct students systematically in key ideas. Support System: Well organized material Data rich Social System: Highly structured Requires active collaboration between teacher and learner Principles of Reaction : Negotiation of meaning Responsively connecting organizer and material Developers : David Ausubel Lawton & Wanska

7. Information Processing Family Mnemonics Model Families Models Return to Phase 1: Attending to the material Use techniques of underlining, listing, reflecting Phase II: Developing Connections Make material familiar Develop connections using these system techniques: Key-work Substitute-word Link-word Phase III: Expanding Sensory Images Use techniques of ridiculous association and exaggeration Revise Images Phase IV: Practicing Recall Practice recalling the material until it is completely learned Application: Memorization Increase capacity to store & retrieve information Teach students how to memorize information Support System: All customary devices Most useful: Pictures Concrete aids Films Other audiovisual materials Social System: Cooperative Teacher/student become a team Student takes more initiative as they obtain control over the strategy Principles of Reaction : Help students identify key items, pairs & images Offer suggestions but work from student’s frames of reference (familiar elements must be primarily from students’ storehouse of material) Developers : Michael Pressley Joel Levin Richard Anderson

8. Information Processing Family Synectics Model: Strategy One Families Models Return to Creating Something New Phase 1: Description of the present condition Students describe situation/topic as they see it now Phase II: Direct analogy Students suggest direct analogies, select one, and explore (describe) it further Phase III: Personal analogy Students “become” the analogy they selected in phase II Phase IV: Compressed conflict Students take their descriptions from phases II & III, suggest several compressed conflicts, and choose one. Phase V: Direct analogy Students generate and select another direct analogy, based on the compressed conflict Phase VI: Reexamination of the original task Students move back to original task or problem & use the last analogy and/or the entire synectics experience Application: Creative writing Exploring social problems Problem solving Creating a design or product Broadening perspective of a concept Support System: No special system needed Social System: Moderately structures Teacher initiates phases Students’ responses are open Norms of creativity & “play-of- fancy” are encouraged Rewards are internal Principles of Reaction : Encourage openness, non-rational, creative expression Accept all student responses Select analogies that help students stretch their thinking Model, if necessary Developers : William Gordon Strategy Two

9. Information Processing Family Synectics Model: Strategy Two Families Models Return to Making the Strange Familiar Phase 1: Substantive Input Teacher provides information on new topic Phase II: Direct analogy Teacher suggests direct analogy & asks students to describe analogy Phase III: Personal analogy Students “become” the analogy Phase IV: Comparing analogies Students identify and explain the points of similarity between the new material and the direct analogy Phase V: Explaining differences Students explain where the analogy does not fit Phase VI: Exploration Students re-explore the original topic on its own terms Phase VII: Generating Analogy Students provide their own direct analogy & explore similarities & differences Application: Creative writing Exploring social problems Problem solving Creating a design or product Broadening perspective of a concept Support System: No special system needed Social System: Moderately structures Teacher initiates phases Students’ responses are open Norms of creativity & “play-of- fancy” are encouraged Rewards are internal Principles of Reaction : Encourage openness, non-rational, creative expression Accept all student responses Select analogies that help students stretch their thinking Model, if necessary Developers : William Gordon

10. Social Family Choose a model in this family to build learning communities by:  Working together to build synergy  Developing cooperative relationships To Models Families Return to

11. Social Family Models Cooperative learning Cooperative inquiry into social & academic problems Understand social behavior Partners in Learning Group Investigation Role Playing Study social issues (case studies) Jurisprudential Inquiry Families Return to

12. Personal Family Choose a model in this family for perspective of selfhood of the individual:  To understand ourselves better  To take responsibility for our education  To reach beyond our current development To Models Families Return to

13. Personal Family Models Partnership between teacher and student (counseling theory) Building self-esteem, self- actualization, and self- understanding Nondirective Teaching Enhancing Self-esteem Families Return to

14. Behavioral Family Choose a model in this family to modify behavior in response to feedback  Self-correcting communication system  Also called social learning theory, behavior modification, behavior therapy, cybernetics  Stimulus response feedback modification To Models Families Return to

15. Systematic learning process of dividing material into units, sequencing, and testing for mastery at each level Learning activities presented in less-than- real-life environment Process of having clear objectives, activities related to objectives, monitoring progress, feedback, & improvement Behavioral Family Models Mastery Learning and Programmed Instruction Mastery Learning and Programmed Instruction Simulations Direction Instruction Families Return to Click

16. Behavioral Family Mastery Learning & Programmed Instruction Families Models Return to Phase 1: Identify objectives Identify sets of major objectives that represent the purposes of the course or unit Phase II: Chunk the content Divide larger substance into sets of relatively small learning units, each one accompanied by its own objectives, which are parts of the larger ones or thought essential to their mastery. Phase III: Identify materials and strategies Identify learning materials and select instructional strategy Phase IV: Test Test to measure student’s progress (formative evaluation) and identify the particular problems each student is having. Feedback is given to the student as reinforcement Phase V: Provide supplementary Instruction Data from tests are used to provide supplementary instruction to the student to help overcome problems Application: Individual instruction where each pupil works at their own rate through units of study Individual demonstration of degree of mastery Develop self-initiation & self- direction of learning Foster development of problem solving through processes Encourage self-evaluation & motivation for learning Support System: Modular curriculum developed by applying systems analysis procedures to curriculum materials development Social System: Highly structured for individual, independent learning Principles of Reaction : Provide assistance to students when needed Provide instruction to groups and individuals Developers : Benjamin Bloom James Block NOTE: Mastery learning & programmed instruction provide a framework for planning instructional sequences allowing enough time for each student to develop mastery of a subject through individualized instruction

17. Behavioral Family Direct Instruction Model Families Models Return to Phase 1: Orientation Teacher established content of the lesson Teacher reviews previous learning Teacher establishes lesson objectives Teacher establishes the procedures for the lesson Phase II: Presentation Teacher explains/demonstrates new concepts or skill Teacher provides visual representation of the task Teacher checks for understanding Phase III: Structured Practice Teacher leads group through practice examples in lock step Students respond to questions Teacher provides corrective feedback for errors and reinforces correct practice Phase IV: Guided Practice Students practice semi-independently Teacher circulates, monitoring student practice Teacher provides feedback through praise, prompt, and leave Phase V: Independent Practice Students practice independently at home or in class Feedback is delayed Independent practices occur several times over an extended period Application: Study of basic information & skills in core curriculum areas Support System: Sequenced learning tasks Social System: Highly structured Principles of Reaction : Provide knowledge of results, help students pace themselves, offer reinforcement Developers : Tom Good Jere Brophy Carl BereiterZiggy EnglemanWes Becker

18. Behavioral Family Simulations Model Families Models Return to Phase 1: Orientation Present the broad topic of the simulation & concepts to be incorporated into the simulation activity Explain simulation & gaming Provide overview of the simulation Phase II: Participant Training Set up the scenario (rules, roles, procedures, scoring, types of decisions to be made, goals) Assign roles Hold abbreviated practice session Phase III: Simulation Operations Conduct game activity & game administration Obtain feedback & evaluation (performance & decision effects) Phase IV: Participant debriefing (any/all of the following) Summarize events & perceptions Summarize difficulties & insights Analyze process Compare simulation activity to real world Relate simulation activity to course content Appraise and redesign the simulation Application: Stimulate learning about: 1.Competition 2.Cooperation 3.Empathy 4.Social system 5.Concepts 6.Skills 7.Efficacy 8.Paying the penalty 9.The role of chance 10.Ability to think critically Support System: Carefully structured base of resource materials Social System: Nonthreatening environment Cooperative environment Teacher: selects materials, organizes & coaches Developers : Carl Smith Mary Smith Principles of Reaction : Supportive, observing & helping students cope with problems