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Deciding on Instructional Strategies - Coggle Diagram
Deciding on Instructional Strategies
What
"Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals."
STP description states that a instructional strategy is made up of "planned combination of Teaching Action(s) that facilitates and advances learning in order to achieve the lesson objectives."
What it might look like in planning
How
Considerations
1: Focus (K, S, A, or V) of the Lesson Objective
2: Alignment with success criteria and required evidence of learning
3: Subject Disciplinarity and Teaching Approach
4: Interaction between the teacher, student and content
5: Learners’ profiles
Points to Note
the instructional strategies should also engage them in the subject disciplinary thinking, skills and processes and values.
The varying needs of students must be considered in the selection of instructional strategies. Students with SEN may require more examples, sample answers or a modified process of instruction to better access learning.
For Learning Experiences
Acquisition
analysing, comparing, organising curated information to acquire and to deepen understanding of concepts.
Discussion
sharing of ideas and engaging in peer critique to refine their understanding of new ideas or concepts.
Inquiry
forming an informed prediction to an inquiry task. This is followed by an investigation by exploring, clarifying and analysing information sources and data. Finally, students formulate an explanation based on evidence, and on evaluating and reflecting on their findings and new learning.
Collaboration
planning and establishing group goals and processes, ideating, discussing, negotiating and generating a consensus as a group. The group co-creates new knowledge, contributing towards the production of a shared output.
Practice
performing a task which requires them to apply their understanding of concepts. As they receive feedback while doing the task, they reflect on the experience, adapt their conceptual understanding and revise their actions.
