Chapter 12 – Teacher-Directed Instructional Strategies – Flashcards

approach to instruction in which students learn one topic thoroughly before moving to a subsequent one. -most appropriate when the subject matter is hierarchical in nature (word recognition, rules of grammar, arithmetic, key scientific concepts)

Approach to instruction that uses a variety of techniques (explanations, questions, guided and independent practice) in a fairly structured manner to promote learning of fundamental knowledge and skills. -most suitable for teaching information and skills that are well-defined and best taught in a step-by-step sequence. Implemented the best in small groups or one-on-one instruction.

Approach to instruction in which students construct their own knowledge about a topic through firsthand interaction with an aspect of their environment. -Piaget claimed it should be a child-initiated and child-directed effort, however, studies show that children benefit from carefully planned and structured activities that help them construct appropriate interpretations.

-great learner-directed instructional strategy -focus on topics that lend themselves to multiple perspectives, explanations, or approaches. -make sure students have enough prior knowledge to interact intelligently -create a classroom environment conducive to open debate and the constructive evaluation of ideas.

Approach to instruction in which one student provides instruction to help another student master a classroom topic. -make sure that tutors have mastered the material -provide a structure for student's interactions -pair students well -give all students opportunities to tutor other individuals

Approach to fostering reading and listening comprehension skills in which students take turns asking teacherlike questions of classmates.

Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn. -form groups based on knowledge about which students are likely to work effectively with one another -give group members one or more common goals toward which to work. -provide clear guidelines about how to behave -structure tasks so that group members must depend on one another for success. -serve primarily as a monitor and resource -make students individually accountable for their achievement -have groups evaluate their effectiveness