SARASWATI COLLEGE OF

NURSING , UDAIPUR .(RAJ)

PRACTICAL FILE

SUBJECT : NURSING EDUCATION

Assignments

Submitted To : Mr. C.G Goswami

Asst. Professor, Faculty of Nursing
Education (SCON)

Submitted by : SHABNAM AMIN

M.Sc. NURSING (OBG) PREVIOUS
YEAR, 2022-2023.
Enrolment No : 2016/7711
 Assignment-III

TOPIC : INSTRUCTIONAL
STRATEGIES

What are Instructional Strategies?

Instructional strategies are techniques that educators use to ensure that students
learn academic content. The goal of instructional strategies is to produce
independent learners who are able to apply what is learned and expand upon it as
necessary.

Definition

In lesson planning, teachers not only have to plan on 'what' the learner should be
learning. They also need to arrange on 'how' learning is going to occur among the
learner. This is when instructional strategies take place since instructional strategies
will help determine a teacher's approach in reaching leaming objectives (Instructional
Approaches: Chapter 2: Instructional Models, Strategies, Methods, And Skills, n.d.).
Coming next is Instructional Methods which contains variety of learning techniques
that covers all subject and levels area which can be applied in a classroom full of
leamer with different backgrounds, various abilities and personalities (Persaud, 2018).

It is indeed challenging to keep students motivated according to Machingambi (2017)

but with the help of creative and innovative instructional strategies, learning
experience are more likely to be entertaining and practical for leamer besides motives
them to participate actively in the learning process. While creating opportunity for
leaner to connect the dot between the material learned in class and real-life situations,
instructional strategies assure learner to stay focused, engaged and simply
understand the learning material better (Alberta Leaming, 2002). Teachers on the
other hand gain benefit by having different method on monitoring and assessing
students' performance from implementing instructional strategies.

The instructional strategies intent to nurture independent strategic learners who are
able to determine the most suitable learning strategies for themselves and utilize it to
carry out tasks or reach goals. This is possible through continuously applying variety
of instructional approaches and learning materials to learner.
Instructional Strategies Categories

The instructional strategies are categorized into 5 part which are Direct Instruction,
Indirect Instruction, Experiential Learning, Independent Study and Interactive
Instruction. The interrelationship among the five instructional strategies are as shown
in the figure below.
●

Direct Instruction

This instruction is frequently used and is mainly teacher-centered because it aims to

supply information and advance step-by-step skills constructively. Although it's
considered as easy to be implemented, a worthwhile direct instruction is actually
complex. Some instructional methods that suits this strategy well are:

 Lecture.
 Drill and Practice.
 Didactic Questions.
 Guided and Shared - reading, listening, viewing, thinking.
 Structured Overview.
 Explicit Teaching.
 Compare and Contrast.
 Demonstrations.
Indirect Instruction

Indirect Instruction is simply the contrast of Direct Instruction because this strategy is
student-directed. Nonetheless, both direct and indirect instruction could still enhance
one and another. Students are free to explore numerous sources in order to complete
tasks given without having to worry so much on giving inaccurate answers although
their involvement demand them to investigate, observe, form hypotheses and
differentiating data. Not only that, indirect instruction triggers their curiosity and
interest which will then intrinsically promotes their creativity and interpersonal skills
and abilities as well as developing a deeper understanding on the material learned.

As for the teacher, their role switch to being a supporter, resource person and
facilitator instead of lecturer/director. They're also fully responsible on creating a
learning environment that encourage student involvement and provide students
feedback whenever necessary. Even so, indirect instruction highly requires the use of
print, non-print and human resource.

It is best to implement this instructional activity in a lesson when the

learning process is as important as the material learned for life-long leaming, requires
problem solving, intrinsic motivation, interpersonal, values and attitudes outcomes,
and has alternative option for answer.

The disadvantages of indirect instruction are having variety of unpredictable

outcomes, time consuming, less autonomy for teachers and unsuitable for instant
content recall and memorization. In consequence, here are some instructional
methods that works under this instructional strategy:

 Case Studies.
 Inquiry.
 Writing to Inform.
 Concept
 Mapping.
 Close Procedure.
 Problem Solving.
 Concept Formation.
 Reading for Meaning.
 Reflective Discussion.
 Concept Attainment.

Interactive Instruction

Discussions and sharing among learners are what Interactive Instruction is all about.
Furthermore, sharing and discussing allows leamer to experience and react to teacher
or peer's knowledge and ideas, and produce different ways of feeling and thinking.
Groupings and interactive methods such as small group discussions, students in
pairs, assignment project and class discussions work best for this instruction.

The arrangement of discussion period, groups size and formation, topic outline and
sharing/reporting techniques by teacher are very vital in ensuring the success of
interactive instruction in a lesson. Some of the possible instructional methods for this
instruction are:

 Role Playing.
 Brainstorming.
 Discussion.
 Think, Pair, Share.
 Jigsaw.
 Laboratory Groups.
 Structured Controversy.
 Interviewing.
 Debates.
 Panels.
 Peer Partner Learning.
 Cooperative Learning.
 Problem Solving.
 Tutorial Groups.
 Conferencing.

Experiential Learning

Giving learners the ability to plan on how to utilize knowledge learned into other
contexts and reflecting individually upon an experience are the reason why
experiential learning are seen as learner and activity oriented, and inductive. There
are five phases in the cycle of experiential learning:
Experiential Learning Model by Mallory (n.d.)
On top of that, the capability of operating variety of resources in experiential leaming
makes the learning process more significant compared to the product. Here are a few
examples of instructional method for experiential learning:

 Narratives.
 Simulations.
 Storytelling.
 Field Observations.
 Surveys.
 Field Trips.
 Conducting Experiments.
 Games.
 Focused Imaging.
 Role Playing.
 Model Building.

Independent Study

Independent study simply called for leaners to study at their own pace under an
instructor surveillance and guidance with hope to nurture learner's self-reliance, self-
improvement and initiative in terms of reflecting and analyzing problems, planning
and taking resolved actions and possessing life-long learning competence to strive
independently as the world continue evolving. Learning in small group and peer
partnership are also essential in independent study. The appropriate instructional
methods for this strategy are:
  Computer Assisted Instruction.
 Learning Centres.
 Essays.
 Learning Logs.
 Journals.
 Learning Activity Packages.
 Reports.
 Learning Contracts.
 Research Projects.
 Correspondence Lessons.
 Homework.
 Assigned Questions.

Types of Instructional Strategies

It is difficult to isolate an instructional strategy to one particular category because
many of them fit into multiple categories. However here are six types of instructional
strategies.

Activators

These strategies refer to those that are effective at jumpstarting the learning process.
These strategies can be used at any point during the lesson or unit but are commonly
used at the very beginning of a lesson or unit. They are used to focus the learners on
what will be covered, uncover any misconceptions that may hinder learning, reveal
gaps in understanding, pose essential questions, engage prior knowledge, and allow
students to see how new learning will fit into what they already know about a subject
or topic.

Activities that can be used to serve as activators include the following:

brainstorms, essential questions, K-W-L charts, quick writes, connection games,
mystery bags, icebreakers and quizzes (non-evaluative).

Critical Thinking

These instructional strategies are designed to extend and stretch student

understanding from one that is basic to one that is complex and/or multifaceted. They
usually employ the use of conceptual development, specialized vocabulary, detailed
analysis, high levels of technical skill, performance, and demonstration. Critical
thinking strategies add rigor to learning and, in many cases, require the learners to
have productive struggles as they grapple with academic content.

Activities that can be used to serve as critical thinking instructional

strategies include the following:
role playing, scenarios, problem-based learning, science experiments, project-based
learning, Socratic seminars, debates, simulations, use of Bloom's Taxonomy, use of
Webb's Depth of Knowledge Levels, use of higher-order thinking skills.

Emulators
This type of strategy allows learners with the opportunity to function as if they are an
expert or practitioner in a field of study. Learners are required to first know the
behaviours, reasoning, and skills of an expert in the field. They are then provided with
an opportunity to mimic these behaviours, reasoning, and skills through a learning
activity that resembles an experience that an expert in the field would normally have.
This strategy seeks to increase how well the learner connects with and sees the
learner connects with and sees the relevance of a particular concept.

Activities that can be used to serve as emulating

instructional strategies include the following: simulations,
field studies, science experiments, scenarios, author's craft,
service learning, projects, cooperative learning, artists in
residence, and expert guest speakers.

Process-Related
An instructional strategy that falls into the process-related category is one that
requires students to follow a specific set of procedures in order to accomplish a task
or demonstrate an understanding of content. This type of strategy often develops how
well learners research, record, collect, organize, and utilize data. This allows for
learners to experience deeper levels of analysis and synthesis of the content that they
are studying. The emphasis is on the process that must be used and less on arriving
at a "right answer." In fact, learners who arrive at a right answer without utilizing the
prescribed process are often penalized or encouraged to do the activity or
assignment again.
Activities that can be used to serve as process-related
instructional strategies include the following:
science fairs, interactive notebooks, writer's workshop/using the writing process,
cooperative learning, coding, robotics, and research projects.

Interactive
Interactive instructional strategies focus on the learner working with their peers in
order to accomplish a task or to demonstrate the degree in which they understand
academic content. This type of instructional strategy focuses on developing
teamwork, interpersonal skills, collaboration, leadership, and effective oral and
written communication within learners. In many cases, learners are evaluated on both
their knowledge levels as well as how they work with others.

Activities that can be used to serve as

interactive instructional strategies include the
following: cooperative learning, project-based
learning, literature circles, group projects, group
presentations, team builder activities, think-pair-
share, any of the Dr. Spencer Kagan Structures,
simulations, and service projects.
Summarizers
Summarizers are instructional strategies are those
that are used to effectively summarize learning.
These strategies are commonly used to close a
lesson or unit of instruction. The goal of a
summarizer strategy is to provide learners with an
opportunity to review what they have learned. It
also allows educators to determine whether the
necessary connections have been made and
whether the students met the learning objectives
of a lesson or unit. Summarizers support the
retention and integration of new learning.

Activities that can be used to serve as

summarizer instructional strategies include the
following: exit tickets, culminating projects,
journal reflections, reports, interactive
notebooking, K-W-L charts, learning logs,
interviews and group/individual presentations.
Knowing Which Strategy to Use
The wonderful thing about adding instructional
strategies to your educational repertoire is that you
have many tools to choose from in both the
planning and implementation stages of instruction.
The challenge that presents itself is deciding which
strategies will best suit your students. Educators
must be willing to consider the following in order to
ensure that they select the right instructional
strategies.

Know the Academic Content

Standards
Educators who are very familiar with the content
standards that must be taught to learners make
the selection process very easy when it comes to
instructional strategies. There are many strategies
that will lend themselves better for some standards
rather than others. For example, if when teaching
the writing process to learners, you would be sure
to utilize process-related instructional strategies
that will make this easier for the learners.
Know Your Students' Academic
Strengths and Weaknesses
Being acquainted with the strengths and weaknesses of your learners also helps in
the selection process. This pertains to the student achievement as well as their study
and work habits. It would not be best to use cooperative learning as an instructional
strategy if the learners have not first demonstrated how to effectively function as a
team or utilize group roles. This does not mean that the strategy could never be used
with the learners; it simply means that more modelling and practice will need to be
done prior to utilizing the instructional strategy.

Know Your Students' Learning

Styles
Very similarly, educators must also be well aware of the various learning styles held
by the group of learners that they
are teaching. Knowing whether there are visual, auditory, kinesthetic, or verbal
learners will help narrow down which strategies would best suit them. It would not be
wise to use an activator strategy such as a role-play to start a lesson when there is a
large number of learners in the group who have a solitary or interpersonal learning
style. This strategy would cause a level of anxiety in the learners that could cause
them to be distracted from the point of the lesson.

Know What Engages Your Students

Above all, educators must know what engages their learners. They must also know
what causes them to be disengaged from learning. For example, technology quickly
engages some learners into the learning process. However, for other learners,
technology becomes a distraction that disengages them from the learning process.
Educators who are keenly aware of this will avoid choosing an instructional strategy
that will not engage their learners into the learning process.

REFERENCES
Alberta Learning. (2002). Health and Life Skills Guide to Implementation (K-9). Alberta
Education. https://education.alberta.ca/media/1477143/healthgi.pdf

Community Literacy of Ontario. (n.d.). Instructional Strategies | Literacy Basics.

Literacy Basics. Retrieved September 18, 2020, from
http://literacybasics.ca/training/instructional-strategies/

Instructional Approaches: Chapter 2: Instructional Models, Strategies, Methods, And

Skills. (n.d.). Uidaho.Edu. Retrieved September 18, 2020, from
https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-Strategies.htm#:
%7E:text=Examples%20of%20indirect%20instruction%20methods, from%20data %2C
%20or%20forming%20hypotheses.

Machingambi, S. (2017, September 25). Instructional Strategies for Motivating

Students: Reflections from 13 Years of Teaching in Higher Education. Taylor &
Francis. https://www.tandfonline.com/doi/abs/10.1080/09751122.2013.11890082

Mallory, T. (n.d.). Experiential Learning Model. Pinterest. Retrieved September 18,

2020, from https://www.pinterest.com/pin/356417757993145449/

Persaud, C. (2018, October 12). Instructional Strategies: The Ultimate Guide. Top Hat.
https://tophat.com/blog/instructional-strategies/