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Instructional Strategies: Chapter Thirteen
Instructional Strategies: Chapter Thirteen
Chapter Thirteen
Educational Psychology: Developing Learners 6th edition
Jeanne Ellis Ormrod
Planning and carrying out instruction is part of an
interdependent network.
Learner-directed instruction
Students have considerable say in the issues addressed in class as well as
how to address them.
This type of instruction is more interactive, hands-on, and collaborative.
Information Processing
Behavioral Analysis Subject Matter Analysis
Analysis
Discovery Learning
Students develop an understanding of a topic through firsthand
interaction with the environment.
Students are required to construct knowledge themselves rather than
just “receive” it.
In-class Activities
Activities should clearly define task and purpose, capture students’
attention and interest, and accommodate diversity.
Teacher questions
Provide information about students’ prior knowledge and possible
misconceptions
Focus students’ attention
Assess how much learning is actually occurring
Reciprocal Teaching
An approach to teaching reading and listening comprehension in
which students take turns asking teacher-like questions of
classmates
Models effective reading and learning strategies
Supported by empirical research
Peer Tutoring
An approach to instruction in which students who have
mastered a topic teach those who have not
May lead to greater academic gains than either mastery learning
or traditional whole-class instruction
Benefits both the tutor and the student
Make sure tutors have mastered the material they are teaching and use
sound instructional techniques
Provide a structure for students’ interactions
Be careful that your use of higher-achieving students to tutor lower-
achieving students is not excessive or exploitative
Use peer tutoring to help students with special education needs
Make sure that all students have experiences tutoring their classmates