Instructional

Strategies
Pedagogical Skills &
HOTS (Higher Order Thinking
Skills)
 Instructional Strategies
describes the instructional materials and
procedures that enable students to achieve the
learning outcomes.

Determine the approach a teacher may take to

achieve learning objectives.
Direct Instruction Strategies
 is highly teacher – directed and is among the most commonly used.
This strategy is effective for providing information or developing
step – by –step skills.

Possible Methods
• Structured Overview
• Lecture
• Explicit Teaching
• Drill & Practice
• Compare & Contrast
• Didactic Questions
• Demonstrations
• Guided & Shared – reading, listening, viewing thinking
Indirect Instruction Strategies
 seeks a high level of student involvement in observing, investigating, drawing inferences from data,
or forming hypotheses.
 it takes advantage of student’s interest and curiosity, often encouraging them to generate
alternatives or solve problems.
Possible Methods
• Problem Solving
• Case Studies
• Reading for Meaning
• Inquiry
• Reflective Discussion
• Writing to Inform
• Concept Formation
• Concept Mapping
• Concept Attainment
• Cloze Procedure
Experiential Learning
 is inductive, learner centered, and activity oriented.
 The emphasis is on the process of learning and not on the
product.

The Cycle of Experiential Learning

• experiencing ( an activity occurs );
• sharing or publishing ( reactions and observations are shared )
• analyzing or processing ( patterns & dynamics are determined )
• inferring or generalizing ( principles are derived );and,
• applying ( plans are made to use learning in new situations )
Possible Methods of Experiential Learning
• Field Trip
• Narratives
• Conducting Experiments
• Simulations
• Games
• Storytelling
• Focused Imaging
• Field Observations
• Role – playing
• Synectics
• Model Building
• Surveys
Independent Study
 refers to the range of instructional methods which are purposefully provided to foster the
development of individual student initiative, self – reliance and self – improvement.
Possible Methods
• Essays
• Computer Assisted Instruction
• Journals
• Learning Logs
• Reports
• Learning Activity Packages
• Correspondence Lessons
• Learning Contracts
• Homework
• Research Projects
• Assigned Questions
• Learning Centers
 Interactive Instruction
 relies heavily on discussion and sharing among participants.
 Student can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments.

Possible Methods
• Debates
• Role Playing
• Panels
• Brainstorming
• Peer partner learning
• Discussion
• Laboratory Groups
• Think, Pair, Share
• Cooperative Learning
• Jigsaw
• Problem Solving
• Structured Controversy
• Tutorial Groups
• Interviewing
• Conferencing
Pedagogy
Pedagogy is the “relationship between
teaching and learning.
Pedagogy describes the teaching strategies
used within the classroom.
Pedagogical process as an organization of
leaner’s cognitive and developmental
activities.
What an effective teacher should do?
 Adopta student – centered and teaching objectives,
appropriate teaching strategies and resources to
promote class interaction to enable pupils construct
knowledge.
 Teachingshould stimulate thinking, develop pupils’
potential and foster their learning ability.
 Teachersshould extend pupil’s learning through
providing life – wide learning opportunities.
 The knowledge about the skills help the teacher trainee
to identify their strengths and weakness which will make
them to be an expert in the profession.
 TEACHING SKILLS

Instructional Skills Organizational Skills

Skill of Reinforcement
The talent to appreciate the learner as
they need social approval for their
behavior.
Appreciation for correct answer will make
them more eager to respond with correct
answers.
It will help them to increase their
participation.
 TEACHING SKILLS

Pupil’s Response Pupil’s Response

Reinforcement No
Reinforcement

Positive Behavior
modification and Passive Classroom
interactive classroom
Skill of Reinforcement
Both verbal and non – verbal cues can be used.
• Excellent, carry on, go ahead, well done, good, right, fine etc. are the
verbal expressions.
• Smiling, patting, friendly look are examples of non – verbal
reinforcement.
• Repeating and rephrasing the pupil’s answers.
• Using extra verbal cues like um um, aha etc.
• Writing the answers that are given by pupils on the white board.
• At the same time avoid negative reinforcement like staring, frowning.
• Praise the students for their contribution and practice.
• Inappropriate use of reinforcement should be avoided.
Skill of Illustrating with Examples
 Examples always should be specifically
relating to concept.
 Itmay be concrete, every day or first –
hand experiences.
 Italways gives the advantage of economy
time and increase of explanation.
Skill of Explanation
 Teacher should be confident about the concept.
 Its important to research about the concept.
 Keep an eye contact with pupils
 Should be simple, clear , and logical.
 Enhance with the use of visual aids
 Pace and pauses
 Personal experiences may bring an explanation
alive.
 Skill of using instructional aids.
Types of Instructional Aids

Visual Aids

Audio – Audio –
model aids Visual aids
 Audio model aids Audio visual aids

 Images/ Picture  Presentation Slides

cards/ Flash cards  Television
 Charts  Films
 Models
 Puzzle Cards
 Demonstration
Objects
Skills related with Evaluation
Practice of Teaching is not complete without
some form of evaluation.
1. Recognizing and assessing pupils.
2. Objective specific evaluation.
3. Diagnosing problems.
4. Providing remedial measures.
5. Encouraging self evaluation.
Organizational Skills
 Discipline
 Classroom Management
 Clear Planning
 Observation
 Student Engagement
 Strong Communication
 Subject Expertise
 Time Management
 Discipline Skills
A vital component of effective classroom management.
 Your discipline ensures that positive behavior is
encourage inside classrooms.
A teacher should be skilled in setting an effective
routine right amount of flexibility.
 The most important discipline skills includes
 being respectful
 responding to pupils
 reciprocating their interest
Classroom Management Skills
Observation Skills
 Itis the prime responsibility of teachers to have a
thorough understanding about the cognitive,
emotional and social development of pupils.
 Since a classroom is filled with pupils coming from
different parental backgrounds, it makes sense to a
teacher to be aware of the learning capabilities of
pupils.
 Thisis a challenge that teachers face day in and day
out when they need to adopt specific teaching
patterns so that no learners is left behind.
Learner Engagement Skills
 Dayin and day out, every teacher handles s
bunch of learners with different mentalities
towards learning.
 Whilesome learners demonstrate a keen
interest in learning, others are distracted at the
smallest provocation.
 Hence for you to be called an effective teacher,
you should develop learners engagement skills so
that you can motivate your learners.
Strong Communication Skills
 An
effective teacher is also expected to
communicate with the parents of their learners.

 When you begin a constant interaction with the

parents, you will be able to bridge the gap
between what is happening in school to what is
expected from a particular learner.
Conclusion
 Utilize a variety of teaching strategies,
activities, and assignments that will
accommodate the needs of learners with
diverse learning styles, abilities, background
and experiences.
 Learners are more likely to experience success
through the activities that support their leaning
styles, abilities and backgrounds.
 Higher-Order Thinking Skills
 Critical thinking is a higher-order thinking skill. Higher-order
thinking skills go beyond basic observation of facts and
memorization. They are what we are talking about when we
want our students to be evaluative, creative and innovative.
 When most people think of critical thinking, they think that
their words (or the words of others) are supposed to get
“criticized” and torn apart in argument, when in fact all it
means is that they are criteria-based. These criteria require
that we distinguish fact from fiction; synthesize and
evaluate information; and clearly communicate, solve
problems and discover truths.
Why is Critical Thinking important
in teaching?
 According to Paul and Elder (2007), “Much
of our thinking, left to itself, is biased,
distorted, partial, uninformed or down-
right prejudiced. Yet the quality of our life
and that of which we produce, make, or
build depends precisely on the quality of
our thought.” Critical thinking is therefore
the foundation of a strong education.
How do I incorporate critical
thinking into my teaching?
 The place to begin, and most obvious space to
embed critical thinking in a syllabus, is with
student-learning objectives/outcomes. A
well-designed course aligns everything else—
all the activities, assignments, and
assessments—with those core learning
outcomes.
 Learning outcomes contain an action (verb) and an
object (noun), and often start with, “Student’s
will....” Bloom’s taxonomy can help you to choose
appropriate verbs to clearly state what you want
students to exit the course doing, and at what level.
Examples:
 Students will define the principle components of the
water cycle. (This is an example of a lower-order
thinking skill.)
 Students will evaluate how increased/decreased
global temperatures will affect the components of
the water cycle. (This is an example of a higher-order
thinking skill.)
 How do I assess the development
of critical thinking in my pupils?
 If the course is carefully designed around student-
learning outcomes, and some of those outcomes have a
strong critical-thinking component, then final assessment
of your students’ success at achieving the outcomes will
be evidence of their ability to think critically. Thus, a
multiple-choice exam might suffice to assess lower-order
levels of “knowing,” while a project or demonstration
might be required to evaluate synthesis of knowledge or
creation of new understanding.
https://cetl.uconn.edu/resources/design-your-course/teaching-and-learning-techniques/critical-thinking-and-other-higher-order-thinki
ng-skills
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