STUDENT-CENTERED MODELS AND INSTRUCTIONAL STRATEGIES
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Sunday, March 27, 2016 By Anonymous
STUDENT-CENTERED MODELS
INQUIRY MODEL
An investigative process of learning in which students are asked to
pose questions, analyze data, develop conclusions or generalizations,
classify, predict, and experiment.
An investigative process of learning in which students are asked to
pose questions, analyze data, develop conclusions or generalizations,
classify, predict, and experiment.
DISCOVER LEARNING
An inquiry process in which learners pose questions and seek
explanations.
An inquiry process in which learners pose questions and seek
explanations.
COOPERATIVE LEARNING (PAIR�SHARE, JIGSAW, STAD, TEAMS,
GAMES, TOURNAMENTS)
Learning based on a small group approach to teaching in which
students are held accountable for both individual and group
achievement. Activities include pair-share, jigsaw, teams, games, and
tournaments)
GAMES, TOURNAMENTS)
Learning based on a small group approach to teaching in which
students are held accountable for both individual and group
achievement. Activities include pair-share, jigsaw, teams, games, and
tournaments)
COLLABORATIVE LEARNING
Students work together collaboratively in solving a problem or
examining a situation. The benefits of collaborative learning are that it
brings many perspectives to a problem, which in turn develops
problem solving and mediation skills.
Students work together collaboratively in solving a problem or
examining a situation. The benefits of collaborative learning are that it
brings many perspectives to a problem, which in turn develops
problem solving and mediation skills.
CONCEPT MODELS (CONCEPT
DEVELOPMENT, CONCEPT
Allows an educator to arrange any number of learning components or
tasks into a “map” or plan to be accomplished.
DEVELOPMENT, CONCEPT
Allows an educator to arrange any number of learning components or
tasks into a “map” or plan to be accomplished.
DISCUSSION MODELS
A cooperative learning grouping in which students meet together for small
group discussions among themselves. The elements of a discussion model
include:
*Small number of students, preferable 6-8
*Recognition of a common problem or topic
* Introduction, exchange, and evaluation of ideas and
information
* Movement toward some objective or goal
* Verbal interaction
A cooperative learning grouping in which students meet together for small
group discussions among themselves. The elements of a discussion model
include:
*Small number of students, preferable 6-8
*Recognition of a common problem or topic
* Introduction, exchange, and evaluation of ideas and
information
* Movement toward some objective or goal
* Verbal interaction
LABORATORIES
Used particularly in science classes where students test out their hypothesis.
Used particularly in science classes where students test out their hypothesis.
PROJECT-BASED
LEARNING
Students self-select a project that they would like to work on and all
learning that occurs is centered around their project and ties in with it in
some way.
LEARNING
Students self-select a project that they would like to work on and all
learning that occurs is centered around their project and ties in with it in
some way.
SIMULATIONS
A pretend setting or situation that parallels a real-world setting or situation
and allows students to practice problem-solving skills.
A pretend setting or situation that parallels a real-world setting or situation
and allows students to practice problem-solving skills.
INSTRUCTIONAL STRATEGIES
COOPERATIVE LEARNING
Cooperative Learning is a specific type of small group learning which has the
following five essential elements:
1. Positive Interdependence
2. Face-to-Face Interaction
3. Individual Accountability (Personal Responsibility)
4. Structured Activitiy
5. Teamwork Skills and Group Processing
DIRECT INSTRUCTION
Teacher-centered instruction which includes lecture, presentation, and
recitation.
Cooperative Learning is a specific type of small group learning which has the
following five essential elements:
1. Positive Interdependence
2. Face-to-Face Interaction
3. Individual Accountability (Personal Responsibility)
4. Structured Activitiy
5. Teamwork Skills and Group Processing
DIRECT INSTRUCTION
Teacher-centered instruction which includes lecture, presentation, and
recitation.
DISCOVERY LEARNING
A constructivist approach. Students begin learning with an activity designed
to lead them to particular concepts or conclusions. Students acquire basic
and advanced knowledge in random order.
A constructivist approach. Students begin learning with an activity designed
to lead them to particular concepts or conclusions. Students acquire basic
and advanced knowledge in random order.
WHOLE-GROUP
DISCUSSION
INDEPENDENT STUDY
Practice done without intervention by the teacher. This approach includes
many activities done with a computer.
DISCUSSION
INDEPENDENT STUDY
Practice done without intervention by the teacher. This approach includes
many activities done with a computer.
INTERDISCIPLINARY
INSTRUCTION
Traditional elementary and secondary classrooms divide instruction into
categories (disciplines) such as "reading," "math," and "social studies."
Interdisciplinary teaching involves any effort on the part of an instructor to
design learning activities with products and activities to relate to more than
one discipline.
INSTRUCTION
Traditional elementary and secondary classrooms divide instruction into
categories (disciplines) such as "reading," "math," and "social studies."
Interdisciplinary teaching involves any effort on the part of an instructor to
design learning activities with products and activities to relate to more than
one discipline.
CONCEPT MAPPING
Any of several forms of graphical organizers which allow learners to
perceive relationships between concepts through diagramming keywords
representing those concepts. Originally developed by Joseph Novak in the
1960's.
Any of several forms of graphical organizers which allow learners to
perceive relationships between concepts through diagramming keywords
representing those concepts. Originally developed by Joseph Novak in the
1960's.
INQUIRY METHOD
A system in which students solve problems or answer questions by forming tentative answers (hypotheses), then collecting and analyzing data to
provide evidence for or against their hypotheses.
A system in which students solve problems or answer questions by forming tentative answers (hypotheses), then collecting and analyzing data to
provide evidence for or against their hypotheses.
QUESTIONING
Have students apply "who, what, when, where, why, how" to all problems.
Or ask students to generate questions
Placement test
for placing students at a particular level, school, or college.
for placing students at a particular level, school, or college.
Achievement tests
: for measuring the achievement of a candidate in a particular
course either during or at the end of the course.
: for measuring the achievement of a candidate in a particular
course either during or at the end of the course.
Diagnostic tests
: for determining the problems of a student in a particular area, task,
course, or programme. Diagnostic tests also bring out areas of difficulty of a student
for the purpose of remediation.
: for determining the problems of a student in a particular area, task,
course, or programme. Diagnostic tests also bring out areas of difficulty of a student
for the purpose of remediation.
Aptitude tests
: are designed to determine the aptitude of a student for a particular
task, course, programme, job, etc.
: are designed to determine the aptitude of a student for a particular
task, course, programme, job, etc.
Predictive tests
: designed to be able to predict the learning outcomes of the candidate. A predictive test is able to predict or forecast that if the candidate is able to pass a particular test, he/she will be able to carry out a particular task, skill, course, action, or programme
COOPERATIVE LEARNING
Cooperative Learning is a specific type of small group learning which has the
following five essential elements:
1. Positive Interdependence
2. Face-to-Face Interaction
3. Individual Accountability (Personal Responsibility)
4. Structured Activitiy
5. Teamwork Skills and Group Processing
DIRECT INSTRUCTION
Teacher-centered instruction which includes lecture, presentation, and
recitation.
Cooperative Learning is a specific type of small group learning which has the
following five essential elements:
1. Positive Interdependence
2. Face-to-Face Interaction
3. Individual Accountability (Personal Responsibility)
4. Structured Activitiy
5. Teamwork Skills and Group Processing
DIRECT INSTRUCTION
Teacher-centered instruction which includes lecture, presentation, and
recitation.
DISCOVERY LEARNING
A constructivist approach. Students begin learning with an activity designed
to lead them to particular concepts or conclusions. Students acquire basic
and advanced knowledge in random order.
A constructivist approach. Students begin learning with an activity designed
to lead them to particular concepts or conclusions. Students acquire basic
and advanced knowledge in random order.
WHOLE-GROUP
DISCUSSION
INDEPENDENT STUDY
Practice done without intervention by the teacher. This approach includes
many activities done with a computer.
DISCUSSION
INDEPENDENT STUDY
Practice done without intervention by the teacher. This approach includes
many activities done with a computer.
INTERDISCIPLINARY
INSTRUCTION
Traditional elementary and secondary classrooms divide instruction into
categories (disciplines) such as "reading," "math," and "social studies."
Interdisciplinary teaching involves any effort on the part of an instructor to
design learning activities with products and activities to relate to more than
one discipline.
INSTRUCTION
Traditional elementary and secondary classrooms divide instruction into
categories (disciplines) such as "reading," "math," and "social studies."
Interdisciplinary teaching involves any effort on the part of an instructor to
design learning activities with products and activities to relate to more than
one discipline.
CONCEPT MAPPING
Any of several forms of graphical organizers which allow learners to
perceive relationships between concepts through diagramming keywords
representing those concepts. Originally developed by Joseph Novak in the
1960's.
Any of several forms of graphical organizers which allow learners to
perceive relationships between concepts through diagramming keywords
representing those concepts. Originally developed by Joseph Novak in the
1960's.
INQUIRY METHOD
A system in which students solve problems or answer questions by forming tentative answers (hypotheses), then collecting and analyzing data to
provide evidence for or against their hypotheses.
A system in which students solve problems or answer questions by forming tentative answers (hypotheses), then collecting and analyzing data to
provide evidence for or against their hypotheses.
QUESTIONING
Have students apply "who, what, when, where, why, how" to all problems.
Or ask students to generate questions
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