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INSTRUCTIONAL STRATEGIES II (CONT.)Essential Content Discussion Topics and Key PointsInstructional strategies and the • For a fuller examination of the first four strategies listed above, seestrengths and limitations of eachCourse #1, Teaching and Facilitating Learning – Level I in this(cont.)guide.Variety of methods • Lecture, simulations, games, exits notes, case studies, cooperativelearning, structured controversy, presentations, clustering, projects,discussion, role-plays, etc.Class discussion • The secret is getting the learners to take responsibility for thediscussion by strategically facilitating rather than telling or askingthe questions i.e. teacher as catalyst, listener.• Secret to asking questions: avoid questions with one-wordresponses; ask those questions for which there is no one rightanswer• See The Details of Discussion and Yackity-Yack: Thoughts onClassroom Dialogue attached.Techniques for asking questions: • Distribute attention evenly among males and females• Allow time for students to think and respond (3-5 seconds of WAITtime)• Address question to the class• Responding to student’s questions:• Actively listen• Admit not knowing if that is the case• Answer concisely and clearly• Paraphrase the question• Accept all questions• Inappropriate questions: “I don’t think that your question is relevantto what we are doing today.”• Praise questioner: “I hadn’t thought of it that way. Good question.”Facilitation as teaching • Facilitating a laboratory environment and or learning community• Assisting individual students working on different learning activitiessimultaneously• Group learning activities but student-focusedInteractive Lectures, presentations, • Lecturing, presentations and demonstrations whereby students playdemonstrationsa dominant role, give their examples, come up to the board, suggestand organize learning activities, teams, etc.• Lectures organized to reinforce previous learningand incorporate new knowledge and skillsCase studies or case analyses • Can be a dominant teaching strategy• Allow students to develop their own relevant scenarios and analyses• See Case Analysis Worksheet and Case Study Rubric attached.Role-playing • Start with specific behavioral objectives• Make use of a positive model• Use coaching skills for success.• Manage feedback to learners.• Protect participants’ self-esteem.• Broaden the experience with alternative positive behaviors.• Prepare yourself to fulfill role of the instructor.• Customize role-plays to reflect realistic job settings.• Focus attention on the process.• Everyone gets roles• Give specific pointers to all observers.2.8CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING - LEVEL 1I
Teaching and Facilitating Learning - Level IIINSTRUCTIONAL STRATEGIES II (CONT.)Essential Content Discussion Topics and Key PointsRole-playing (cont.) • Let learners write their own role-plays.• Always follow a role-play with an analysis.• See How to Turn Reluctant Trainees into Role-Players and 9 Waysto Make Role-Playing Pay Off in Training in Adult Learning in YourClassroom…listed in Additional Resources section of this courseoutline.Computer-based instruction • See Computer-based Instruction and Video Tele- training attached.• See also Course # 12, Learning and Adapting New Technologiesfor more in-depth resources and approaches to technology in theclassroom.Project-based learning • Learning centered around a major project or activity that requiresmany skills and approaches• Learners usually work collaboratively and “present” their project tothe class or to a program advisory committee• Typically, the project requires many skills learned in the program• Often used as capstone assessment• See Thoughts About Project-Based Learning and Questions toConsider in Project-Based Learning attached.Work-based learning • Students engage in real work required in industry• Includes activities such as on the job training, apprenticeships, sitebasedlearning, students preparing work for hire for real customers,etc.• Learning occurs in “real” work situations such as job shadowing,internships, and cooperative learning situations often built into aprogram• See Benefits of Work-Related Learning attached.Self-assessment for students and • See Self-Evaluation Prompts for Students attached.instructors • See Promoting Self-Reflexivity Through Classroom Assessmentattached.• See Instructor/Facilitation Assessment attached.• See Self-Assessment Checklist of Questions for the Teacherattached.Students self-evaluation: • Learning strategy that helps students make meaning, findrelevance, and build coherence in their learning• Active engagement with the learning• Helpful for special populations and minority students• Helpful strategy for older adults who need to integrate the learningwith their opinions and experience• Helps instructors listen to what students have to say• Helps students, instructors to be more reflective about the learningprocess• Developmental change• Sample Prompts: Imagine you had more time to [complete thisproject, write this essay or report, etc.] What would you dodifferently and why?• What did you expect to learn in this course? What did you actuallylearn? What do you need to learn in the next subject?• See Student Self-Evaluation Fostering Reflective Learning attached.CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING - LEVEL II 2.9
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