Variety+of+Instructional+Strategies



 "Given the choice between two techniques, choose the one involving the learners in the most active participation" (Knowles, 1980, p. 240) What exactly does 'the most active participation' mean? What does that mean for the student and what does it mean for the instructor?

Elizabeth Barkley writes in her book //Student Engagement Techniques// that "ensuring as much that students are appropriately challenged, and establishing classroom conditions where students can learn holistically creates synergy because they integrate elements of both motivation and active learning." (p.38)

Providing a variety of instructional activities that facilitate active learning are key tools for the instructor. Resources abound on ideas that actively engage students. Some are referred to as interactive techniques, some are online, and some are referred to as instructional strategies. Instructors have an overwhelmingly rich field from which to select the appropriate strategies for the appropriate purpose, objective and student need.

The following chart lays out the different degrees of learner involvement required for various activities. Instructors and students alike can recognize that not all learning situations call for constant high involvement. There may very well be times when a lecture, panel discussion or demonstration is quite apt for a particular learning situation. While this list is not by any means exhaustive, it does clearly highlight the kind of instructional techniques that maximize learner involvement, and it highlights the difference from the traditional teacher-centred model to a more learner-centred and engaging model.

Panel discussion Demonstration Computer-based drills Computer-based tutorials Socratic dialogue Tutorials || Group discussion Behavior modeling Observation Reflective practice--blogs, journals <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Asynchronous online forums <span style="font-family: Verdana,sans-serif; font-size: 12pt;">E-mail and listservs <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Audio/Video conferencing <span style="font-family: Verdana,sans-serif; font-size: 12pt;">3D Interactive Learning Activities || <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Role play <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Debates <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Case studies <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Simulations <span style="font-family: Verdana,sans-serif; font-size: 12pt;">WebQuests <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Internet searches <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Concept mapping <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Trial and error <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Storytelling <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Jigsaw <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Educational gaming <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Second Life—Sims <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Real-time relay chats <span style="font-family: Verdana,sans-serif; font-size: 12pt;">In-basket exercises <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Structured experiences <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Problem-based learning <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Project-Based Learning <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Collaborative Learning <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Inquiry Learning ||
 * **<span style="color: #444444; font-family: Verdana,sans-serif; font-size: 14pt;"> Levels of Learner Involvement ** ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 12pt;">Low Involvement ** || **<span style="font-family: Verdana,sans-serif; font-size: 12pt;">Medium Involvement ** || **<span style="font-family: Verdana,sans-serif; font-size: 12pt;">High Involvement ** ||
 * <span style="font-family: Verdana,sans-serif; font-size: 12pt;">Lecture

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Instructors need to be encouraged to broaden their repertoires and tool kits and be supported in their own learning, about learning. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%; line-height: 1.5;">Teacher's have a tremendous responsibility to move far beyond being content experts and to facilitate learning and engagement. Wlodkowski outlines four cornerstone categories of characteristics of a motivating instructor, believing that these skills can be developed over time. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Instructors who can motivate have certain characteristics.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Expertise** in knowledge and preparation.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Empathy** including understanding and consideration.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Enthusiasm**, for course, content, students, and profession of teaching.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Clarity** in classroom teaching, in explaining assignments, or in classroom discussion.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Motivating adult learners is a means to an end, and not an end in itself. The instructional techniques that instructors choose, contribute greatly to the attentiveness, interest and consequently the engagement of the student in the learning process. An attentive learner is an interested learner. An interested learner is an engaged learner. An engaged learner is a successful learner.

__<span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">References: __

<span style="font-family: Verdana,Geneva,sans-serif;">Online Instructional Strategies. (n.d.). Retrieved from Saskatoon Public Schools: http://olc.spsd.sk.ca/de/pd/instr/categ.html

<span style="font-family: Verdana,Geneva,sans-serif;">Thomas A. Angelo/K. Patricia Cross, Classroom Assessment Techniques. (n.d.). Instructional Techniques. Retrieved from http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdfl

<span style="font-family: Verdana,Geneva,sans-serif;">TLR Home Wiki. (n.d.). Retrieved from Instructional Approaches: http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approaches

<span style="font-family: Verdana,Geneva,sans-serif;">University of Regina. (n.d.). Retrieved from Instructional Strategies: http://teachingresources.uregina.wikispaces.net/Instructional+Strategies

<span style="font-family: Verdana,Geneva,sans-serif;">Barkley, E. (2010). Student Engagement Techniques. San Francisco: Jossey-Bass.