Developing the curriculum chapter 11

CHAPTER 11:
SELECTING AND IMPLEMENTING
STRATEGIES OF INSTRUCTION
Developing the Curriculum
Eighth Edition
Peter F. Oliva
William R. Gordon II

Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
11-2
AFTER STUDYING THIS CHAPTER YOU
SHOULD BE ABLE TO:
• Define style, model, method, and skills of teaching
and state how each relates to the selection of
instructional strategies.
• Distinguish between generic and specific teaching
skills.
• Present a rationale for using a unit plan.
• Relate daily lesson planning to long-range
planning.

11-3
DECIDING ON INSTRUCTIONAL
STRATEGIES
• In this text, “strategy” broadly encompasses the
methods, procedures, and techniques the teacher
uses to present the subject matter to the students
and to bring about desired outcomes.
• Among the common instructional strategies are the
lecture, small-group discussion, independent study,
library research, mediated instruction, repetitive drill,
and laboratory work.

11-4
DECIDING ON INSTRUCTIONAL
STRATEGIES
• The teacher must decide how many days he or she
will devote to the topic, whether to use any or all of
the approaches considered, which approach to use
first, and how to put the selected approaches
together.

11-5
SOURCES OF STRATEGIES
• Instructional strategies are derived from a number
of sources including:
○ The objectives
○ The subject matter
○ The pupil
○ The community
○ The teacher

11-6
• Objectives as Source
• When considering objectives as a source:
○ The choice of strategies is limited at the onset by
the specified instructional objectives. Although
an almost infinite number of techniques for
carrying out instruction may exist, only a finite
number apply to any particular objective.

11-7
• Subject Matter as Source
• When considering the subject matter as a source:
○ The teacher must zero in on the subject matter
and determine what principal facts,
understandings, attitudes, appreciations, and
skills must be mastered by the learners.
○ An example of selecting strategies in subject
matter is if we are teaching a course in servicing
computers. certain operations must be
mastered, such as removing and replacing a
hard drive, installing programs and software,
and clearing the computer of viruses.

11-8
• Pupil as a Source
• When considering the pupil as a source:
○ The teacher should enlist the aid of students in
both long-range and short-range planning for
instruction.
○ The teacher cannot assume, for example, that his
or her purposes are identical to the students’
purposes in studying a subject; he or she must,
therefore, make an effort to discover student
purposes.
○ When initiating a topic, the teacher should help
students identify personal reasons they might have
for studying the material.

11-9
• Community as Source
• When considering the community as a source:
○ The desires of parents, the type of community,
tradition, and convention all play a part in
determining classroom strategies. An example is
how sexuality education, may alarm parents in
many communities.
○ Understanding the dynamics of a community is a
key component in planning strategies.

11-10
• Teacher as Source
• When considering teachers as a source:
○ Instructional strategies must conform to:
1.The teacher’s personal style of teaching.
2.The model or models of instructing that the
teacher follows.
○ Teachers should analyze the particular style of
teaching they project and the models they find
most suitable for their particular style and should
expand their repertoires by developing more
than a single model of teaching.

11-11
STYLES OF TEACHING
• A style of teaching is a set of personal
characteristics and traits that clearly identify the
individual as a unique teacher.
• As the human beings we all are, teachers
unconsciously adopt certain styles that emulate the
way they learn or have been taught.

11-12
STYLES OF LEARNING
• A teaching style cannot be selected in the same
way an instructional strategy can. Style is not
something that can be readily switched on and
off. Teachers must be aware that their teaching
styles can at times be at cross-purposes to their
pupils’ style of learning.

11-13
MODELS OF TEACHING
• A model is a generalized pattern of behavior that
can be learned and imitated.
• Whereas style of teaching is a personalized set of
teacher behaviors, a model of teaching is a
generalized set of behaviors that emphasizes a
particular strategy or set of strategies.

11-14
MODELS OF TEACHING
• Need for Variety
○ Constant exposure to a single model can lead to
restlessness and boredom on the part of
students.
○ A model must be compatible with both the
teacher’s style and the students’ styles of
learning.

11-15
TEACHING SKILLS
• We may define generic teaching skills as those
instructional skills or competencies that are general
in nature and can be employed by teachers in any
field and at any level.
• Special teaching skills are defined as specific abilities
that must be demonstrated by teachers in a
particular field or level.

11-16
TEACHING: ART OR SCIENCE?
• The question whether teaching is an art or science
has been debated for decades.
○ The “Art” of teaching refers to the skills and the
abilities of the teacher to affect the instruction.
○ The “Science” of teaching refers to generic skills of
the teacher including the identification of generic
teaching skills, the specification of instructional
objectives, sequencing of content, national and
state standards of achievement, and typical
assessments.

11-17
ORGANIZING FOR INSTRUCTION
• Both long-range and short-range planning are
required when planning for instruction.
• Two types of short-range planning:
○ unit plan
○ daily plan

11-18
• The Unit Plan:
○ The unit plan—also called a “learning unit,”
“teaching unit,” or simply, “unit”—is a means of
organizing the instructional components for
teaching a particular topic or theme.
○ The unit plan ordinarily covers a period from
several days to several weeks. A series of units
might actually constitute a particular course.

11-19
• The Daily Plan:
○ The daily plan organizes the instructional
components of the day’s lesson(s).
○ Daily plans serve as a source in designing unit
plans.
○ Ordinarily, instructional planning progresses
from course to unit to daily plans.

11-20
• Planning for instruction involves selecting the
following components:
○ Goals
○ Objectives
○ Strategies
○ Learning resources
○ Evaluation techniques

11-21
PRESENTATION OF INSTRUCTION
• This book is devoted to curriculum development
but there is now a large body of research on
effective presentation of instruction.
• Some areas to consider are:
○ Personalized instruction
○ Differentiated instruction
○ Scaffolding
○ Cooperative Learning
○ Technology

11-22
A FINAL THOUGHT:
• Instructional strategies, styles of teaching, and
teaching skills are all selected, adopted, and
implemented to successfully fulfill instructional
goals and objectives. The ultimate purpose of all
strategies, styles, models, and skills is the fostering
of student achievement.

Developing the curriculum chapter 11

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