Teaching Styles Learning Styles Selecting Instructional Strategies Organization. Presentation, and Implementation of Instruction

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
5. SELECTING AND IMPLEMENTING STRATEGIES OF INSTRUCTION
5.1 STYLES OF TEACHING AND LEARNING
A. Visual (spatial):
Visual learners retain information more effectively when visual aids are used, such as, pictures, images, film clips,
colours and diagrams. They're also good at understanding visual data presented in maps, charts and graphs.
Strategies for teaching visual learners:
• Use visual aids - most other learners will benefit from visual elements as well.
• Sometimes graphics are not easy to use for specific topics but consider writing key points in front of the class
as this provides visual cues.
• Substitute words for colours and pictures.
• Ask the students to write down explanations and take notes because this entails looking at your presentation or
visualizing what you’re presenting.
• Include exercises where the students create mind maps.
• Use storytelling to help with visualization.
• Colour-code and organize any materials you provide as this helps organize things in their minds.
B. Aural (auditory):
Aural learners respond to sound, music, recordings, rhymes, rhythms etc. They remember conversations well and music
causes an emotional response in them.
Strategies for teaching aural learners:
• Encourage your students to participate in discussions.
• If reading is required suggest audio books if appropriate.
• Allow recordings of your training sessions or make your lessons accessible online - this is also helpful for other
learning types.
• Encourage problem-solving aloud.
• Suggest rereading their notes back to themselves when they get home.
• Use mnemonic devices and rhyming.
• If you are explaining a story, play relevant sounds from your computer.
C. Verbal (linguistic):
Verbal learners favour using words and linguistic skills - in speech and in writing, such as, reading, writing,
listening or speaking. They like word games, puns and rhymes etc. and are often strong public speakers.
Strategies for teaching verbal learners:

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
• Use verbal teaching and writing activities.
• Ask them to discuss or present.
• Get the class to read aloud. Try to get them to read in a varied way rather than in monotone.
• Role-playing, for example, practicing elevator pitches or interactions between employees and clients.
• Ask them to teach members of the class certain material.
• Suggest they reread and rewrite their notes, including summaries.
• Incorporate quizzes into your lessons.
• Show them or provide them with lists of key words.
D. Physical (kinesthetic):
Practical learners process information effectively when they use their psychomotor senses and when they are actually
doing something. They put their learning into practice.
Strategies for teaching physical and tactile learners:
• Use physical exercises and provide hands-on experiences.
• Include activities where they use a pen and paper to map out their thoughts and problem-solve because writing
is a physical exercise.
• Find a venue that provides these learners with large spaces, so they can write and draw.
• Get them to interact with physical objects or solve puzzles.
• Role-playing.
• Provide real life examples, such as, case studies.
• Suggest reviewing their notes whilst they engage in physical activity.
• Ask them to teach other class members some of the lesson content.
E. Logical (mathematical):
Logical learners favour using logic and reasoning. They like to classify and categories information and solve problems
with numbers. Logical learners are especially good at analyzing cause and effect relationships.
Strategies for teaching logical learners:
• Provide the class with problem-solving tasks.
• Challenge them to work things out for themselves.
• Ask them to interpret abstract visual information.
• Include critical thinking exercises.
• Provide statistics and facts.
• Ask them to suggest conclusions after providing them with evidence.
F. Social (interpersonal):
Social learners process information by interacting with and relating to others. They enjoy working with others and are
often strong leaders.

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
Strategies for teaching social learners:
• Be inquisitive and ask them what they think about a concept/topic/idea.
• Ask them to bounce ideas off each other and compare their ideas with others.
• Allow them to discuss and share stories.
• Include group work.
• Engage in a role-play.
G. Solitary (intrapersonal):
Solitary learners like to work and learn bythemselves and self-study. They may come across as shy or cold as they keep
to themselves. If you get solitary learners feeling comfortable during some of the training they are more likely to speak
up during presentations or group work.
Strategies for teaching solitary learners:
• Ask questions so you know what they're thinking and how they're feeling.
• Provide individual problem-solving exercises.
• Explain why the lesson material is important as solitary learners are often interested in outcomes.
• Along with this, give the class ways to track their progress.
• Suggest links between what they have previously learned/should know and new concepts.
H. Naturalistic
Naturalist learners process information by working with and experiencing nature. They learn by finding patterns in
nature and using scientific logic for understanding.
Strategies for teaching naturalist learners:
• Include experiments in your lessons.
• Get them to imagine that what you're teaching is a new ecosystem that they can understand by finding patterns.
This will help them link concepts together.
• Have exercises where they can identify and classify.
• Use examples linking to daily life, people or nature.
• Provide observational data, such as case studies.
5.2 SELECTION OF INSTRUCTIONAL STRATEGIES
Instructional strategies are techniques teachers use to help students become independent, strategic learners. These
strategies become learning strategies when students independently select the appropriate ones and use them
effectively to accomplish tasks or meet goals. Instructional strategies can:
• Motivate students and help them focus attention.

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
• Organize information for understanding and remembering.
• Monitor and assess learning.
For proper selection, adequate, thoughtful and comprehensive planning is necessary. It is essential to know the
learners, their culture and environment, goals and objectives well defined before knowing the type of strategy that
will be suitable for them.
❖ Behavioral Objectives and Structure of Subject Matter:
(list all the possible methods which could be used to allow achievement of the objectives. narrow down the list to
ensure the content is adequately covered.)
The teacher needs to find out "what is it he is trying to do?" This leads to the identification of educational needs,
identification of problems, highlighting objectives and analyzing the subject matter. This process entails a detailed
analysis of intellectual task, or man involves a detailed analysis of psychomotor skill the teacher wants the student
to acquire. In identifying the needs, the circumstances surrounding the needs in as far as they are interacting with
each other must be examined. Approach to objective is helpful in strategy selection for it is the task that dictates
what tool teacher will use to get the task done. No one medium is ideal for all objectives.
❖ Learning Style:
(consider their needs, capabilities, etc. This will reduce the list further.)
The learning style of every student is a potent factor in the ultimate achievement. If this must be so, the teacher
must then take pain to examine the various learning styles of students in class. Students' background is a good
monitor to their styles. While some students will find human interaction motivating, others will prefer to learn
from prints, some sound recordings and some from real things. In situations of individualized instruction, this
criterion is very vital in letting students go for the appropriate instruction packages or suitable program. In group
instruction situation the teacher has the task of aggregating the learning style of the group.
There is no point in using methods which your students will not be able to handle - because they are not
sufficiently mature, for example, or because they lack vital pre-requisite skills or do not have access to essential
equipment or facilities. This is a particularly important consideration when planning things like distance-learning
courses, where it is absolutely essential to make your teaching/learning methods as 'user-friendly' as possible.
❖ Practicability:

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
The teacher who is the choice-maker must decide on how practical a medium is in application to learning. One
practical work has been proved very effective in on city. Can it be equally effective in other city and its
circumstances? The practicability of obtaining educational program on films, tape, sides and television has to be
considered seriously. The merit and demerits of every strategy must be weighed.
Here, it is necessary to ask yourself such questions as:
- Will I be able to carry out the instruction on my own, or will I need help?
- If so, will such help be available internally? externally?
- Is suitable accommodation available internally? externally?
- Is there sufficient time available?
- Are any vital items of equipment/facilities available internally? externally?
- Are any special resource materials available internally? externally?
If there are any problems that you do not think you will be able to overcome, think again.
❖ Availability:
(this will determine the final selection of methods to be used, since there is no point choosing methods which
cannot be implemented.)
It has been observed that non-availability of needed resources can inhibit instruction. Let us take the example of
the versatile overhead transparency projector. A teacher therefore must be careful to note the availability of any
medium or components of the material before a firm commitment to select the medium is made.
❖ Teacher's Capability:
It is easy for a teacher to fall for a strategy, resource, aid or medium. Ideally, instructional media should be
available that enable students to use several different sensory channels for learning. Packages both two-
dimensional and three-dimensional, need to be available that invite exploration and manipulation setting, in an
environment that is rich in variety of instructional materials that invite exploration. Materials for distribution to
student or for classroom project need to be of professional quality and permission should always be obtained for
reproduction of copyrighted packages.
It is just as important that you yourself feel comfortable with the teaching/learning methods that you are using,
for, if you do not, you are very unlikely to use the method(s) properly. Remember that students are very quick to
spot a lecturer who is clearly not fully competent in what he or she is trying to do - and quite ruthless in making

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
you aware of this fact. Thus, only use methods that you are confident you can use effectively. If you do not feel
happy with a particular method, choose something else, or, take appropriate steps to ensure that you will feel
comfortable with the method when you use it (e.g. by undertaking colleague observation or staff development of
some sort).
❖ Evaluation:
Instructional strategy needs to be evaluated to determine its effectiveness and efficiency and to what extent the
objectives of the instruction have been accomplished. The administration of traditional post-test, examination or
short-puzzle is a valid instrument of measurement in systems approach to instruction.
❖ Feedback:
The result of the post-test could serve as a feedback to the learners. It could also provide vital information, which
the teacher may use to modify the different components of the learning situations and generally for system
modification.
5.3 LINSTRUCTIONAL STRATEGIES – METHODS PRESENTATION AND IMPLEMENTATION
The strategy choices must respect the optimum instructional methods for ensuring learning. These instructional
methods are selected for the three components of the Systematic Learning Process(Presentation, Application and
Feedback).
Presentation
To support Presentation there are some basic instructional methods:
▪ Lecture – tell the learners the information
▪ Demonstration – show the learners how to apply the information
▪ Materials – learners, working on their own, get the information by reading, watching a video or completing an
inventory
▪ Observation – learners watch someone else applying the information on the job
▪ Peers – learners work together to generate the information they need

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
In terms of the ISF both Lecture and Demonstration require someone to facilitate the presentation of the content.
Observation requires access to the workplace and Peers suggest a group of learners. The use of Materials to
present the content is targeted to individual and asynchronous learning.
Application/Implementation
To support Application there are some basic instructional methods:
▪ Practical Exercise
▪ Case Study
▪ Game
▪ Role Play
▪ Quiz
If Application requires ‘hands-on’ practice then the preferred method is some form of practical exercise. To
support that, either you bring the equipment to the learning environment (classroom or lab) or you deliver the
learning at the worksite. If the Application is ‘Brains-on’ then there are a variety of application methods that
include practical exercises, case studies, games, role plays or quizzes and these methods can be deployed in either
the learning environment or the work environment.
Feedback
Feedback probably should have the biggest impact on the instructional design choice. The first question to ask is
how can feedback be provided? Does it require a person to observe the learner, judge the performance and provide
the constructive support? If a person is required to provide the feedback then the strategy needs to include a
facilitator, coach or learner’s peers.
INSTRUCTIONAL
Many instructional strategies are flexible and can be used in service of several learning objectives, but some of
them are better suited for a particular set of objectives. A list of instructional strategies and methods:
1. Direct Instruction
2. Interactive Instruction
3. Indirect Instruction
4. Independent Study
5. Experiential Learning
1) DIRECT INSTRUCTIONS
The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This
strategy is effective for providing information or developing step-by-step skills. It also works well for introducing
other teaching methods, or actively involving students in knowledge construction.
Possibilities include
Lecture (EX CATHEDRA)
Explicit teaching

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
Drill and practice
Compare and contrast
Demonstration
Guided and shared (reading, listening, viewing, thinking)
INTERACTIVE INSTRUCTIONS
Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from
peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational
arguments. The success of the interactive instruction strategy and its many methods is heavily dependent upon
the expertise of the teacher in structuring and developing the dynamics of the group.
Possibilities include
• Debates and discussion
• Role playing
• Panels
• Brainstorming
• Think, pair, share
• Problem solving
INDIRECT INSTRUCTIONS
In contrast to the direct instruction strategy, indirect instruction is mainly student-centred, although the two
strategies can complement each other. In indirect instruction, the role of the teacher shifts from
lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning
environment, provides opportunity for student involvement, and, when appropriate, provides feedback to
students while they conduct the inquiry.
Possibilities include
• Problem solving
• Case studies
• Reflective discussion
• Writing to inform
Example
Problem solving with guiding
- Teamwork
INDEPENDENT STUDY
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. While independent study

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
may be initiated by student or teacher, the focus here will be on planned independent study by students under
the guidance or supervision of a classroom teacher.
Possibilities include
• Computer assisted instruction (CAI)
• Reports
• Assigned questions
• Homework
EXPERIENTIAL LEARNING
Experiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an
experience and the formulation of plans to apply learning to other contexts are critical factors in effective
experiential learning. The emphasis in experiential learning is on the process of learning and not on the
product.
Possibilities include
• Fact finding tours
• Simulations
• Games
• Field observations
• Model building
• Surveys

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
STEPS FOR PLANNING THE LESSON
STEP 1 - DEVELOPMENT OF LEARNING OBJECTIVES
Making two separate lists helps to have a clear picture what you are trying to achieve, and it is also
necessary as skills and knowledge are two completely different things. There are two types of objectives
in lesson plan:
1) General objectives
2) Specific Objectives
STEP 2 – SELECTION OF THE TOPIC
There is always a way to make even the most boring topic appealing to your students. The best way to do
so is to look for some meaningful connections between the topic and your students’ current interests.
STEP 3 – SELECTION OF CONTENT/SUBJECT MATTERS
Remember that you need to prepare your lessons with all your students in mind and that your main goal
should be to meet their needs and offer them enabling environments to learn their preferred way.
STEP 4 – USE A RANGE OF TEACHING APPROACHES AND METHODS
Choosing various methods of delivery will not only make your lessons more dynamic, but it will also
facilitate the learning process as this way you are more likely to appeal to individual students’ preferences.
STEP 5 – SELECT APPEALING RESOURCES
Accompanying your lessons with various audio-visual materials will additionally help your students make
sense of what you are trying to teach them.
STEP 6 – PRESENTAION
It includes:
o Brain storming
o Introduction of topic
o Presentation of topic
o Explanation of topic
o Revision of topic
o Classroom activities
STEP 7 – EVALUATION
Each single lesson is a chance for the teacher to improve their teaching practice. For this reason, it is good
to make a habit of analyzing your lessons and finding out how your students responded to certain activities,
resources or methods you have used. It always helps when you try to identify the most effective tools that
are worth using and those that may need modification

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
Templet of Lesson Plan
Name of Teacher
Lecture NO. Date:
Course: Duration:
Subject/Unit: Level:
TOPIC:
Topic Lesson Hints Board Activity
General Objectives After teaching Introduction to lesson plan students can be
• Expanded their knowledge regarding lesson plan
• Developed an ability to plan lesson in economics
Specific Objectives After teaching this lesson, students can be able to;
• Explain what lesson plan is,
• Steps of lesson planning, and
• Plan an effective lesson in economics.
Audio Visual aids to be used Whiteboard, board markers, register, handouts, pen,
book/content, 1 worksheet, PowerPoint presentation, pointer,
computer & projector to be booked; assignment handout
Teaching Method (Choose one or more method of teaching appropriate to
this topic)
Teaching Strategy (Choose strategy to implement lesson plan effectively)
Introduction of the Topic • Brain Storing Question: (Recall previous
knowledge and information of students related to
today topic)
• Introduce topic of the day
Presentation of Topic
Step 1
Present topics properly Use of board for
appropriate heading
and explanations
Presentation of Topic
Step 2
Explanation of topic Use of board for
appropriate heading
and explanations
Recapitulation Revise main points of topic Main points
Class Activity (Engagement of the class), Q/A, Discussion, activity Use of board
Homework/assignments set: Home work for next class Use of board
Class Assessment Diagnostic assessment technique to identify strength and
weaknesses in teaching-learning process

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CURRICULUM DESIGN AND DEVELOPMENT BY HINA JALAL (PHD SCHOLAR GCUF)
TYPES OF LESSON PLANNING
There are three classifications of lesson planning
CLASSIFICATION 1
Macro-lesson plans:
These are used in normal teaching. Duration of lesson is for 35-45 minutes. For teachers, macro lesson
planning means coming up with the curriculum for the semester/month/year/etc.
Micro-lesson plans:
These are used in teacher training programs; especially micro-teaching duration is five to ten minutes. Micro
planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or less than thirty
minutes respectively. Micro planning should be based on macro planning, and macro planning is apt to be
modified as lessons go on.
Unwritten lesson plan
In normal day to day teaching, unwritten lesson plans are used by the teachers to make teaching systematic and
effective.
CLASSIFICATION 2
On the basis of objectives lesson plan may be of:
a) Cognitive/knowledge-based lesson plan. More emphasis is given on knowledge. These are used in
subjects like science, mathematics, social sciences.
b) Affective lesson plans: These lesson plans are to develop aesthetic abilities of the learners. These are
used in the subjects like music art language etc.
c) Psychomotor lesson plan: These lesson plans help in developing skills and creative art. These are used
in subjects like science, home science drawing etc.
CLASSIFICATION 3
The paradigm of lesson plans differs from country to country. Therefore, two approaches to lesson planning are
described below
(a) American Approach:
it is a new approach. its main emphasis is given to learning objectives. Teacher activities should generate
appropriate learning situations for bringing desirable changes in the learner's behavior. The teaching and learning
are evaluated in terms of realization of objectives through a criterion represent test. Instructional procedures can
be revised and improved based on students' performance.
(b) British Approach
It is an old and traditional approach. Here main emphasis is on teacher and content presentation. Teacher is the
authority, He must manage teaching by planning, organizing, leading and controlling. Students' performance is
evaluated by using standardized achievement tests.