Instructional Strategies
Cindy Cregar
EDD/544
What should I consider
when choosing an
instructional strategy?
Lecture…

Covers a large amount of information

Can be adapted to various groups and subject matter

Teacher must be able to communicate information in
an effective and engaging way
Barriers

Lecturer must make sure to have adequate information;
not too much or not too little

Deliver just the right amount of facts and inferences

Communication/feedback can be difficult to obtain

Students who are kinesthetic learners will struggle with
the lecture strategy
Points to consider

Teacher is sole information giver

Students must be active listeners

Must have appropriate physical and physiological
environment

Should use presentation aids, such as PowerPoint,
Keynote, or other tools, digital or other wise, to help
convey information

Teacher must be aware of non verbal cues, realizing
facial expressions and body language that exhibits too
much material has been given or lecture has gone on
long enough
Lecture Strategy Examples

Introducing a topic a class will be studying, using
technology (power point, slides, videos, other graphic
designs) to help with prior knowledge

Inform students of a process they will be engaging in
using charts, diagrams, directions, printed or digitally
Class Discussion

Teacher and class are both active participants in learning

Gives students opportunity to apply own knowledge of
topic and express ideas

Allows students to practice thinking through a subject
and defending their thoughts on the subject

Teaches students to evaluate and analyze their own
perspectives as well as listen and respect others

Causes awareness of class readings and instruction
Barriers

Not all students will be motivated

Students may be apprehensive about sharing

Some students may hog conversation
Points to Consider

Takes time

Both teacher and students need to possess discussion skills

Students must be competent thinkers

Teacher must be ready with all types of questions to keep
class discussion focused on task and moving in right
direction

Students must learn to communicate thoughts, opinions,
and ideas respectfully and actively listen to others
Class Discussion Strategy
Examples

Class/Teachers discuss a big question like What is
courage? What is courage not? Bullet idea on chart
paper, board, or computer

On line classroom discussion using Google Classroom or
KidBlog where students can comment and respond on
question about short text or novel they are reading

Use Plickers to poll students on perceptions of
character, theme, or just to answer questions about text
Small Group Communication

Enhances student motivations and fosters positive
attitudes towards subject matter and learning

Students enjoy working in small groups

Develops problem-solving and decision-making skills in
students

Enables students to share ideas and learn how to accept
an give critiques
Barriers

Some student might allow others to do all the work

Some students might monopolize group and take over

Some students might have hard time staying on task
without teacher direction

Students may not be able to read verbal or non-verbal
cues of groups mates causing them to feel left out,
intimidated, or inferior
Points to Consider

Time consuming

Group must be understand task to be accomplished

Students will probably need to be taught interpersonal
skills that go along with collaborating

Students must learn to be active listeners and
communicate and argue their opinions in a respectful
manner

Can be noisy and seem chaotic

Teacher must carefully plan and organize task
Small Group Communication
Examples

Small groups of students are given a list of character
traits. As a group they must define and come up with
characters that exemplify those traits. The groups will
then disperse, and new groups will form with all
members of each group becoming the teacher of his
group’s traits.

Groups are assigned four short non-fiction texts that
discuss people showing acts of courage. Each group
will work together in listing the actual acts of courage
as well as deciding and preparing to defend (as a group)
which text demonstrated the greatest act of courage.
Differentiated Activities

Allows student to work at own level

Allows flexible grouping
Barriers

Time consuming for teacher

Students may be aware of why they are placed in
particular groupings

Teacher must model for multiple activities
Things to consider

Students must be self –motivated

Teacher must be able to handle multiple activities at
once

Requires pre- planning and data analysis
Differentiation examples

Students who pass pretest on point of view are given a
more complex RAFT activity (role, audience, format,
and topic) and they will have complete a writing
assignment with more variables

Students who do not pass pretest on point of view are
given a standard assignment reinforcing the skill

Students who are still unable to grasp concept may work
in a small group with the teacher who will scaffold as
necessary