Education and Early Childhood Learning

Senior 1 English Language Arts: A Foundation for Implementation

Implementation Overview: Senior 13
English Language Arts Instruction - Part 2

Instructional Approaches

In planning instruction, teachers draw upon a repertoire of instructional approaches and methods, and use combinations of these in each lesson and unit. Instructional approaches may be categorized as

• direct instruction
• indirect instruction
• experiential learning
• independent study
• interactive instruction

Most teachers draw from all of these categories to ensure variety in their classroom activities, to engage students with various intelligences and a range of learning approaches, and to achieve instructional goals.

The diagram "Instructional Approaches", found on p. 19 of the Senior 1 English Language Arts; A Foundation for Implementation (1997), displays instructional approaches and suggests some examples of methods within each approach. Note that the approaches overlap.

In selecting instructional approaches and methods, teachers consider which combination will assist students in achieving the learning outcomes targeted for a particular lesson or unit. Teachers consider the advantages and limitations of the approaches and methods, as well as the interests, knowledge, skills and strategies, and attitudes of their students. Some of these elements are represented in the following chart.

Instructional Approaches: Roles, Purposes, and Methods
- Direct Instruction -

Roles	Purposes/Uses	Methods	Advantages/Limitations
Highly teacher-directed Teacher ensures a degree of student involvement through didactic questioning	Providing information Developing step-by-step skills and strategies Introducing other approaches and methods Teaching active listening and note making	Teachers: Explicit teaching Lesson overviews Guest speakers Instruction of strategic processes Lecturing Didactic questioning Demonstrating and modelling prior to guided practice Mini-lessons Guides for reading, listening, and viewing	Effective in providing students with knowledge of steps of highly sequenced skills and strategies Limited use in developing abilities, processes, and attitudes for critical thinking and interpersonal or group learning Students may be passive rather than active learners

Instructional Approaches: Roles, Purposes, and Methods
- Indirect Instruction -

Roles	Purposes/Uses	Methods	Advantages/Limitations
Mainly student-centred Role of teacher shifts to facilitator, supporter, resource person Teacher monitors progress to determine when intervention or another approach is required	Activating student interest and curiosity Developing creativity and interpersonal skills and strategies Exploring diverse possibilities Forming hypotheses and developing concepts Solving problems Drawing inferences	Students: Observing Investigating Inquiring and researching Jigsaw groups Problem solving Reading and viewing or meaning Reflective discussion Gallery walks Concept mapping	Students learn effectively from active involvement Allows for high degree of differentiation and pursuit of individual interests Teacher requires excellent facilitation and organizational skills Focused instruction of content and concepts may be difficult to integrate

Instructional Approaches: Roles, Purposes, and Methods
- Indirect Instruction -

Roles	Purposes/Uses	Methods	Advantages/Limitations
Student-centred Teacher forms groups, teaches and guides small-group skills and strategies	Activating student interest and curiosity Developing creativity and interpersonal skills and strategies Exploring diverse possibilities Forming hypotheses and developing concepts Solving problems Drawing inferences	Students: Discussing Sharing Generating alternative ways of thinking and feeling Debates Role-playing Panels Brainstorming Peer conferencing Co-operative learning groups Problem solving Talking circles Peer editing Interviewing	Student motivation and learning increase through active involvement in groups Teacher’s knowledge and skill in forming groups, instructing, and guiding group dynamics are important to the success of this approach Effective in assisting students’ development of life skills in co-operation and collaboration

Instructional Approaches: Roles, Purposes, and Methods
- Experiential Learning -

Roles	Purposes/Uses	Methods	Advantages/Limitations
Student-centred Teacher may wish to design the order and steps of the process	Focusing on processes of learning rather than products Developing students’ knowledge and experience Preparing students for direct instruction	Students: Participating in activities Field trips Simulations Primary research Games Focused imaging Role-playing Surveys Sharing and observations and reflections Reflecting critically on experiences Developing hypotheses and generalizations Testing hypotheses and generalization in new situation	Students understanding and retention increase Hands-on learning may require additional resources and time

Instructional Approaches: Roles, Purposes, and Methods
- Independent Study -

Roles	Purposes/Uses	Methods	Advantages/Limitations
Student-centred Teacher guides or supervises students’ independent study, teachers knowledge, skills and strategies that students require for independent learning and provides adequate practice	Accessing and developing student initiative Developing student responsibility Developing self-reliance and independence	Students: Inquiry and research projects Using a variety of approaches and methods Computer-assisted instruction Essays and reports Study guides Learning contracts Homework Learning Centres	Students grow as independent, lifelong learners Student maturity, knowledge, skills, and strategies are important to success Student access to resources is essential Approach may be used flexibly (it may be used with individual students while other students use other approaches)

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