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Lauren McNease

ELED 300
Professor Isbell
October 23, 2014
Module 3: Teaching Strategys
Introduction
Module 3 introduced material on how social interaction increases learning and the
different instructional strategies and how these can be implemented in the classroom. For the
chapter readings 7, 8, 9, 10, and 11 and competencys 007 and 009 I will group together the
chapters that correlate with one another and explain important topics.
Teaching and Learning through Interactive Instruction
Certain learning skills are most successful when taught by teacher-centered whole group
instruction. However, the need for teaching strategies that employ social interaction are more
motivational, which increases learning in the classroom. This information has long been
supported by the developmental theories of Jean Piaget and Lev Vygotsky. As stated in
Learning & Teaching Research- Based Methods, From a developmental perspective, social
interaction promotes learning because it encourages students to re-evaluate their own views of
the world. (Kauchak & Eggen, 2012). In many classrooms, interaction is primarily teacherstudent based, which is competitive and only effective for some students. Social interaction not
only brings students together but increases learning goals for all students. Certain topics are best
presented lecture-style, however, lectures put students in a passive- role and may overload a

students ability to remember all the information. A teaching strategy known as lecturediscussion would be more beneficial for the student. It has the ease and flexibility of lectures but
also combines interaction as well.
Direct Instruction
One of the most popular teaching strategies used is Direct Instruction. Direct Instruction
has been proven to be effective when the content is something all students need to master and the
content would be difficult for students to learn on their own. Direct Instruction is designed for
teaching skills and concepts. Skills are specific identifiable operations that are developed
through practice. Concepts are categories shown by examples and defined by common
characteristics. For a teacher, the ultimate goal during direct instruction is understanding,
automaticity, and transfer of skills and concepts. Once students understand the material,
memorization will no longer be needed and the information will be effortless. Also, skills and
concepts will be used in a wide variety and applied in different contexts once they have been
learned.
Guided Discovery and Problem Based Instruction
Guided discovery is learner-centered and involves students constructing understanding
on their own. Guided Discovery consists of five phases. The review/introduction phase reviews
and then introduces the topic. The open-ended phase relies heavily on open-ended questions
which provide the student with opportunities to use critical thinking and problem solving. The
convergent phase is used when the goal is for the student to reach one particular answer. Closure
is necessary for all instruction as it summarizes and defines what has been taught. Application,
the last phase, ensures that the student could apply this knowledge outside the classroom.

Another learner-centered method used is problem-based instruction. During this instruction


students are given more responsibility for their own education. A student will be able to use
problem-solving abilities and self-directed learning.
Conclusion
Module 3 introduced social interaction and strategies that are used by teachers to
implement instruction in the classroom. The TEXes Competency 007 and 009, correlate with all
chapter readings of Module 3. Competency 007 contains principles and strategies for
communicating effectively in various teaching and learning contexts. Competency 009 is the
effective use of technology to plan, organize, deliver and evaluate instruction of students.
References
Kauchak, D., & Eggen, P. (2012). Learning & Teaching Research-Based Methods (6th ed.).
Boston, MA: Pearson.