Introduction
Purpose of Resource Package Format of Resource Package Planning for Instruction How to Use this Resource Package Support DocumentsPurpose of Resource Package
This resource package is intended to be a practical application of the theoretical framework presented in Instructional Approaches: A Framework for Professional Practice (1991). The matrix outlines the instructional approaches developed in this package. Approaches are presented through a continuum which tends to move from high teacher direction (direct instruction) to more student involvement and decision-making (independent). However, it is acknowledged that instructional strategies and accompanying methods can move along this continuum depending upon the purposes of the lesson and upon the needs and strengths of students. For example, when developing students' understanding of important concepts within a unit, teachers may choose to define the concepts and introduce the relationships in a highly directive manner. Conversely, the same concepts and various interrelationships may be "discovered" by students over the course of a unit.
Format of Resource Package
The instructional approaches are introduced in the following order:
These approaches allow integration of content with process and are applicable across grade levels (Kindergarten to Grade 12) and across subject areas. Although other instructional approaches could replace those mentioned here, these serve to demonstrate the range across instructional strategies (e.g., direct, indirect, experiential, interactive, independent) and to show how the Common Essential Learnings (C.E.L.s) and the Adaptive Dimension can be incorporated through instructional practice. Where possible, initiatives such as Resource-Based Learning, Indian and Métis perspectives and content, and Gender Equity are also addressed.
The descriptions of each instructional approach are intended to assist the beginning use of this approach or the further refinement of present practice. The classroom examples which accompany these descriptions cover various areas of study throughout Elementary, Middle and Secondary levels. These classroom examples illustrate how the matrix can facilitate instructional planning. This matrix is one example of how a guide for planning might be structured. Other examples exist or could be developed.
Planning for Instruction
The matrix for instructional planning focuses on the purposes for choosing a particular approach to instruction. For example, in classroom example #8, co-operative learning groups have been structured in order to focus students and to help them draw on prior knowledge as they create and respond to subject area content. Whereas, in classroom example #9, this same approach has been used to help students connect with their prior knowledge in order to achieve understanding of the unit under study.
The C.E.L. focus in classroom example #8 includes the development of Communication, Critical and Creative Thinking, Technological Literacy, Personal and Social Values and Skills, and Independent Learning. However, depending upon the subject area content, co-operative learning experiences which develop Numeracy could be designed. This is demonstrated in classroom example #9.
The headings across the top of the matrix are reminders of some factors to consider when choosing an approach to instruction. You are encouraged to use and adapt this matrix to serve your specific needs and purposes.
How to Use this Resource Package
This package is intended to be a resource for the classroom teacher. That is, it is to be referenced as needed. Upon reviewing the table of contents, a school staff might decide to pull out the section on co-operative learning if this instructional approach has been a focus of the school or school division. In addition, individual teachers may choose to look at particular sections that are of interest to them. For example, the section on cloze procedure or Perhaps the objectives for the C.E.L. of :Independent Learning or the reflective checklist for the lecture method may be helpful resources depending upon individual needs, interests, or purposes. Focusing on small sections of personal interest is a suggested approach to working through this Package.
Support Documents
Saskatchewan Education documents which support and extend the material in this resource Package include:
A Five Year Action Plan for Native curriculum Development (1984)
Indian and Métis Education Policy from Kindergarten to Grade 12 (1989)
Resource - Based Learning: Policy,. Guidelines and Responsibilities for Saskatchewan Learning Resource Centres (1987)
Learning Resource Centres in Saskatchewan: A Guide for Development (1988)
Understanding the Common Essential Learnings: A Handbook for Teachers (1986)
The Adaptive Dimension in Core Curriculum (1991)
Evaluation in Education: Report of the Minister's Advisory Committee on Evaluation and Monitoring (1989)
Student Evaluation: A Teacher Handbook (1991)
Gender Equity: Policy and Guidelines for Implementation (1991)
Gender Equity: Framework for Planning (1991)
Educators are encouraged to refer to these resources for further information and guidance.