Instructional Practices. Essay - 1,310 words

Instructional practices. The process of teaching pupils , especially at elementary schools, is very important and is constantly changing. Frankly speaking, teaching at an elementary school is considered to be one of the most difficult. At that age knowledge base on the differential effects of various approaches to early education. But there is no one answer, how to use instructional practices on the early stage. Thats because of huge amount of factors, that should be taken into consideration while teaching and communicating with children. The article is a deep analyze of the factors and teaching techniques, that were used during a long period of time.


The author emphasizes main ideas of several teaching methods, and proposed her personnel view of instructional models for elementary education. Education and industry researchers have demonstrated that instructional improvement depends on just such simple, data-driven formats--teams identifying and addressing areas of difficulty and then developing, critiquing, testing and upgrading efforts in light of results. Although some may argue, instructional methods and teaching methods mean the same thing. Direct and indirect instructions are two main categories that many educators find useful for classifying teaching methods, but it is, as you will see, a bit more complicated than placing all instruction into two categories. Any instructional method a teacher uses has advantages, disadvantages, and requires some preliminary preparation. Often, a particular teaching method will naturally flow into another, all within the same lesson, and excellent teachers have developed the skills to make the process seamless to the students. Which instructional method is "right" for a particular lesson depends on many things, and among them are the age and developmental level of the students, what the students already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting. Another, more difficult problem is to select an instructional method that best fits one's particular teaching style and the lesson-situation. There is no one "right" method for teaching a particular lesson, but there are some criteria that pertain to each that can help a teacher make the best decision possible.


They say that the first and the last question in any method should be the same: How did the children do on this task? and In light of the results, what am I going to do? Strategies differ in the number of steps between the first question and the last question, and by the level of specificity of the questions. Scientists are interested in whether and how instruction varies among teachers with different qualifications and among students of different backgrounds. They say that some children are consistently more likely to receive lower quality instruction than others. The author agrees with them and points on the fact that certain instructional strategies are particularly beneficial for some children. Some children are better served by certain instructional practices, therefore, variation in instructional strategies may indicate appropriate, rather than lower quality, instruction. Teachers perceptions of student ability are associated with the instructional strategies they use in interesting ways.


In the classroom, teachers who teach higher ability students tend to use recommended teaching strategies less often than do teachers who teach lower-ability students. With homework assignments, however, teachers of higher ability classes are often more likely than teachers of lower ability classes to use recommended practices. It is useful to examine both whether teachers of disadvantaged students choose different instructional practices and whether teachers whose experience, education, and professional preparation vary also make different decisions regarding instruction. A good teacher is constantly improving its teaching technique. They must be able to analyze data in a series of simple steps, and organize them in a user-friendly format. Teachers also need to understand the "technology of teaching.


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Essay Tags: instructional, teacher's, instruction, instructional technology, instructional strategies

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