What is Direct Instruction?
The Direct instruction strategy is highly teacher-directed and is among the most commonly
used. This strategy is effective for providing information or developing step-by-step skills. It
also works well for introducing other teaching methods, or actively involving students in
knowledge construction.
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods








Structured Overview
Lecture
Explicit Teaching
Drill & Practice
Compare & Contrast
Didactic Questions
Demonstrations
Guided & Shared - reading, listening, viewing, thinking
What is Indirect Instruction?
In contrast to the direct instruction strategy, indirect instruction is mainly student-centered,
although the two strategies can complement each other.
Indirect instruction seeks a high level of student involvement in observing, investigating,
drawing inferences from data, or forming hypotheses. It takes advantage of students'
interest and curiosity, often encouraging them to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of
facilitator, supporter, and resource person. The teacher arranges the learning environment,
provides opportunity for student involvement, and, when appropriate, provides feedback to
students while they conduct the inquiry (Martin, 1983).
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods








1
Problem Solving
Case Studies
Reading for Meaning
Inquiry
Reflective Discussion
Writing to Inform
Concept Formation
Concept Mapping


Concept Attainment
Cloze Procedure
What is Experiential Learning?
Experiential learning is inductive, learner centered, and activity oriented. Personalized
reflection about an experience and the formulation of plans to apply learning to other
contexts are critical factors in effective experiential learning. The emphasis in experiential
learning is on the process of learning and not on the product.
Experiential learning can be viewed as a cycle consisting of five phases, all of which are
necessary:





experiencing (an activity occurs);
sharing or publishing (reactions and observations are shared);
analyzing or processing (patterns and dynamics are determined);
inferring or generalizing (principles are derived); and,
applying (plans are made to use learning in new situations).
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods












Field Trips
Narratives
Conducting Experiments
Simulations
Games
Storytelling
Focused Imaging
Field Observations
Role-playing
Synectics
Model Building
Surveys
What is Experiential Learning?
Experiential learning is inductive, learner centered, and activity oriented. Personalized
reflection about an experience and the formulation of plans to apply learning to other
contexts are critical factors in effective experiential learning. The emphasis in experiential
learning is on the process of learning and not on the product.
Experiential learning can be viewed as a cycle consisting of five phases, all of which are
necessary:




2
experiencing (an activity occurs);
sharing or publishing (reactions and observations are shared);
analyzing or processing (patterns and dynamics are determined);
inferring or generalizing (principles are derived); and,

applying (plans are made to use learning in new situations).
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods












Field Trips
Narratives
Conducting Experiments
Simulations
Games
Storytelling
Focused Imaging
Field Observations
Role-playing
Synectics
Model Building
Surveys
What is Independent Study?
Independent study refers to the range of instructional methods which are purposefully
provided to foster the development of individual student initiative, self-reliance, and selfimprovement. While independent study may be initiated by student or teacher, the focus
here will be on planned independent study by students under the guidance or supervision of
a classroom teacher. In addition, independent study can include learning in partnership with
another individual or as part of a small group.
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods












3
Essays
Computer Assisted Instruction
Journals
Learning Logs
Reports
Learning Activity Packages
Correspondence Lessons
Learning Contracts
Homework
Research Projects
Assigned Questions
Learning Centers
What is Interactive Instruction?
Interactive instruction relies heavily on discussion and sharing among participants. Students
can learn from peers and teachers to develop social skills and abilities, to organize their
thoughts, and to develop rational arguments.
The interactive instruction strategy allows for a range of groupings and interactive methods.
It is important for the teacher to outline the topic, the amount of discussion time, the
composition and size of the groups, and reporting or sharing techniques. Interactive
instruction requires the refinement of observation, listening, interpersonal, and intervention
skills and abilities by both teacher and students.
The success of the interactive instruction strategy and its many methods is heavily
dependent upon the expertise of the teacher in structuring and developing the dynamics of
the group.
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
Possible Methods















Debates
Role Playing
Panels
Brainstorming
Peer Partner Learning
Discussion
Laboratory Groups
Think, Pair, Share
Cooperative Learning
Jigsaw
Problem Solving
Structured Controversy
Tutorial Groups
Interviewing
Conferencing
What are Instructional Skills?
Instructional skills are the most specific category of teaching behaviors. They are necessary
for procedural purposes and for structuring appropriate learning experiences for students. A
variety of instructional skills and processes exist.






4
Explaining
Demonstrating
Questioning
Questioning Techniques
Levels of Questions
Wait Time
For more information on Instructional Strategies, please refer to SaskEd's Instructional Handbook.
An Alphabetized Listing of Instructional Methods
A
N
B
O
C
P
D
Q
A
Anticipation Guide
Assigned Questions
Author's Chair
B
Balanced Literacy
Book Talks
Brainstorming
C
Case Studies
Categorizing
Classroom Conversations
Cloze Procedure
Clustering
Compare & Contrast
Computer Assisted Instruction
Concept Attainment
Concept Formation
Concept Maps
Conducting Experiments
Cooperative Learning
Creative Problem Solving
D
Debates
Decision-making Process
Demonstrations
Didactic Questions
Discussion
Drill & Practice
5
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
E
Essays
Experience Charts
Explicit Teaching
Expository, Narrative & Persuasive Writing
back to top
F
Field Observations
Field Trips
Focused Imaging
G
Games
Graphic Organizers
Guided & Assisted Reading
Guided & Assisted Retellings
Guided Reading & Thinking
H
Heterogeneous Grouping
Homogeneous Grouping
I
Independent Research
Inquiry
Instructional Groups
Interdisciplinary Approach
Interviewing
J
Jigsaw
Journal Writing
back to top
6
K
K-W-L
L
Laboratory Groups
Learning Activity Packages
Learning Centers
Learning Contracts
Learning Logs
Lecture
Listen & Visualize
Literacy Centred Instruction
Literature Based Instruction
Literature Circles
M
Mind Mapping
Mini Lessons
Miscue Analysis
Model Building
Modes of Reading
Multiple Intelligence
N
Narrated Reading
Narratives
Needs-based Grouping
Novel Studies
back to top
O
Oratory, Public Speaking and Speech Writing
P
Panels
Peer Partner Learning
Picture Books and Illustrator Studies
Picture Word Inductive Model (PWIM)
Probable Passage
Problem Solving
7
Q
QARs
Questioning Levels
Questioning Techniques
R
RAFT
Read Aloud
Reading for Meaning
Read & Paraphrase
Read & Respond
Read, Pause & Reflect
Readers' Theater
Reciprocal Reading
Reflective Discussion
Reports
Research Projects
Response Journal
Role Playing
Running Record
S
Scaffolding
Science Fairs
Science Olympics
Self Monitoring Strategies
Simulations
SQ3R
Sociograms in Literature
Story Mapping
Storytelling
Structured Controversy
Structured Overview
Study Groups
Surveys
Synectics
back to top
T
Talking Circles
Team Teaching/Modeling of Instruction
8
Think Alouds
Think, Pair, Share
Thinking Strategies
Tutorial Groups
U
V
Visual Imaging
W
Webbing
WebQuests
Word Walls
Working with Words
Writing to Inform
Write Aloud
Writer's Workshop
Writing Conferences
Writing Process
X
Y
Z
A Listing of Instructional Strategies and Methods
Direct Instruction

9
Possibilities include
o Structured Overview
o Lecture
o Explicit Teaching
o Drill & Practice
o Compare & Contrast
o Didactic Questions
o Demonstrations
o Guided & Shared - reading, listening, viewing, thinking
Interactive Instruction

Possibilities include
o Debates
o Role Playing
o Panels
o Brainstorming
o Peer Partner Learning
o Discussion
o Laboratory Groups
o Think, Pair, Share
o Cooperative Learning Groups
o Jigsaw
o Problem Solving
o Structured Controversy
o Tutorial Groups
o Interviewing
o Conferencing
Indirect Instruction

Possibilities include
o Problem Solving
o Case Studies
o Reading for Meaning
o Inquiry
o Reflective Discussion
o Writing to Inform
o Concept Formation
o Concept Mapping
o Concept Attainment
o Cloze Procedure
Independent Study

10
Possibilities include
o Essays
o Computer Assisted Instruction
o Journals
o Learning Logs
o Reports
o Learning Activity Packages
o Correspondence Lessons
o Learning Contracts
o Homework
o Research Projects
o Assigned Questions
o
Learning Centers
Experiential Learning

Possibilities include
o Field Trips
o Narratives
o Conducting Experiments
o Simulations
o Games
o Storytelling
o Focused Imaging
o Field Observations
o Role-playing
o Synectics
o Model Building
o Surveys
Instructional Skills

Possibilities include
o Explaining
o Demonstrating
o Questioning
o Questioning Technique
o Wait Time
o Levels of Questions
Credits
We would like to acknowledge the following individuals for their work on this project:
Berezowski, Kenna - Holliston School
Clark, Teri - Montgomery School
Cochlin, Sandra - Holliston School
Kargut, Sue- Greystone Heights School
Kindrachuk, Lori - Greystone Heights School
Klopoushak, Alycia - Greystone Heights School
Kulyk, Shirley- Lawson Heights School
Miket, Deb- Montgomery School
Myers, Jo Anne - Lakeview School
Nazar, Donna - Silversprings School
Sloman, Lorraine- Brevoort Park School
Symon, Janet- Caroline Robins School
Todd, Christine- John G. Egnatoff School
11
Dr. Jennifer Nelson - Associate Professor of Education - School of Education - Gonzaga
University - Spokane, WA
Dr. Dave Perry - Associate Professor of Education - School of Education - Gonzaga
University - Spokane, WA
Berthelot, Jennifer - Lead Teacher: Online Learning
Pratte, David - Lead Teacher: Online Learning
Waldron, Ron - Resources Developer: Online Learning
Byers, Judy - Project Leader: Online Learning
Derek Barss: Consultant: Instruction K-8
Dave Derksen: Consultant: Instruction K-8
Judy Luciuk: Consultant: Instruction K-8
Judy Ostrander:Consultant: Instruction K-8
Newlove, Kim - Coordinator: Curriculum & Instruction
Some images © 2003 - 2004 www.clipart.c
12