Instruction and Delivery Strategies in Teaching Paper Example

Introduction

Teaching is not something which is done so directly. Teachers have to devise various strategies to ensure they deliver their objectives to learners effectively. These strategies include identifying appropriate sequencing for teaching students in classroom setups, to devising instructional learning strategies. Prior to start to offer the program to students, teachers should have these plans ready. Thus, this plan looks at the learning sequencing related to the study objectives, the instructional strategies and deliverables, as well as the context on which all these are offered. There is also an analysis on the instructional strategies and deliveries to offer a complete overview of the plan.

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Learner Related Sequencing

Sequencing of learning experiences is critical to effectively attaining the lesson goals in schools (Taylor, & Cranton, 2012). Sequencing also defines the whole attitude learners develop towards their learning experience. That means if sequencing is poorly done, then students will not have a great experience. This will translate to poor performance. In this case, the class shall employ the five student learning concepts to achieve the study objective.

The first part shall be identifiable prerequisites, where students should be introduced to learn what is necessary to progress to the next stage of learning (Edwards, Weinstein, Goetz, & Alexander, 2014). The second stage of learning is familiarizing the student with the learning materials. This includes giving the content overview and a brief explanation of what the study material has. Students can deliberate whether they can relate the content from their previous classes or learning. After this, the next step in the sequence is determining the degree of difficulty in the content. This will assist in determining the delivery strategies which shall suit all learners in the class. Some will be fast learners and will find it easy, but there is a group of students which will possibly lag behind, needing extra assistance to understand the content. These students will need a different strategy to deliver the learning content to them.

The fourth step in the sequencing is creating interests in students. In most cases, students will know to understand why they need to learn specific things in class, or even in their overall life. It is the duty of the teacher to make them understand and create a need in them to want to know. At this step, the teacher should now be ready for the delivery of the learning content. The last step in the sequencing is assessing the level of development. It is easy to measure the level of development of most active students, but it needs extra evaluation strategies to know whether others, especially slow learners are mastering the learning content as required. This is where several assessments strategies are employed, including offering tests, which can be oral or written. It is a recommendation as part of best teaching practices for teachers to assess and knows the level of development they have attained with their students. That concludes the five-step sequence which should be followed in delivering learning content to students.

Instructional Learning Strategies

Instructors employ various techniques to ensure their learners master the content they are teaching. This search for techniques is almost constant, especially when the instructor is working with students who find difficulty understanding class work. In line with the class objectives, the following strategies can be employed to assist in quick learning and comprehension of students:

• Directed Listening-Thinking Activity

This strategy best fits students who have not mastered the art of independent reading and seeks to strengthen their independent reading and comprehension skills (Roehl, Reddy, & Shannon, 2013). It is used to help students establish a sense of what they are reading. It is done in three phases. The first phase includes the introduction of the topic and the engaging students to predict what shall happen in the text. After that, the tech can ask the question, including how the students were able to predict. Then comes the second phase where the reading happens. After reading they will discuss, with the assistance of the teaching what happened in the text, a how accurate they were in their prereading explanations. This strategy works best for students who want to test their understanding, and the ability to interpret a large text of words. It involves active thinking strategies.

• Vocabulary Self-Collection Strategy

This is a strategy which issued to assist students stimulate and advance their knowledge of words. An instructor can put students in groups then instruct them to choose words from a passage. After choosing the words, the teacher can let them discuss why the chose the words. The students should also discuss why they think the words are important to the topic. It stimulates their thinking while showing their level of understanding of the passage. The strategy is best for those students who have shown strength in learning on their own, from their peers, and often can create meaning from words in context.

• Imagery Instruction Technique

This strategy is used to let learners use the imagery within a text to increase their active comprehension. There are several things which the strategy seeks to unravel from the reading, including the main events, the main characters, among other things. The teacher then engages the students about, asking them to explain such events and characters. This strategy best suits students who are new to the issues in the topic. It also works best when students have challenges connecting their reading with the real world. It helps the learner to see the connection between what they are learning and what is in the outside world.

There are many more strategies which can be used to offer instruction in school, but this one would be more appropriate based on the outstanding class objectives.

Examples of Instructional Learning Strategies

The first example, in this case, would be reading an article. The article would be some fictional story, possibly of an issue which is facing the society at large. The objective of this example would have students develop their reading and comprehension skills, and improve on active thinking through seeing the connection between the article and the outside world. The article can be about an issue like terror. Among the things which the students should be able o answer is who are major actors in the topic. They should go through the article and be able to point out the danger posed by terrorism to the world, the role of governments in combating them, citizens role among other things.

The second example should be allowing students to watch a video. They should be able to pick a number of issues from the video, including the main characters, events and main concepts. They should also be keen on vocabularies used and other words, to use them for personal discussion later. These is an example of utilizing eLearning in offering instructions to students. It is considered more interactive and attractive to students, hence increasing the potential for them to understand things faster than if they were delivered elsewhere. The last example involves offering students open-ended projects, including full rubrics. This can have a wide range of content but will achieve one important mission, allowing students to demonstrate where their strength lies. It will also offer them an opportunity to actively think on what is best for them, an important critical skill. The examples offered, or the open ended proposal should be as wide as possible, and should touch in all areas of learning which can fulfil the stated objectives. This is centered at the student's interest, offering an opportunity for him or her to demonstrate the best.

Analysis of Learning Objectives

The aim of the class is to have students increase their comprehension and reading skills. This means introducing a series of steps which will enhance their active participation, reading and understanding. The first objective is to have the students understand their context through deliberative discussions. That means having them discuss the topic before reading, before proceeding to read and then take a series of steps to improve the overall knowledge about the content. Another important goal is to ensure the student creates a connection between what they read and the real world. This is an objective in almost all learning activities. The teacher should utilize the opportunity to demonstrate how the class work is connected to the world. If it is a social issue, the teacher can ask the students to provide context which it can apply. If it is a government policy, the discussing not just where it can apply but also who made it and the avenues of making changes will give the learner the importance of studying whatever he or she might be doing. Thus, the main objective of the learning activity is first to develop the student cognitive and understanding capabilities, then enabling them to create a connection between what they study in class and what exists in the outside world.

Context and Delivery Strategies

The teacher aims to fulfil the primary objectives noted above. However, these objectives can only be delivered if there is an effective delivery strategy in place. There are several delivery strategies, but e-learning is growing in popularity. It is now a delivery strategy for most classroom work. This may not work for all the class work, but it will be instrumental in meeting the set objectives. E-learning is a set of education strategies which employs all technological elements, including using videos, tablets among another thing to learn (Moore, 2014). In this specific case, the video technology will be used to assist student practice reading and comprehending basic critical lessons. The student can watch the video, after which the should pick important events, characters and concepts as a basis for discussion. In fact, the level of discussion is often equal to the level of understanding. The teacher can aid this to ensure everyone contributes.

Another delivery strategy is complementing positive behaviour and progress. Students may not be the same, some will be faster learners while others will be slow. However, each at some point will show some positive development. The instructor should be keen in complementing these instances, no matter how small they are. In most cases, complimenting progress, no matter how small improves the student's self-esteem and morale, and the need to do more. The action should not just end where the teacher just compliments student verbally, introducing even tangle rewards in recommended. Incentives to encourage hard work, and students, just like anyone else, will work hard when he or she knows there is some reward. It shows that material things are strong motivational things. This delivery strategy will accelerate the program, enable students to achieve their objectives faster than anticipated.

Conclusion

Teaching is a complex process when one considers the needs of each student. It even becomes more complicated when the teacher understand that they need to attend to both students, faster and slow learners. In most cases, faster learners do not present multiple challenges like the slow learner. To ensure slow learner catch up with everyone else, teachers are supposed to come up with instructional strategies to enhance that. There are several strategies which teachers can come up with, but most are tailed based on the student's needs and the type of content. In this case, improving the student comprehension skills and active thinking skills were the main goals. In addition to that, there are delivery strategies. It would be appropriate to employ e-le...