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Developmental Learning Activities (Indirect Approach) : Daren Sauza-Ngadima

1. The document discusses various indirect instruction strategies such as problem-based learning, cooperative learning, and inquiry-based teaching. 2. Indirect instruction emphasizes concept learning, inquiry, and problem solving by having students transform and elaborate on stimulus materials. 3. Examples of strategies discussed include using examples and non-examples to define concepts, asking questions to guide discovery, and encouraging self-evaluation and group discussions.

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64 views

Developmental Learning Activities (Indirect Approach) : Daren Sauza-Ngadima

1. The document discusses various indirect instruction strategies such as problem-based learning, cooperative learning, and inquiry-based teaching. 2. Indirect instruction emphasizes concept learning, inquiry, and problem solving by having students transform and elaborate on stimulus materials. 3. Examples of strategies discussed include using examples and non-examples to define concepts, asking questions to guide discovery, and encouraging self-evaluation and group discussions.

Uploaded by

danaya fabregas
Copyright
© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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DEVELOPMENTAL

LEARNING ACTIVITIES
(INDIRECT APPROACH)
Daren Sauza- Ngadima
November 15-16, 2021
1st Term (6th Week)
Examples of strategies and methods
• Problem-based Learning
• Cooperative Learning
• Inquiry-Based Teaching
• Project-Based Learning
• Concept Attainment (Inductive)
• Synectics
• Non-directive Teaching
"Tell me and I forget, show me and
I remember, involve me and I
understand."
Indirect Instruction
(1) the process is inquiry,
(2) the content involves concepts, and
(3) the context is a problem.
Comparing Direct and Indirect Instruction
1. Indirect instruction is an approach to teaching and learning in
which concepts, patterns, and abstractions are taught in the
context of strategies that emphasize concept learning, inquiry,
and problem solving.
2. In indirect instruction, the learner acquires information by
transforming stimulus material into a response that requires the
learner to rearrange and elaborate on the stimulus material.
Examples of Problem Solving, Inquiry, and Concept
Attainment Strategies
3. Generalization is a process by which the learner
responds in a similar manner to different stimuli,
thereby increasing the range of instances to which
particular facts, rules, and sequences apply.
4. Discrimination is a process by which the learner
selectively restricts the acceptable range of instances
by eliminating things that may look like the concept
but differ from it on critical dimensions.
Examples of Problem Solving, Inquiry, and Concept
Attainment Strategies
5. The processes of generalization and discrimination together help students classify different-appearing
stimuli into the same categories on the basis of essential attributes. Essential attributes act as magnets,
drawing together all instances of a concept without the learner having to see or memorize all instances of
it.
6. The following are instructional strategies of the indirect model:
• Use of advance organizers
• Conceptual movement—inductive and deductive
• Use of examples and nonexamples
• Use of questions to guide search and discovery
• Use of student ideas
• Student self-evaluation
• Use of group discussion
Content Organization
7. An advance organizer gives learners a conceptual
preview of what is to come and helps them store,
label, and package content for retention and later
use.
8. Three approaches to organizing content and
composing advance organizers are the concept
learning, inquiry, and problem-solving approaches.
Conceptual Movement: Induction and Deduction
9. Induction starts with a specific observation of a
limited set of data and ends with a generalization
about a much broader context.
10. Deduction proceeds from principles or
generalizations to their application in specific
contexts.
Using Examples and Non-examples
11. Providing examples and nonexamples helps define the essential and nonessential attributes
needed for making accurate generalizations.
12. Using examples and nonexamples includes the following steps:
• Providing more than a single example
• Using examples that vary in ways that are irrelevant to the concept being defined
• Using nonexamples that also include relevant dimensions of the concept
• Explaining why nonexamples have some of the same characteristics as
examples
The Use of Questions to Guide Search and Discovery
13. In indirect instruction, the role of questions is to guide students into discovering new
dimensions of a problem or new ways of resolving a dilemma.
14. Some uses of questions during indirect instruction include the following:
• Refocusing
• Presenting contradictions to be resolved
• Probing for deeper, more thorough responses
• Extending the discussion to new areas
• Passing responsibility to the class
Learner Experience and Use of Student Ideas
15. Student ideas can be used to heighten student interest, to organize subject content
around student problems, to tailor feedback to fit individual students, and to encourage
positive attitudes toward the subject. Because these goals should not become ends unto
themselves, there should be a plan and structure for using student ideas in the context
of strategies to promote problem solving, inquiry, and concept learning.
16. Student-centered learning, sometimes called unguided discovery learning, allows the
student to select both the form and substance of the learning experience. This is
appropriate in the context of independently conducted experiments, research projects,
science fair projects, and demonstrations. However, the preorganization of content is
always necessary to ensure that the use of student ideas promotes the goals of the
curriculum.
Student Self-Evaluation
17. Self-evaluation of student responses occurs during indirect
instruction when you give students the opportunity to reason out
their answers so you and other students can suggest needed
changes. Students can most easily conduct self-evaluation in the
context of student-to-student-to-teacher exchanges, wherein you
encourage students to
comment on and consider the accuracy of their own and each
others' responses.
Use of Group Discussion
18. A group discussion involves student exchanges with successive interactions among large numbers of
students. During these exchanges, you may intervene only occasionally to review and summarize, or
you may schedule periodic interaction to evaluate each group's progress and to redirect the discussion
when necessary.
19. The best topics for discussion include those that are not formally structured by texts and workbooks
and for which a high degree of consensus among your students does not yet exist.
20. Your moderating functions during discussion include the following:
• Orient students to the objective of the discussion.
• Provide new or more accurate information that may be needed.
• Review, summarize, and relate opinions and facts.
• Redirect the flow of information and ideas back to the objective of the discussion.
Final Word
21. Direct and indirect instruction is often used together, even within the same lesson, and you should
not adopt one model to the exclusion of the other. Each contains a set of strategies that can compose an
efficient and effective method for the teaching of facts, rules, and sequences and to solve problems,
inquire, and learn concepts.
Reference:
Pearson.(n.d.). Teaching strategies for indirect instruction (Chapter 8
Overview). Retrieved from
https://wps.prenhall.com/chet_borich_effective_6/48/12538/3209831.cw/-/
3209833/index.html
Group Activity
1. To help learners acquire specific concepts, skills and competencies, the
developmental phase follows the preparation.
2. Discuss various strategies that may be applied for learners to achieve the
lesson objectives. (Repertoire of learner-centered/ indirect teaching
strategies - if applicable)
3. Choose the best possible strategy to use given the learning objectives.
4. Describe in writing how you would develop students’ learning based on
the approach, strategy or method of choice.

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