CHAPTER 11:

SELECTING AND IMPLEMENTING

STRATEGIES OF INSTRUCTION
Developing the Curriculum
Eighth Edition

Peter F. Oliva
William R. Gordon II

AFTER STUDYING THIS CHAPTER YOU

SHOULD BE ABLE TO:
Define

style, model, method, and skills of teaching

and state how each relates to the selection of
instructional strategies.

Distinguish

skills.

Present

between generic and specific teaching

a rationale for using a unit plan.

Relate

daily lesson planning to long-range

planning.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-2

DECIDING ON INSTRUCTIONAL
STRATEGIES
In

this text, strategy broadly encompasses the

methods, procedures, and techniques the teacher
uses to present the subject matter to the students
and to bring about desired outcomes.

Among

the common instructional strategies are the

lecture, small-group discussion, independent study,
library research, mediated instruction, repetitive drill,
and laboratory work.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-3

DECIDING ON INSTRUCTIONAL
STRATEGIES

The teacher must decide how many days he or she

will devote to the topic, whether to use any or all of
the approaches considered, which approach to use
first, and how to put the selected approaches
together.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-4

SOURCES OF STRATEGIES
Instructional

strategies are derived from a number

of sources including:
The objectives
The subject matter
The pupil
The community
The teacher

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-5

SOURCES OF STRATEGIES
Objectives

as Source

When

considering objectives as a source:

The choice of strategies is limited at the onset by
the specified instructional objectives. Although
an almost infinite number of techniques for
carrying out instruction may exist, only a finite
number apply to any particular objective.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-6

SOURCES OF STRATEGIES
Subject

Matter as Source

When

considering the subject matter as a source:

The teacher must zero in on the subject matter
and determine what principal facts,
understandings, attitudes, appreciations, and
skills must be mastered by the learners.
An example of selecting strategies in subject
matter is if we are teaching a course in servicing
computers. certain operations must be
mastered, such as removing and replacing a
hard drive, installing programs and software, and
clearing the computer of viruses.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-7

SOURCES OF STRATEGIES
Pupil

as a Source

When

considering the pupil as a source:

The teacher should enlist the aid of students in both
long-range and short-range planning for instruction.
The teacher cannot assume, for example, that his
or her purposes are identical to the students
purposes in studying a subject; he or she must,
therefore, make an effort to discover student
purposes.
When initiating a topic, the teacher should help
students identify personal reasons they might have
for studying the material.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-8

SOURCES OF STRATEGIES
Community

as Source

When

considering the community as a source:

The desires of parents, the type of community,
tradition, and convention all play a part in
determining classroom strategies. An example is
how sexuality education, may alarm parents in
many communities.
Understanding the dynamics of a community is a
key component in planning strategies.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-9

SOURCES OF STRATEGIES
Teacher

as Source

When

considering teachers as a source:

Instructional strategies must conform to:
1.The teachers personal style of teaching.
2.The model or models of instructing that the
teacher follows.
Teachers should analyze the particular style of
teaching they project and the models they find
most suitable for their particular style and should
expand their repertoires by developing more than
a single model of teaching.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-10

STYLES OF TEACHING
A

style of teaching is a set of personal

characteristics and traits that clearly identify the
individual as a unique teacher.

As

the human beings we all are, teachers

unconsciously adopt certain styles that emulate the
way they learn or have been taught.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-11

STYLES OF LEARNING

A teaching style cannot be selected in the same

way an instructional strategy can. Style is not
something that can be readily switched on and
off. Teachers must be aware that their teaching
styles can at times be at cross-purposes to their
pupils style of learning.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-12

MODELS OF TEACHING
A

model is a generalized pattern of behavior that

can be learned and imitated.

Whereas

style of teaching is a personalized set of

teacher behaviors, a model of teaching is a
generalized set of behaviors that emphasizes a
particular strategy or set of strategies.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-13

MODELS OF TEACHING

Need for Variety

Constant exposure to a single model can lead to
restlessness and boredom on the part of
students.
A model must be compatible with both the
teachers style and the students styles of
learning.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-14

TEACHING SKILLS
We

may define generic teaching skills as those

instructional skills or competencies that are general
in nature and can be employed by teachers in any
field and at any level.

Special

teaching skills are defined as specific abilities

that must be demonstrated by teachers in a
particular field or level.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-15

TEACHING: ART OR SCIENCE?

The

question whether teaching is an art or science

has been debated for decades.
The Art of teaching refers to the skills and the
abilities of the teacher to affect the instruction.
The Science of teaching refers to generic skills of
the teacher including the identification of generic
teaching skills, the specification of instructional
objectives, sequencing of content, national and
state standards of achievement, and typical
assessments.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-16

ORGANIZING FOR INSTRUCTION

Both

long-range and short-range planning are

required when planning for instruction.

Two

types of short-range planning:

unit plan
daily plan

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-17

ORGANIZING FOR INSTRUCTION

The

Unit Plan:
The unit planalso called a learning unit,
teaching unit, or simply, unitis a means of
organizing the instructional components for
teaching a particular topic or theme.
The unit plan ordinarily covers a period from
several days to several weeks. A series of units
might actually constitute a particular course.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-18

ORGANIZING FOR INSTRUCTION

The

Daily Plan:
The daily plan organizes the instructional
components of the days lesson(s).
Daily plans serve as a source in designing unit
plans.
Ordinarily, instructional planning progresses from
course to unit to daily plans.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-19

ORGANIZING FOR INSTRUCTION

Planning

for instruction involves selecting the

following components:
Goals
Objectives
Strategies
Learning resources
Evaluation techniques

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-20

PRESENTATION OF INSTRUCTION
This

book is devoted to curriculum development

but there is now a large body of research on
effective presentation of instruction.

Some

areas to consider are:

Personalized instruction
Differentiated instruction
Scaffolding
Cooperative Learning
Technology

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-21

A FINAL THOUGHT:
Instructional

strategies, styles of teaching, and

teaching skills are all selected, adopted, and
implemented to successfully fulfill instructional
goals and objectives. The ultimate purpose of all
strategies, styles, models, and skills is the fostering
of student achievement.

Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights

11-22