ERIC Number: ED328521
Record Type: RIE
Publication Date: 1989-Aug
Classroom Instructional Design: Options for Teacher/Student Interaction.
Minnesota State Dept. of Education, St. Paul.
This publication was developed to help teachers expand their choices for teacher-student instructional interaction. It identifies the key issues in the design of instruction and develops a common vocabulary surrounding instructional improvement. The role of the teacher as decision maker is emphasized. A description is given of the four interacting components of the instructional process: the learner, the teacher, teacher-designed instructional events, and educational expectations, and of the four critical elements of instructional design: assessment, planning, implementation, and evaluation. Three models of teaching are defined: (1) the directive--in which the teacher strives to assure a mastery of predetermined objectives to meet educational expectations; (2) the investigative--in which the teacher establishes broad-based objectives and provides choices for the learner to explore; and (3) the interactive--in which the teacher focuses on the needs, interests, and preferences of learners. These models describe the teacher's actions during the implementation phase of instruction and the student's responses to the instruction. (JD)
Descriptors: Cognitive Style, Elementary Secondary Education, Instructional Design, Instructional Improvement, Interaction, Learning Processes, Learning Strategies, Teacher Role, Teacher Student Relationship, Teaching Methods, Teaching Styles
Minnesota Curriculum Services Center, 3554 White Bear Ave., White Bear Lake, MN 55110.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Minnesota State Dept. of Education, St. Paul.