Independent Instructional Learning Strategy - Literature review Example

INSTRUCTIONAL STRATEGY Independent / Flexible Instructional Approaches 1. Introduction A range of literature provides details of instructional strategies or method that can be use to enhance students’ learning but not all is suitable for all learners and learning environments. Direct instruction strategies such as teacher-centred approaches are an effective teaching strategy but it is being criticised for being too structured and prescriptive. In contrast, student-centred learning and its associated instructional strategies such as independent or flexible learning approaches are being phrased for effectively addressing various students’ learning styles and needs. However, these are not enough to conclude which strategy is best suited for a particular teaching area and further evaluation may be required due to the complexity of the issues involved. It may be necessary to examine each strategy to determine their strengths and weaknesses and its implications to the chosen teaching area. The following sections identify and describe instructional strategy selected that can be use effectively in the chosen teaching area. It also presents an analysis of the kinds of knowledge that a certain strategy can provide to enable development of various skills and expertise. It has also made a comparison between traditional and several modern instructional strategies and an appraisal of the chosen strategy. 2. Instructional Strategies 2.1 Learning and Instructional Strategies Learning is generally an important process where the learner builds an evocative relationship between the knowledge that is being presented and the knowledge that the learner already possesses (Morrison et al. 2010, p.150). For this reason, many believe that a well-developed instructional strategy can help the learner establish this connection. A typical instructional strategy contains theoretical views specifying how class instruction should be carried out (Romiszowski 1984, p.292). In other words, it is a guide that could help a teacher delivers instruction effectively in class. According to Moore (2005, p.140), an effective lesson does not only require content but effective instructional strategy that contains the lesson’s method and procedure. Similarly, selection of an instructional strategy depends on the learning requirements or the necessary skills to be learned and recognition of the factors that can make skills acquisition difficult (Gropper 1974, p.8). The most popular of these instructional strategies are direct, indirect, interactive, independent, and experiential. Direct instruction commonly involve explicit teaching, drill and practices, and so on while indirect instruction involves reflective discussions, concept formation, and reading for meaning. In contrast, independent learning commonly allows autonomous learning such as research projects, reports, and computer assisted instruction. Similarly, conducting experiments, field observations, and model building are typical ingredients of experiential learning. Noticeably, majority of these instructional strategies support the notion of flexibility in learning or allowing students to learn on their own with less intervention as possible. For this reason, the later comparison will be dealing mostly with direct instruction strategies and associated methods. 2.2 Importance of Selecting the Right Instructional Strategy Considering the number of instructional strategies available for teachers, determining the right instructional strategy is a complex task. However, knowing the concept of learning and the different preferences of students can make this task less difficult. In recognition of the principle that one size does not fit all, the most suitable approach or strategy is one that recognizes the difference between students. Typically, lessons are being planned and taught as if all students are the same and expected to adapt to the lesson rather than the other way around. According to Gregory & Chapman (2007, p.i), instructional decisions are determined by students’ requirements thus it is more preferable to select an instructional strategy that is flexible enough to meet these requirements. Similarly, it must be a strategy that recognizes the appropriate type of practice for each objective since regardless of flexibility; learning requires active practice (Gropper 1974, p.5). 2.3 Independent Instructional Strategy and Traditional Strategies Providing students with space to develop new ideas and concepts is an important element of an effective instructional strategy (Hunt et al., p.162). For instance, indirect instructional strategies are making use of student’s self exploration and self-learning to give the students the opportunity to acquire new knowledge while the teacher acting as a facilitator guiding each student. In contrast, direct instructional strategies are teacher-centred and do not allow participatory or independent learning activities (Hunt et al. 2009, p.163). Although studies on effective instructional strategies shows that direct instruction is linked to teacher’s efficiency, most effective teachers were found employing two or more instructional strategies. This is because using a range of strategies help teachers reach more students and address more learning styles (Stronge 2007, p.68). In contrast, the ‘chalk and talk’ or direct instruction technique encourages delivery of academic content in a highly structured format directly being administered by the teacher. According to Killen (2006, p.102), some teachers are encouraged to use direct instruction because the strategy provides clear learning outcomes to students as instructional activities are completely controlled by teacher. For instance, the sequencing of lesson activities are being organised, controlled, and monitored by the teacher along with strong emphasis on academic achievement. However, it is enough to teach a class with direct instruction since a number of conditions have to be met in order to achieve effectiveness. For instance, instructions must be presented at the level of the student so they would not get bored or lost their interest of the lesson. Another is pacing of the lesson where a teacher needs to maintain momentum and interest of students and presentation of models that can effectively address different learning styles (Pollard 2002, p.263). Clearly, direct instruction involves a number of conditions to be met in order to be effective and in actual situation these requirements may be difficult to address. According to Queen (2003, p.110), scripted methods seems to suppress the classroom’s creative nature. Materials being used in direct instruction are made with an ideal student in mind which can affect the needs of local students since they are not alike. Issues involving direct instruction such as the extent of administrative support, time, teacher preparedness, and difficulty or flaws in sequencing of material are all need to be considered before adapting the strategy (Bender 1997, p.53). In reading, direct instruction have the tendency to making lessons a drill-and-skill activities that according to Guzzetti (2007, p.267) negatively affects the interest of learners. Aside from being highly structured, many teachers disapproved direct instruction simply because it is too prescriptive, too fast for students, more focus on basic skills, and disallow teachers and students the opportunity to be creative (Westwood 2006, p.19). Direct instruction actually demands more from teachers as aside from having an excellent oral communication skills, they are generally required to organise and prepare the content and follow it in prescribed order (Nisha 2006, p.115). Considering the above discussion, direct and indirect instruction like many other instructional strategies has their own strengths and weaknesses. Although too demanding, direct instruction is not entirely useless but in fact has a number of advantages over indirect instruction depending on certain conditions or circumstances. For instance, direct instruction is very useful for very young learners since they are generally need guidance. In this context, indirect instructional strategies will not work and therefore inappropriate. Similarly, direct instruction tends to make adult learners bored thus indirect instruction is necessary. In some situation, combining both strategy can be beneficial considering that some part of the lesson require direct instruction while some part demands an indirect approach. 2.4 Independent Instructional Strategy and Flexible Learning Independent instructional strategies as opposed to direct and indirect instruction approaches give learners more autonomy over their learning. For instance, guided by instructions, students seek and acquire knowledge on their own through research and reporting. However, this does not mean that the teacher will have no participation in their learning but in fact requires teachers to design, implement, and monitor the effectiveness of their instructional strategy. Moreover, although strategies and subject matters seem autonomous, there is no independent instructional strategy that is content independent (Duffy & Jonassen 1992, p.106). For instance, although learning vocabulary can be achieved through wide reading and extensive writing, the teacher can design additional activities or strategies that can further enhance students’ understanding of words. These may include identifying specific words to teach and the suitable time to teach those (Cooper et al., 2008, p.254). Since implementation of instructional strategies depends on the context, resource, and requirements of the students, the chosen instructional strategy should recognise the importance of different learning activities, For instance, an instructional strategy may contain different activities such as motivational tasks, demonstrations, discussions, and so on as well as guided and independent practice. Guided practice can help teacher lead students to specific learning objective while independent practice can provide students with the opportunity to demonstrate their knowledge and skills in attaining the objective. More importantly, it helps students developed high-order thinking not only in the classroom but in the real world (Branch 2009, p.87). Changes in our society also changes the way people learn (Khan 2007, p.1). For instance, the advent of information technology impacted the educational and training systems in most countries. More and more people require flexible learning where they can learn in any place and time. According to Khan (2007, p.2), flexible learning is democratization of learning and teaching procedures that supports the need for students’ diversity. It is also seen by educators as an instructional strategy than can address not only the learning requirements of adults but a vehicle that can address issues in economic, social, technology, and globalisation (Jakupec 280, p.3). Similar to indirect instruction approaches, independent or flexible teaching techniques are designed to deliver high-order thinking by encouraging more participation from students (Hunt et al. 2009, p.163). However, it should be noted that independent or flexible instructional strategies are not meant for very young students because of the reality that direct instruction is more appropriate to learners that requires exhaustive guidance. In higher education, there is no doubt that independent instructional approaches would work as most adult students require a balance between work, family, and learning (Eynde et al., 2007, p.1041). In contrast, selecting traditional method would prevent students from realizing their learning requirements. The concept of independent learning is generally related to freedom of time and place, structure, and too much intervention. More importantly, it provides the opportunity for both teachers and students to enhance their creativity and engage in learning activities that is suitable for the own individual requirements (Gerbic 2004, p.2). Considering the notion that effective learning depends on the interaction between teacher and learner and a teaching strategy that addresses the needs and learning styles of students, an ideal instructional strategy therefore should prioritize these requirements. Moreover, if engagement in the subject matter concerned facilitates active and effective learning then instructional design should go beyond traditional structured and prescriptive approaches. More importantly, if students learn well by doing, then an ideal instructional strategy should give students the opportunity to explore and interact (Henry 1998, p.116). Given that these are the appropriate approaches in facilitating effective learning, a teacher-centred instructional strategy is clearly inappropriate. Since most learning takes place in societal context (Schlabach & Peer 2007, p.52), independent instruction strategies encourages working with others and enabling knowledge transfer in the most effective way. For instance, peer teaching is an essential element found in independent instructional strategies where students teach his or her fellow student. According to Schlabach & Peer 2007, (p.52), the effectiveness of peer teaching in various levels of education has been widely documented in teaching literature. It is accepted effective because it supports and provides the opportunity for collaboration, stimulation, sharing information, and eventually transfer of knowledge. As a student-centred learning approach, an independent instructional strategy encourages intellectual development and shifting of power from teacher to learner. Similarly, it facilitates and transfers the responsibility for learning from teacher to student. Students then are encouraged to be involved in different learning styles and working on assignments together (Falchikov & Blythman 2001, p.245). Independent learning encourages interaction that could help learner transfer what they have learned to others while avoiding the consequence of inert knowledge (Young & Paterson 2007, p.230). Clearly, independent instructional strategies does not only provide a more convenient and effective learning environment but enable transfer of knowledge. Independent or flexible instructional strategies are student-centred approaches that do not demand too much from teachers. Traditional approaches are either subject or teacher-cantered that commonly prevents students from accessing learning resources. More often than not, traditional approaches encourage the notion that the teacher is the one and only source of knowledge which in reality is false. Moreover, such approach has many drawbacks such as developing strong dependence on the teacher and displacement of the motivational aspect of learning (Remenyi 2004, p.25). According to Barrows & Tamblyn (1980, p.16), the amount of learning is more important than the amount of teaching and therefore much better to have an instructional strategy that delivers more learning. Moreover, it is more preferable to be motivated by internal rewards of learning than external rewards from grades. As Barrows & Tamblyn (1980, p.16) suggest, independent or flexible strategies generates a different learning atmosphere for most students. This is an atmosphere that constantly motivates students through interaction, collaboration, and personal satisfaction. Independent or flexible instructional learning strategies enable an environment in which the teacher and students build a learning community. Together, they explore the world and learn. In this strategy, the teacher is not the only source of knowledge but a guide with a role to establish a balance between inquiry and advocacy of ideas. More importantly, the teacher does not control learning but one who encourages self-regulation and learning (Greenberg 2005, p.210). Teaching efficiency is an essential part of education and increasing students’ learning is widely accepted as good (Yang & Chang 1998, p.394). For this reason, an instructional strategy should avoid factors that can reduce teaching efficiency such as controlling students with different learning styles with one strategy. Moreover, it should avoid factors that can reduce students’ learning such as depriving them with other sources of information or limiting their learning. 3. Discussions As mentioned in the beginning of this report, learning is a complicated issue but with an appropriate instructional strategy, learning can be achieved effectively. Traditional instructional strategies such as direct instruction in particular, are effective instructional strategy. For instance, although it there are some obvious weakness, such instructional strategy can be very effective in teaching young learners. Considering that learning at early stage requires constant guidance, one cannot deny that traditional instructional strategies work better in this type of circumstances. Moreover, it is also a reality that should be accepted that different types of independent learning became popular due to the needs of our present time. Independent or flexible instructional strategies such as collaborative, cooperative, and different student-centred approaches are educational strategies born out of economic and societal changes. Traditional approaches undoubtedly are no longer appropriate for learners with different learning requirements and limited time. Moreover, the choice of instructional strategy actually depends on the needs of the learners and for this reason, selecting independent instructional strategies is more logical and beneficial for teachers. The benefits of selecting this type of strategy are two-fold not only for students who will gain more knowledge in the process but for teachers who also requires a suitable environment for developing their creativity. Independent learning does not necessarily mean taking all the initiatives but rather require intimate collaboration between teachers and students and students to students as well. Teachers using or will use this type of instructional strategy can ensure that more time is being spent on enhancing students’ learning rather than teaching structured or prescribed lessons that do not have an impact on other learning styles. Most certainly, the teacher will have more time to think creatively and assess students’ learning outcomes more frequently. Allowing peer teaching or enhancing collaboration between stakeholders clearly would enable knowledge transfer and eventually eliminate the need for teacher-centred teaching. Traditional teacher-centred instructional strategies do not provide effective knowledge transfer as it is rigorously controlled by design. Considering the requirements of the chosen teaching area, the most appropriate instructional strategy is one that can address the need of the present learners. In a rapidly changing educational environment, a teacher must select strategies that can flexibly allow effective learning regardless of teacher and learners’ circumstances. These may include adapting independent or flexible instructional strategies that promotes self-directed learning, computer-assisted and research-based learning, peer teaching and knowledge transfer, and development of a learning community. 4. Conclusion The significant number of available instructional learning strategies can make it difficult for a teacher in deciding which one to apply in his or her teaching area. However, through careful examination of the principle and approaches of each strategy, a teacher can arrive in a rational conclusion. Traditional direct instruction is not entirely hopeless as many have argued but in fact an effective teaching method considering the impact of directly managing the lesson and activities in the classroom. Moreover, it is undoubtedly very effective in guiding young learners attempting to reach their educational objectives. The problem with direct instruction is actually not the method but its inability to address today’s learning requirements and students’ various learning styles. An independent or flexible instructional strategy that supports self-directed or autonomous learning is more suitable and compatible with the learning requirements of our time. Since it is widely accepted that no student is alike in terms of learning style, an ideal instructional strategy is one that can allow learners to democratically learn their lessons in a manner more convenient and effective to them. Similarly, teaching with an instructional strategy that provides the opportunity for enhancing creativity and collaboration, can significantly increase teacher efficiency. 5. 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