- Facilitating complex thinking
some students, curriculum content and learning goals may lend themselves toward one particular type of
instruction, teaching is often a matter of combining different strategies appropriately and creatively.
On the Internet
<www.glossary.plasmalink.com/glossary.html> This web page lists over 900 instructional strategies—
about ten times as many as in this chapter! The strategies are arranged alphabetically and range from simple to
complex. For many strategies there are links to other web pages with more complete explanations and advice for
use. This is a good page if you have heard of a strategy but want to find out its definition quickly.
<www.olc.spsd.sk.ca/DE/PD/instr/alpha.html> Like the web page above, this one also describes
instructional strategies. It includes fewer (about 200), but they are discussed in more detail and organized
according to major categories or types of strategies—a good feature if you have a general idea of what sort of
strategy you are looking for, but are not sure of precisely which one.
Key terms
Advance organizers
Algorithms
Analogical thinking
Collaborative learning
Concept map
Convergent thinking
Cooperative learning
Creative thinking
Critical thinking
Divergent thinking
Effective teaching model
Freeloading
Functional fixedness
Heuristics
Ill-structured problemIndependent study
Instructional strategies
Lectures
Mastery learning
Overspecialization
Problem analysis
Problem representation
Problem-solving
Response set
Self-reflection
Student-centered models of learning
Teacher-directed instruction
Transfer
Well-structured problem
Working backwardReferences
Aronson, E. (2001). In the jigsaw classroom. Beverly Hills, CA: Sage.
Benson, B. & Barnett, S. (2005). Student-led conferencing using showcase portfolios. Thousand Oaks, CA:
Corwin Press.
Black, P., Harrison, C., Lee C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment
for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
Bothmer, S. (2003). Creating the peaceable classroom. Tuscon, AZ: Zephyr Press.
Britt, T. (2005). Effects of identity-relevance and task difficulty on task motivation, stress, and performance.
Motivation and Emotion, 29(3), 189-202.
Brophy, J. (2004). Motivating students to learn, 2nd edition. Mahwah, NJ: Erlbaum.
Brown, D. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally
responsive teaching. Urban Education, 39(3), 266-289.206