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02.09.2013
Models represent the broadest level of instructional practices and present a philosophical orientation to instruction. The direct instruction strategy is highly teacher-directed and is among the most commonly used.
Inquiry, induction, problem solving, decision making, and discovery are terms that are sometimes used interchangeably to describe indirect instruction.
Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. Methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. Tip: To turn text into a link, highlight the text, then click on a page or file from the list above. Make material meaningful: do you prefer to discuss or discover in labs, or think quietly alone? Experience the pattern of learning: do you prefer to learn sequentially, or see the end result and not know the details?
NC State University offers a free, short online assessment using the Index of Learning Styles by Drs.
If you like facts and “tangible realities”, try to create structure, ask questions to clarify, break big projects into smaller steps. If you prefer to learn by discovering through labs or discussions, try to be very active in your learning: talk, re-work notes, and pose questions for yourself. Photo courtesy of US Department of Education under the Creative Commons Attribution-Non-Commercial-No-Derivations 2.0 license. Hence this Interactive learning will enables the student to consider the information and apply it in the future.
If you currently use LASSI, you may have the remaining administrations in your account transferred to a 3rd Edition account, free-of-charge. Most changes in this LASSI are in response to student data, user comments, changing practices in the field, and an expanding research base. Extensive research, development, and testing led to the creation of this statistically valid and reliable tool for the diagnosis of study skills. The LASSI provides standardized scores (percentile score equivalents) and national norms for ten different scales (there is no total score since this is a diagnostic measure). The LASSI scales related to the skill component of strategic learning are: Information Processing, Selecting Main Ideas and Test Strategies.
The LASSI Scales related to the will component of strategic learning are: Attitude, Motivation and Anxiety. The LASSI Scales related to the self-regulation component of strategic learning are: Concentration, Time Management, Self-Testing and Using Academic Resources.


Use the additional menu choices on the left-hand side of this page to learn more about this assessment. Models are used to select and to structure teaching strategies, methods, skills, and student activities for a particular instructional emphasis. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations.
In contrast to the direct instruction strategy, indirect instruction is mainly student-centred, although the two strategies can complement each other. The interactive instruction strategy allows for a range of groupings and interactive methods. The emphasis in experiential learning is on the process of learning and not on the product.
Independent study can also include learning in partnership with another individual or as part of a small group.
While particular methods are often associated with certain strategies, some methods may be found within a variety of strategies.
With the advent of "global classrooms" and the recognition that race, gender, class and culture do make a difference, responding to learner differences has become even more challenging. Lectures, seminars, labs, or group work may challenge you to expand outside your comfort zone. If you prefer quiet reflection, take time to work out your thoughts, then take a risk and share them in class or with a friend. There are 3 ways to understand one’s interactive learning capability, online assessment, social learning theory as well as interactive learning strategies. Typically a person attend to something in the environment, then retain what is observed, invoke an action duplicating the observed and allow the environment to produce a consequence which alter the likelihood of the action being repeated.
Users requested a shorter version and we found 60 items that maintained the strong psychometrics (valid and reliable) of the original 80. The LASSI is a 10-scale, 60-item assessment of students' awareness about and use of learning and study strategies related to skill, will and self-regulation components of strategic learning.
These scales examine students' learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning for important new information, ideas and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures. These scales measure students' receptivity to learning new information, their attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements, and the degree to which they worry about their academic performance. These scales measure how students manage, or self-regulate and control, the whole learning process through using their time effectively, focusing their attention and maintaining their concentration over time, checking to see if they have met the learning demands for a class, an assignment or a test, and using study supports such as review sessions, tutors or special features of a textbook. The LASSI is easily administered and scores and their interpretations are automatically generated. The direct instruction strategy is effective for providing information or developing step-by-step skills.


Examples of indirect instruction methods include reflective discussion, concept formation, concept attainment, cloze procedure, problem solving, and guided inquiry.
These may include total class discussions, small group discussions or projects, or student pairs or triads working on assignments together.
Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effective experiential learning. It is important that the instructor make sure that learners have the necessary skills in order to accomplish the task. Some people think “globally” meaning they see relationships, processes, outcomes more easily than individual steps and details.
Students who have a kinesthetic preference may enjoy labs, clinical skills courses and use shorter study blocks with physical activity during the break.
Alternatively you could consider the free test like the Learning Styles questionnaire from North Carolina State University.
Current research on student-initiated help-seeking led to the creation of a new scale, Using Academic Resources.
The focus is on both covert and overt thoughts, behaviors, attitudes and beliefs that relate to successful learning and that can be altered through educational interventions. It provides students with a diagnosis of their strengths and weaknesses, compared to other college students, in the areas covered by the 10 scales and it is prescriptive in that it provides feedback about areas where students may be weak and need to improve their knowledge, attitudes, beliefs and skills. This strategy also works well for introducing other teaching methods, or actively involving students in knowledge construction.
Experiential learning greatly increases understanding and retention in comparison to methods that solely involve listening, reading, or even viewing (McNeil & Wiles, 1990).
Research has repeatedly demonstrated that these factors contribute significantly to success in college and that they can be learned or enhanced through educational interventions such as learning and study skills courses. Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly (Glickman, 1991, p. It can be used as the major instructional strategy with the whole class, in combination with other strategies, or it can be used with one or more individuals while another strategy is used with the rest of the class.
This new scale fits with current conceptions and research in self-regulated learning and student learning assistance.



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