The suggested instructional strategies in this IRP include techniques, ideas, and methods that illustrate a variety of approaches to the prescribed curriculum for a diverse population of students. Teachers determine the best instructional methods for their students, the best way to group students for particular studies, and the best way to present material to make it relevant and interesting.
Each set of instructional strategies in this IRP consists of a context statement followed by several suggested instructional strategies.
Context Statements
The context statement links the prescribed learning outcomes with instruction. It states why these learning outcomes are important for the student's development and suggests ways to integrate the learning outcomes into various subject areas.
Strategies
The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Emphasis is given to the following:
Models that describe problem-solving processes should be developed with students so they understand the recurring nature of solving real-world problems (as part of a problem is solved, new problems arise and some steps in the process recur). The following diagrams present a variety of approaches to applied problem solving that can be used in information technology. They are intended to provide teachers with ideas. They are not intended as prescribed models.
| A Simple Linear Model |
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| Some models suggest that problem solving is a set of clearly defined and prescribed steps. This is rarely the case. |
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| Designing, Troubleshooting, and Social Impact Models |
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| Some specialized problems are approached in unique ways. |
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| Action Model |
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| Some models suggest a continuous flow of activity, from problem identification to the development fo a refined product. |
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| Interactive Model |
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| Interactive models illustrate the complexity of a process, where at any time you might move to any point in the process in order to figure something out. |
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Integration of Cross-Curricular Interests
Throughout the curriculum development and revision process, the advice of experts has been invited to ensure that relevance, equity, and accessibility issues are addressed in all IRPs.
Prescribed learning outcomes, suggested instructional strategies, and suggested assessment strategies components of all curricula have been integrated with respect to the following:
See Appendix C: Cross-Curricular Interests for more information.
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Revised: January 26, 1999
