Suggested Instructional Strategies

Instructional strategies have been included for each curriculum organizer and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both. For each organizer, a list of specific strategies is introduced by a context statement that focusses the reader on the important aspects of this section of the curriculum and links the prescribed learning outcomes with instruction.

There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements.

Strategies

The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Technology Education 11 and 12 emphasizes skills needed in a changing society. As a result, emphasis is given to the following strategies.

Strategies that develop applied skills.
In order to see technology education as relevant and useful, students must learn how it can be applied to a variety of real-world situations. Technology education helps students to understand and interpret their world, and to identify and solve problems that occur in their daily lives and in the workplace.
Strategies that foster the development of individual and group skills.
In the workplace, people need to know how to work effectively, individually and with others, to solve problems and complete tasks. Students need opportunities to work independently to enhance their organizational and self-evaluation skills. Students also need to experience the dynamics of group work to enhance their understanding of group problem-solving processes. Group work focusses on such skills as collaboration, communication, leadership, and co-operation.
Strategies that foster research and critical-thinking skills.
In order to make informed and responsible choices about the appropriate use of technology, students need to receive and process information critically.
Strategies that use technology.
The ability to use technology to solve problems is a necessary skill in the workplace and an important "new basic" in postsecondary education. Students use technology to access information, to calculate, and to enhance the presentation of ideas.
Strategies that require solving design and production problems.
Students identify needs, pose real or invented problems of their own, and respond to problems presented by the teacher.

Problem-Solving Models

To develop decision-making and problem-solving skills, students need to be challenged to identify problems and develop solutions. The problems students identify or are assigned in technology education involve improving existing products and systems, as well as designing and developing new ones.

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 processes recur). The following diagrams present a variety of approaches to describe problem solving in technology education. They are intended to provide teachers with ideas; they are not prescribed models.

A SIMPLE LINEAR MODEL

Some models suggest that problem solving is a set of clearly defined and prescribed steps. This is rarely the case.

DESIGNING, TROUBLESHOOTING AND SOCIAL IMPACT MODELS
Some specialized problems are approached in unique ways.

SUGGESTED INSTRUCTIONAL STRATEGIES are continued on the next page...

Revised: January 28, 1999

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