An Introduction to Teaching Strategies

Reflect

Take a minute to consider what is your understanding of the terms;

passive and active learning.

Why use different teaching strategies?

“One student said she could not describe her good teachers because they differed so

greatly, one from another. But she could describe her bad teachers because they

were all somewhere the same”

Parker Palmer, The Courage to Teach (1998)

Diadactic

Direct Instruction, “chalk and Talk” What does the child do? receives, takes in, responds when directed,

listens passively. What does the teacher do? demonstrates, talks, shows, imparts knowledge

and experience.

Consider the balance of power here.

InteractiveDiscussion, Group projects

What does the child do? discusses, participates, listens, develops

interpersonal skills, negotiation, teamwork skills What does the teacher do?

leads, coaches, circulates to keep groups on task and supports teacher as consultant/manager of process

Warning these approaches can be time-consuming so

plan for that.

Peer Directly working with each other teaching

and learning, e.g. Paired reading

What does the child do? Teaching others enhances their own learning, creates

collaboration and trust.

What does the teacher do? Encourages, ensure peer teachers are teaching material accurately and are competent instructors Shares responsibility.

Requires a degree of confidence and not all children are comfortable with this.

CollaborativeSmall groups of students work together on a

common task or goal.

What does the child do? Collaborate, support others dictate the direction of the task,

take part is an active learning experience, gain understanding of how to form groups.

What does the teacher do? Carefully plans and prepares children, keeps the group grounded, resolves group conflict.

ExperientialRole-playing, Simulations/games, Experiments,

What does the child do? allows practice hands-on practice provides real-life

experience Teaching others enhances their own learning, creates collaboration and trust.

What does the teacher do? requires much planning more controlled by teacher requires much advance planning requires well-structured materials highly interactive

 

It may be difficult to simulate real situations

Active learningMeyers and Jones (1993) define active learning as learning

environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning”.

What does the child do? is actively involved in the learning process, engaged in

critical thinking and has a greater awareness of other perspectives, become detectives, historians, ecologists.

What does the teacher do? requires much planning more controlled by teacher requires much advance planning requires well-structured materials highly interactive

 

How do I choose which method?

Identify in your planning

Matched to the teaching objectives of lesson.

Regular opportunities to work collaboratively and independently.

Breadth and balance throughout the term.

Include the children. Never underestimate them they have greater insight than you think!

How do I implement?

Using a variety of strategies can positively enhance learning.

Use Flexible Groupings.

Interact with the children as they undertake their tasks.

Actively involve children in their learning.

‘Pull’ things together praising their efforts and achievements.

Use displays.

Use mind maps.

What is you role?

Mix things up. Get children involved in their learning.

Provide open-ended, problem-solving activities.

Provide opportunities later on to use knowledge or skills that they have gained.

Remember you are needed in every strategy - observe, circulate, respond and intervene.

Make it fun. Be receptive to the children and the things that influence them.

Your role Opening and closing sessions: use

established but varying routines. Motivate, enthuse, clarify, focus. Make specific links between what has

gone before. Be clear about the appropriateness

the method of working. Pupils should be encouraged to work

both collaboratively and independently.

Your role

Use a variety of questions Offer alternative answers Gives time for reflection Phrase ideas in straightforward language

appropriate to the level of the class Ensure careful listening to the answers

given Allow adequate thinking and answering

time.

Further Reading - and Watching!

The Alps Approach. Accelerated Learning in Primary Schools - Alistair Smith & Nicola Call (1999)

Promoting Independent Learning in the Primary Classroom - Jill Williams (2003) Six Thinking Hats - Edward de Bono.(1999) Primary Science making it work – Ollerenshaw and Ritchie. (1993) http://www.ltscotland.org.uk/journeytoexcellence/learning/research/rs/

rslearningstyles.asp ( research on learning styles) http://www.ltscotland.org.uk/journeytoexcellence/learning/research/rs/

rslearningstyles.asp (Torrance PS clip) http://www.ltscotland.org.uk/journeytoexcellence/movies/olmpsd1.asp (Our

Lady of the Missions PS) http://www.ltscotland.org.uk/mp4/j2e/dim12.mp4 (Active learning

approaches explained) http://www.ltscotland.org.uk/mp4/j2e/dim12.mp4 (link to range of movies

e.g. on Learning)