An Introduction to Teaching Strategies
Reflect <ul><li>Take a minute to consider what is your understanding of the terms; </li></ul><ul><li>passive  and  active ...
Why use different teaching strategies? <ul><li>“ One student said she could not describe her good teachers because they di...
Diadactic <ul><li>Direct Instruction, “chalk and Talk”   </li></ul><ul><li>What does the child do? </li></ul><ul><li>recei...
Interactive <ul><li>Discussion, Group projects </li></ul><ul><li>What does the child do? </li></ul><ul><li>discusses, part...
Peer  <ul><li>Directly working with each other teaching and learning, e.g.  Paired reading  </li></ul><ul><li>What does th...
Collaborative <ul><li>Small groups of students work together on a common task or goal.   </li></ul><ul><li>What does the c...
Experiential <ul><li>Role-playing, Simulations/games, Experiments,   </li></ul><ul><li>What does the child do? </li></ul><...
Active learning <ul><li>Meyers and Jones (1993) define active learning as learning environments that allow “students to ta...
How do I choose which method? <ul><li>Identify in your planning  </li></ul><ul><li>Matched to the teaching objectives of l...
How do I implement? <ul><li>Using  a variety of strategies can positively enhance learning. </li></ul><ul><li>Use Flexible...
What is you role? <ul><li>Mix things up. Get children involved in their learning. </li></ul><ul><li>Provide  open-ended, p...
Your role <ul><li>Opening and closing sessions: use established but varying routines.  </li></ul><ul><li>Motivate, enthuse...
Your role <ul><li>Use a variety of questions  </li></ul><ul><li>Offer alternative answers  </li></ul><ul><li>Gives time fo...
Further Reading  - and Watching! <ul><li>The Alps Approach. Accelerated Learning in Primary Schools - Alistair Smith & Nic...
Upcoming SlideShare
Loading in …5
×

Pgde An Intro To Teaching Strategies (2)

1,012 views

Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Pgde An Intro To Teaching Strategies (2)

  1. 1. An Introduction to Teaching Strategies
  2. 2. Reflect <ul><li>Take a minute to consider what is your understanding of the terms; </li></ul><ul><li>passive and active learning. </li></ul>
  3. 3. Why use different teaching strategies? <ul><li>“ 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” </li></ul>Parker Palmer , The Courage to Teach (1998)
  4. 4. Diadactic <ul><li>Direct Instruction, “chalk and Talk” </li></ul><ul><li>What does the child do? </li></ul><ul><li>receives, takes in, responds when directed, listens passively. </li></ul><ul><li>What does the teacher do? </li></ul><ul><li>demonstrates, talks, shows, imparts knowledge and experience. </li></ul><ul><li>Consider the balance of power here. </li></ul>
  5. 5. Interactive <ul><li>Discussion, Group projects </li></ul><ul><li>What does the child do? </li></ul><ul><li>discusses, participates, listens, develops interpersonal skills, negotiation, teamwork skills </li></ul><ul><li>What does the teacher do? </li></ul><ul><ul><li>leads, coaches, circulates to keep groups on task and supports teacher as consultant/manager of process </li></ul></ul><ul><ul><li>Warning these approaches can be time-consuming so plan for that. </li></ul></ul>
  6. 6. Peer <ul><li>Directly working with each other teaching and learning, e.g. Paired reading </li></ul><ul><li>What does the child do? </li></ul><ul><li>Teaching others enhances their own learning, creates collaboration and trust. </li></ul><ul><li>What does the teacher do? </li></ul><ul><li>Encourages, ensure peer teachers are teaching material accurately and are competent instructors Shares responsibility. </li></ul><ul><li>Requires a degree of confidence and not all children are comfortable with this. </li></ul>
  7. 7. Collaborative <ul><li>Small groups of students work together on a common task or goal. </li></ul><ul><li>What does the child do? </li></ul><ul><li>Collaborate, support others dictate the direction of the task, take part is an active learning experience, gain understanding of how to form groups. </li></ul><ul><li>What does the teacher do? </li></ul><ul><li>Carefully plans and prepares children, keeps the group grounded, resolves group conflict. </li></ul>
  8. 8. Experiential <ul><li>Role-playing, Simulations/games, Experiments, </li></ul><ul><li>What does the child do? </li></ul><ul><li> allows practice hands-on practice provides real-life experience Teaching others enhances their own learning, creates collaboration and trust. </li></ul><ul><li>What does the teacher do? </li></ul><ul><li>requires much planning more controlled by teacher requires much advance planning requires well-structured materials highly interactive </li></ul><ul><li>  </li></ul><ul><li>It may be difficult to simulate real situations </li></ul>
  9. 9. Active learning <ul><li>Meyers 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”. </li></ul><ul><li>What does the child do? </li></ul><ul><li>is actively involved in the learning process, engaged in critical thinking and has a greater awareness of other perspectives, become detectives, historians, ecologists. </li></ul><ul><li>What does the teacher do? </li></ul><ul><li>requires much planning more controlled by teacher requires much advance planning requires well-structured materials highly interactive </li></ul><ul><li>  </li></ul>
  10. 10. How do I choose which method? <ul><li>Identify in your planning </li></ul><ul><li>Matched to the teaching objectives of lesson. </li></ul><ul><li>Regular opportunities to work collaboratively and independently. </li></ul><ul><li>Breadth and balance throughout the term. </li></ul><ul><li>Include the children. Never underestimate them they have greater insight than you think! </li></ul>
  11. 11. How do I implement? <ul><li>Using a variety of strategies can positively enhance learning. </li></ul><ul><li>Use Flexible Groupings. </li></ul><ul><li>Interact with the children as they undertake their tasks. </li></ul><ul><li>Actively involve children in their learning. </li></ul><ul><li>‘ Pull’ things together praising their efforts and achievements. </li></ul><ul><li>Use displays. </li></ul><ul><li>Use mind maps. </li></ul>
  12. 12. What is you role? <ul><li>Mix things up. Get children involved in their learning. </li></ul><ul><li>Provide open-ended, problem-solving activities. </li></ul><ul><li>Provide opportunities later on to use knowledge or skills that they have gained. </li></ul><ul><li>Remember you are needed in every strategy - observe, circulate, respond and intervene. </li></ul><ul><li>Make it fun. Be receptive to the children and the things that influence them. </li></ul>
  13. 13. Your role <ul><li>Opening and closing sessions: use established but varying routines. </li></ul><ul><li>Motivate, enthuse, clarify, focus. </li></ul><ul><li>Make specific links between what has gone before. </li></ul><ul><li>Be clear about the appropriateness the method of working. </li></ul><ul><li>Pupils should be encouraged to work both collaboratively and independently. </li></ul>
  14. 14. Your role <ul><li>Use a variety of questions </li></ul><ul><li>Offer alternative answers </li></ul><ul><li>Gives time for reflection </li></ul><ul><li>Phrase ideas in straightforward language appropriate to the level of the class </li></ul><ul><li>Ensure careful listening to the answers given </li></ul><ul><li>Allow adequate thinking and answering time. </li></ul>
  15. 15. Further Reading - and Watching! <ul><li>The Alps Approach. Accelerated Learning in Primary Schools - Alistair Smith & Nicola Call (1999) </li></ul><ul><li>Promoting Independent Learning in the Primary Classroom - Jill Williams (2003) </li></ul><ul><li>Six Thinking Hats - Edward de Bono.(1999) </li></ul><ul><li>Primary Science making it work – Ollerenshaw and Ritchie. (1993) </li></ul><ul><li>http://www.ltscotland.org.uk/journeytoexcellence/learning/research/rs/rslearningstyles.asp ( research on learning styles) </li></ul><ul><li>http://www.ltscotland.org.uk/journeytoexcellence/learning/research/rs/rslearningstyles.asp (Torrance PS clip) </li></ul><ul><li>http://www.ltscotland.org.uk/journeytoexcellence/movies/olmpsd1.asp (Our Lady of the Missions PS) </li></ul><ul><li>http://www.ltscotland.org.uk/mp4/j2e/dim12.mp4 (Active learning approaches explained) </li></ul><ul><li>http://www.ltscotland.org.uk/mp4/j2e/dim12.mp4 (link to range of movies e.g. on Learning) </li></ul>

×