Learning teaching strategies

1. 1. To recognize the principles for
effective learning environments
to be incorporated in teaching.
2. To guide children with learning
strategies
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2.  Know your students
 Alignment objectives and activities
 Explicit expectations and policies
 Priorities for student learning
 Overcoming your expert blind spots
 Appropriate teaching roles
 Feedback and reflection for revision

3.  Effective teaching involves acquiring
relevant knowledge about students
and using that knowledge for our
course design and classroom
teaching.
 When we teach, we do not just teach
the content, we teach students the
content.

4.  Clear goals and intellectual challenge –
Effective teachers set high standards for
students. They also articulate clear goals.
 Students should know up front what they will
learn and
 How they will do it
 How they will be assessed AND
 What they will be expected to do with what
they know.

5. Effective teaching involves prioritizing the
knowledge and skills we choose to focus on.
 Therefore:
(a) recognizing the parameters of the course (e.g.,
class size, students’ backgrounds and
experiences, course position in the curriculum
sequence, number of course units),
(b) setting our priorities for student learning, and
(c) determining a set of objectives that can be
reasonably accomplished.
Coverage is the enemy ! Be ware !!!

6.  Interest and relevance – When our interest is
aroused in something, we enjoy working hard
at it and use it to make sense of the world
around us.
 The students need to understand the
relevance of content.
 Therefore we move from previous learning to
new learning

7.  Good teaching is nothing to do with making
things hard. It is nothing to do with
frightening students.
 Truly awful teaching in higher education is
most often revealed by a sheer lack of
interest in and compassion for students and
student learning in class.
 They are teaching very badly if they do.

8.  As experts, we tend to assess and apply
knowledge automatically and unconsciously, so
we often skip or combine critical steps when we
teach.
 We need to identify and explicitly communicate
to students the knowledge and skills we take for
granted.
 Students, on the other hand, learn differently so
we need to adapt to suit varied type of learning
styles.

9.  It is worth stressing that students who experience teaching that
permits control by the learner not only learn better, but enjoy
learning more.
 Good teachers create learning tasks appropriate to the student’s
level of understanding.
 They also recognize the uniqueness of individual learners and avoid
the temptation to impose “mass production” standards that treat all
learners as if they were exactly the same.

10.  Appropriate assessment and feedback – This
involves using a variety of assessment techniques
and encourages students to demonstrate their
mastery of the material in different ways.
 It recognizes the power of feedback to motivate
more effort to learn.
 It avoids those assessment methods that
encourage students to memorize and
regurgitate.

11.  Know your students
 Alignment objectives and activities
 Explicit expectations and policies
 Priorities for student learning
 Overcoming your expert blind
spots
 Appropriate teaching roles
 Feedback and reflection for

13.  The term teaching method refers to the
 pedagogy and
 management strategies used for
classroom instruction.
 Your choice of teaching method depends
on what fits you —
 your educational philosophy,
 classroom demographic,
 subject area(s) and
 school mission statement.

14. 1. Crossover Learning
2. Learning Through Argumentation
3. Incidental Learning
4. Context-Based Learning
5. Computational Thinking
6. Learning By Doing Science
7. Embodied Learning
8. Adaptive Teaching
9. Analytics Of Emotions
10. Stealth Assessment
 Professional development can help teachers to learn these strategies and
overcome challenges, such as how to share their intellectual expertise
with students appropriately.

15.  Learning in schools and colleges can be
enriched by experiences from everyday life;
 While informal learning can be deepened by
adding questions and knowledge from the
classroom.
 These connected experiences spark further
interest and motivation to learn.
 This skill supports learners in recording,
linking, recalling and sharing their diverse
learning events and this helps learning to
occur over a lifetime.

16.  Argumentation helps students attend to
contrasting ideas, which can deepen their
learning.
 Teachers can spark meaningful discussion in
classrooms by encouraging students to ask
open-ended questions.
 When students argue in scientific ways, they
learn how to take turns, listen actively, and
respond constructively to others.

17.  It may occur while carrying out an activity
that is seemingly unrelated to what is
learned.
 People may learn in their daily routines or at
their workplace.
 It triggers self-reflection and self-discovery.

18.  Context enables us to learn from experience.
 We have opportunities to create context, by
 interacting with our surroundings,
 holding conversations,
 making notes, and modifying nearby objects.
 We can also come to understand context by
exploring the world around us, supported by
guides and measuring instruments.

19.  The aim is to master the art of thinking that
will enable them to tackle complex challenges
in all aspects of their lives.
 Such computational thinking skills can be
valuable in many aspects of life, ranging from
writing a recipe , planning a holiday or
expedition, or solving problems.

20.  Engaging with scientific tools and practices
such as laboratory experiments or telescopes
can build science inquiry skills, improve
conceptual understanding, and increase
motivation.
 Undertaking project work .

21.  In embodied learning, the aim is that mind
and body work together so that physical
feedback and actions reinforce the learning
process.
 Role play, dramatisation in senior classes and
learning rhymes with actions in primary
classes are examples of embodied learning.

22.  All learners are different. However, most
educational presentations and materials are the
same for all.
 It means that some learners will be bored, others
will be lost, and very few are likely to discover
paths through the content that result in optimal
learning.
 This creates a learning problem, by putting a
burden on the learner to figure out how to engage
with the content.

23.  To analyse how students have answered a
question and how they explain their
knowledge.
 For classroom teaching, a promising
approach is to combine
 computer-based systems for cognitive
tutoring with the
 expertise of human teachers in responding to
students’ emotions and dispositions

24.  It means to collect information about
students’ learning states and processes
without asking them to stop and take an
examination.
 In principle, stealth assessment
techniques could provide teachers with
continual data of learning such as
perseverance, creativity, and strategic
thinking, aptitude and attitude ,etc

25. 1. Crossover Learning
2. Learning Through Argumentation
3. Incidental Learning
4. Context-Based Learning
5. Computational Thinking
6. Learning By Doing Science
7. Embodied Learning
8. Adaptive Teaching
9. Analytics Of Emotions
10. Stealth Assessment
 Professional development can help teachers to learn these strategies and
overcome challenges, such as how to share their intellectual expertise
with students appropriately.

27. What will you take back
from this session?
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