This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.

1. Learning and Teaching should take account of Multiple
Intelligence:
Teaching Approaches
Teachers have individualistic approaches to teaching - and
pupils have traditionally recognised, even celebrated this.
There is no standard approach to teaching which every
teacher should strive to adopt, but certain strategies are
valuable in the classroom. Both formal and informal
teaching approaches can be very effective when these
principles are observed.
Points Arising from Research
Teachers’ own preferred ways of learning tend to
affect the ways in which they teach.
A greater awareness of learning preferences in general,
and of their own in particular, can help teachers to be
more aware of their own personal teaching ‘style’
Learning more about their own teaching style does not
necessarily mean that teachers should be encouraged to
change their style
Teachers tend to be most effective when they teach to
their own preferred style, but do so in a way that takes
account of and respects different learning preferences
An awareness of different learning styles can help
teachers to sustain motivation by encouraging and
facilitating pupils’ use of preferred styles but also
providing support when using alternative approaches.
Effective teaching involves effective organisation and
management, but no single style or approach to class
organisation is best
Key Elements of Teaching Approaches
Pupil Perceptions
Pupils appreciate teachers who value and appreciate them

2. as individuals
Good discipline is important, but pupils need to
understand/recognise the need for it
Pupils look for consistency of approach from a teacher
Showing genuine interest in pupils’ lives is important, as is
sharing aspects of your own life
Pupils respond to teachers who genuinely care about them
and want them to succeed
Pupils react positively when the teacher listens and
responds to their ideas rather than just assessing or
judging - this will involve being prepared to deviate from
the lesson plan
Pupils need to feel that the teacher is on the ball and
aware of what is going on in the class
Pupils respond well to teachers who show personal
enthusiasm for what they are teaching
Being Clear About Learning Purposes And Learning
Outcomes
Be aware of differences among learners e.g. preferred
learning styles (see Toolkit sections on Learning Styles
and Multiple Intelligences). Teaching styles should
accommodate all learning styles by providing
opportunities to see the written word, to respond
physically etc.
Be aware that pupils learn at different speeds, some
pupils will require much greater support and/or time in
completing tasks.
Develop a sense of when it is appropriate to move on to
the next phase of teaching, when to stop and go back
over things, when to pause for consolidation, when to
accelerate the pace of learning.
Using Different Interactions To Match Different
Purposes And Outcomes
(informing, describing, explaining, modelling,
demonstrating, coaching, listening, watching, questioning)
Allow time for pupils to be actively involved in their

3. learning, to rehearse new learning, to reflect, to do
something with their new learning, to make concrete links
between new and prior learning
Pay particular attention to opening and closing sessions:
use established but varying routines
Pull the class together at the start to motivate, enthuse,
clarify, focus
Make specific links between what has gone before and
how that fits into the ‘big picture’ - be clear on the
overall aims of the study
Allocate some time at the close to ‘pull’ things together,
reiterating what has been learned, praising pupil effort
and achievement
Use peripherals and archetypes. Visual display of the
subject material around the classroom improves the long-
term learning by 90%. Archetypes are positive role
models
Memory maps for note taking. Use colour, bold images and
space on the page to enable learners to build up their own
unique way of making sense of the material.
Use Flexible Groupings
Be clear about the appropriateness of group work: the
learning outcomes should determine the method of
working and will include direct interactive teaching, whole
class, group and individual work
Pupils should be encouraged to work collaboratively and
independently.
Skilful Use Of Questions
Use a variety of questions
Offering alternative answers gives additional listening
input to the learners, gives time for reflection and is
useful in developing problem-solving skills
Use open questions
Phrase ideas in straightforward language appropriate to
the level of the class
Ensure careful listening to the answers given

4. Allow adequate thinking and answering time.
Managing Time To Observe, Circulate, Respond And
Intervene
Ensure that you are available to interact with pupils as
they undertake their tasks e.g. observing and listening,
evaluating individual responses, intervening to support
and/or inject a degree of unpredictability into the
conversation
When possible, differentiate material by providing open-
ended, problem-solving activities with a holistic approach
to a topic
Provide opportunities to demonstrate the new knowledge
Circulate among the pupils to ensure that they remain on-
task and to provide support and assistance when needed
Build in fun. If we can build in open-mindedness,
receptivity and sense of exploration to learning then
outcomes will be achieved more quickly.
Reflection and Discussion
Which of the above approaches do you recognise in your
current classroom practice?
Are there any approaches that you would consider adopting
to improve your current classroom practice?
Is there a conflict between letting your guard down with
pupils and maintaining discipline?
Some Activities Relating To the Issue of
Teaching Approaches
Key Objective Action
element
Some examples and suggestions
Pupil Pupils respond well Pupils often appreciate
Perceptions to teachers who personal
show personal anecdotes/details which
enthusiasm demonstrate our personal
commitment to the work
of the class. Can you
build in more

5. opportunities for this?
When opportunities arise,
allow pupils to explore
such anecdotes, bringing
in their own experiences.
Being clear Teaching styles
A set of historical dates,
should
about mathematical formulae or
accommodate all
learning learning styles by
the elements of the
purposes periodic table rapped or
providing
sung to a powerful beat
and opportunities to
will stay in the memory
outcomes see the written
longer than the familiar
word, to respond
tones of the teacher.
physically etc.
Journey around the room
using peripherals,
Using flashbacks and
Different flashcards. Topics can be
Interactions outlined on visual displays
either stuck up at eye
To Match Use peripherals
level or above around the
Different and archetypes.
room or on different
Purposes cards. Pupils then go to
And each in turn, talking
Outcomes through what is described
there and how it all ties
together.
Divide class into groups of
4/5/. Brainstorm key
facts, words or ideas
about topic onto board.
Pupils should be Give pupils 1 minute to
encouraged to memorise the facts then
Use Flexible
work erase. Each group is given
Groupings collaboratively and 2 minutes to reproduce
independently. the same facts by
brainstorming. Game ends
when group has the full
list. New subject then
chosen.
Skilful Use Use a variety of Factual/closed: When?
questions Where? Who? What? will
Of
only have one right
Questions
answer.
Thought provoking/open:
How? Why? What do you
think? How do you
feel? promote discussion,
stimulate critical thinking

6. and encourage problem-
solving. Can have a
number of right answers.
Verbal Football. Divide
class into two teams. The
‘ball’ is passed by asking
and answering questions.
Managing Pupil in Team A asks
Time To question, if it is answered
Observe, Provide first by member of his
Circulate, opportunities to own team the ‘ball’ has
demonstrate the been passed. Three
Respond And
new knowledge passes scores a goal. A
Intervene tackle is made if a
member of the other
team intercepts the ‘ball’
by answering the question
first. He then asks a
question etc.