1. Pedagogical Description Important Strengths Weakness When to use it Tips
Method Features
1 Direct Explicit > clear > structured > can be boring > new subjects > plan and structure: logical
Instruction explanation of outcomes > enthusiasm can > learning depends > facts order, examples, identify
ideas or be displayed on teacher image > low achieving students outcomes, pace
directions > teacher > learn deeply > reliant on student > students lack skills > questions for understanding
centered and > non-threatening attention and > difficult/complex topics > explain vocab, ideas clearly
controlled > teacher can assimilation > broad range of ideas > time to think
improve > answer questions
> usually time > make connections
effective > summarize
2 Discussion Consideration > solve a > enhance > student prep > not for ESL > clear about outcomes
or examination problem knowledge, required > broad range of perspectives needed for students
of ideas, > make communication, > straying and > communication or teamwork > explain why/relevance for
arguments or connections social skills wasting time skills desired engagement
perspectives > question > generate new > domination by few > desire to monitor student > give thinking time
through assumptions ideas > too narrow progress > one person speaks
questioning, > review > group identity > not explicit > ground rules
arguing or different > learning proof > reluctance to > relevant contributions
commenting perspectives > teacher participate > all contributions valued
> no defined understanding of > time consuming > participation by all
response students > outline problem or
> active learner controversial statement to start
3 Small Students work > clear focus, Same as above Same as above but > social skills desired > plan ahead! Resources,
Group together in guidelines, prep, but allows more issues with sharing > multiple perspectives groups, outcomes, tasks
Work groups of 3 or mgmt by teacher participation, workload, physical > able to work effectively in > explain thoroughly
4 > teacher teacher room, little effort small groups > develop skills gradually
conclusion circulation and > task too big for individuals > teacher must encourage
task variance track and guide via circulation
> make dominant student
leader

2. 4 Cooperativ Small teams, >accountable to > more learning > some just watch > social skill development > need outcome motivation to
e Learning with students of group > independent > impatience > use prior knowledge for encouraged by intrinsic
different ability > ongoing learning > search for easy examining issues interests of peer support, a
levels use a interactions > boost self answers > develop collaborative learning desire to help others and
variety of > appropriate esteem and > same mark for abilities belong
learning interpersonal confidence everyone means they > task it too big for an individual > can be used for peer
activities to skills > ties and want to work alone teaching
improve their > reflection appreciation > preparation time > needs a lot of structure and
understanding about learning > collective > one dominates monitoring by the teacher
of a subject understanding
5 Problem Humanistic Problem is: > relevant > prep time > need to develop thinking skill/ > teacher is a resource: focus,
Solving Approach: 1. substantial > appeals to > regarded as deep understanding encouragement
Students work 2. realistic natural curiosity busywork > meaningful solutions to be > development of all literacy
through details 3. major obstacle >develops real > acquire used outside of class skills
of problem to 4. interesting life skills misconceptions > metacognitive understanding > can used to assess student
reach a solution >engaging > insufficient learning possible abilities
>learner >frustrating > not for those with lack of skills > need to value the process
independence or knowledge > can easily integrate ICT
6 Student Inquiry Based: Basic Process > develops all > a lot of time and > relevant to real world 8 questions to structure:
Research where students 1. finding, using, skills from lower prep > self motivated student can 1. define purpose
collect data and evaluating others to higher thinking > about skills, rather learn w/o lots of help 2. develop question(s)
perform info > engaging than outcome > students enjoy learning 3. develop a strategy
experiments to 2. testing others > integrates prior > some student > students have well developed 4. locate resources/info
learn new theories knowledge disadvantaged (poor skills 5. filter, organize, analyze, and
things. Also 3. confirm or > realize that readers/writers) > independent learners evaluate info or data
known as deny hypothesis there are a lot of > frustrating > desire for student 6. develop an answer to the
Action unanswered >unmanageable engagement by appealing to question
Research question >students just want curiosity 7. Report the results in an
>variety of skill to finish > not for those who lack skills, appropriate way
development literacy, access to learning 8. Evaluate the effectiveness of
> holistic resources or time the research strategies

3. 7 Case In-depth > contains a > example of > hard to find > outcomes are directly related 1. Decide if a case is
Studies investigation of hidden message theories learned > incomplete info to issues outside the class appropriate
a single > can have > engaging > discussion can be > there is prior knowledge 2. Develop or select the case
individual, multiple > deeper intimidating > students are self motivated 3. Guide student preparation
group, or event perspectives understanding >students want “the > can build confidence in 4. Prepare an analysis to guide
in order to find > usually > forces answers” without thoughts and abilities 5. Guide class discussion
underlying descriptive responsibility thinking > encourages independence Intro, discussion, questions,
principles. Can requiring > inductive > emotional > desire to foster critical summary, conclusion
be used to analysis >show evolution > switching for thinking 6.Summarize Learning
explore > student of issues deductive to > not for students who lack 7. Assess whether case was
causation centered, active > relevant inductive learning analytical or literacy skills effective
can frustrate
8 Role Play Changing of > life in someone > increases > over simplified or > outcomes are best 1. select or develop scenario
one's behaviour else’s shoes knowledge and distorted demonstrated through 2. have scenario reviewed
to consciously > good to start understand via > takes time performance 3. explain what students are
act out an with warm up background > participants will > students have confidence to doing and why
adopted role exercises research determine success perform 4. select participants and
that requires > cue cards are > engages > students can > encouragement to explore a explain their roles
understanding good for LOTE > social skills and become over range of ways to deal with 5. Explain audience
and portrayal of or ESL self esteem emotional situations expectations
motives, > good to > multiple > relevance > desire to engage 6. give time to prep
attitudes, and combine with perspectives > student reluctance > desire to demonstrate critical 7. commence re-enactment
postures. other strategies > whole person > may go in another role of human decision in real 8. discuss, evaluate and
> ICT can be learning direction life. debrief
used >use creativity 9. assess learning
9 Writing Students are For: note taking > deep approach > may be difficult of > to develop thinking writing 1. Understand
Strategies asked to write or journal > importance of ESL students or ability 2. Inform
to learn or to > Writing style connecting ideas those with other > to demonstrate learning 3. Describe
demonstrate changes > review and disabilities. > to facilitate learning 4. Predict/Hypothesize
learning. depending on record of learning 5. Persuade
subject. 6. Compare