Sophia Gross

Curriculum & Instruction (GHI)

Len Sproule

Assignment #2:
Teaching Strategies Catalogue
(*WITH ENGLISH LANGUAGE ARTS-FOCUS EXAMPLE APPLICATIONS*)

WHOLE CLASS STRATEGIES:

1) DIRECT INSTRUCTION:

Teacher delivers concept information and or/explanations to the class as a whole.

Teacher (should) integrate questioning into the direct instruction, including:
reinforcing, prompting, probing, redirecting, refocusing in relation to students answers
Aided by visuals (organizers, posters, charts to support information delivery)
o Students are expected to engage with the instruction through active listening and
self-monitored understanding to follow the direction of the instruction
EXAMPLE:
o Teacher introduces a poetry unit overview by identifying and defining poetic devices
and how they contribute to poems tones and readers interpretation. Teacher
follows up direct-instruction with a student activity that has students work in pairs to
scan poems for poetic devices, then create their own examples.
PROS:
o Teacher in control of information transmission can deliver information in an
effective, timely, systematic manner
o Great for providing introductions and overviews of topics and units
o Teachers intentions are clear transparent instruction inform students of
objectives and direction of learning
o Allows teacher to explain abstract concepts that students might be unfamiliar with or
have trouble grasping on their own
CONS:
o Not a good standalone strategy (maximum 20 minutes) should be used in
conjunction with active learning strategies
o Students might become bored and disengaged
o Some students might be apprehensive to ask the teacher questions in front of the
whole class risk of leaving behind students during instruction by pursuing lesson
without opportunity for students to raise concerns/provide feedback in a less public
manner
POWER:
o Teacher is disseminator of knowledge and determines the pace of instruction
o Students receive information at the teachers discretion

2) DEMONSTRATION:

Teacher presents a skill or task to the students (class as a whole)

Teacher positions himself/herself so that all students can see and hear
Teacher clearly breaks down the skill/task into clear, manageable steps
Teacher models the skill/task by using precise verbal instructions and actions (even using
exaggerated movements to reinforce actions)
Teacher proceeds through the demonstration, conscientious of the time students need to
grasp a procedure

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule
Students are required to actively listen to, and, internalize their own understanding
of the process presented to be able to apply the skill construct meaning
EXAMPLE:
o Teacher prints the letters of the alphabet on the board, showing and explaining how
to properly hold a writing instrument, where to start a particular letter, what hand
motions are involved, where to end the letter
PROS:
o Shows students how to successfully execute skills/tasks/activities so that they can
effectively participate in learning activities
o Teacher has control in how information is presented identifies what is proper
o Engages students in learning process students must be attentive to the teachers
demonstration if they wish to get the most out of their learning steps they need to
take
CONS:
o Students are limited to watching and listening to the teacher no hands-on
experience
o Kinesthetic learners might be at a disadvantage because they are not actively
involved
(*should strive toward having students repeat the skill/task being modelled for quick
feedback and/or ask for student-volunteers to demonstrate skills/tasks that have
been instructed and need to be reinforced)
POWER:
o Teacher as the model a type of living exemplar for how to successfully complete a
task
o Students must be shown how to effectively complete a task; need reference point
o

3) MOVEMENT ACTIVITIES:

Teacher leads students in activities that in involve varying degrees of physicality and
integrated instructional content, providing:
o opportunities for students to have a short break to re-energize and relax, allowing
them to refocus before continuing with a previous or upcoming lesson or learning
activity.
(Brain breaks should be interspersed throughout the day to keep students at an
optimum level of focus and engagement)
o opportunities to integrate and reinforce instructional content as a component of a
lesson (ex: in the form of counting, spelling, etc.)
o Create a positive, vibrant learning environment that allows students to feel
comfortable and happy; work with not against students energy
EXAMPLE:
o Teacher writes a word on the board and students must spell the word aloud
standing still on the consonants and jumping on the vowels
PROS:
o Incorporates daily quality physical activity into lessons in classroom setting
o Gives students the chance to release some pent-up energy, minimizing behavioural
issues during instructional time good way to transition between activities
o Good for kinesthetic learners or hyperactive students
o Physical movement assists learning in a fun, student-focused manner
CONS:

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule
Must be mindful of:
Time constraints (quick, effective activities that do not require extensive
explanation, student reconfigurations)
The space needed to engage in the activity (possible hazards in the
classroom)
Noise level (possible disturbances to neighbouring classrooms)
Class composition are there students who are particularly sensitive to
noise and movement/are easily over stimulated?
POWER:
o Though likely facilitated by the teacher, there is room for students to lead activities
o Students given a chance to break from traditional forms of instruction
o

4) STUDENT VOTING:

Teacher poses a question to the class as a whole regarding the material presented and
/or the students understanding of the material and asks students to answer by raising
their hands.
Questions might take the form of:
o Asking if students are confused
o Asking students whether or not they agree with an answer/conclusion that has been
arrived at
(***SIMILAR FEEDBACK APPLICATION INDIVIDUAL MINI WHITEBOARDS:***)
o Each student receives a whiteboard and writes down his/her answer to a question
posed by the teacher, then displays answer for teacher. *Good for true/false,
multiple choice-answer voting* - (*limits: complexity of question ideally intended
for quick formative assessment, not detailed answers)
o Self-assess understanding of concepts; identify relevant, key information
EXAMPLE:
o After listing the elements of plot and matching these to a short story that has been
read in class, the teacher asks: By a show of hands, who thinks that each incident is
matched with its proper plot element?
PROS:
o Quick, immediate, visible can see hands for feedback
o Effective for formative assessment provides quick snapshot of students
understanding, allowing teacher to determine if he/she should proceed with the
lesson or clarify a concept that raises issues
CONS:
o Questions posed must be worded properly (teachers must have a clear intention of
what type of feedback they want from their students specificity? general
consensus? *be mindful of purpose)
o Possibility of generalization or of emphasizing product/result over process unless
question is directed toward a particular step in a series or process (ex: who is
confused? confused about the entire concept? Step #1? The questions
wording?...)
POWER:
o Students are provided with the opportunity to shift instruction to meet their learning
needs by providing feedback to their teacher
o Teacher allows students to show (raise hand) and/or verbalize their understanding of
the material

SMALL GROUP STRATEGIES:

3

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule

5) THINK/WRITE-PAIR-SHARE:

The teacher poses a question to the class as a whole

Students are instructed to briefly think of (or write) down their answer to the question
Students then discuss their individual thoughts/reflections with a peer perhaps
expanding on/modifying their original answer
A sample of students volunteer or are asked to share their answers with the class as a
whole
o Respect for different ideas; cooperative; pull from existing knowledge and
experience to generate ideas; think critically
EXAMPLE:
o In introducing a book or novel study, the teacher presents the book cover to the
students and asks them to predict what the story will be about.
PROS:
o combines different levels of interaction
individual encourage personal reflection, strengthen
pair less intimidating interaction to generate and test out ideas allows
quieter, more timid students to voice their opinions with reduced anxiety
in addressing a larger group; chance to check for understanding before
sharing with class
larger group benefits from hearing the input of several different
conversations
CONS:
o Depending on how much time the teacher has dedicated to the activity or how
he/she pairs students up, students might frequently pair with the same people in
close proximity to them. challenge is to mix the students up and share new
perspectives
o Need to consider time allocations for reflection and discussion (how long to discuss?
how in-depth of a response is required for a certain question/topic?)
o Not designed to hear every students thoughts consider and keep track of which
students should have the opportunity to contribute an answer on given days,
working within time constraints
POWER:
o Allows students to lead the discussion and learn from each other
o Teacher initiates discussion through question posed and facilitates the process by
acting as a time monitor and indicating transitions between individual-pair-group
discussions

6) JIGSAW:

Teacher assigns each student to a home group and a specialist group

Teacher divides up learning materials into equal sections
Teacher assigns each specialist group a section of the material
Each specialist group engages with their section of material and masters the content
The members of the specialist groups return to their home groups (comprised of at
least one from each of the specialist groups)
Specialists share their mastered knowledge with the whole home group
o Cooperative learning, effective communication and listening; efficient timemanagement

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule

EXAMPLE:
o Teacher assigns each specialist group an element of a well-constructed essay
(introduction, body, conclusion).
o Each group is responsible for reading information an example of their element and
information in developing
PROS:
o Saves time students are not required to read in entirety/practice all components of
an assignment or activity allows for a more focused, thorough understanding of a
specific topic
o Provides practice at working collaboratively
o Students benefit (especially older students) from practicing how to internalize,
synthesize, and summarize information
CONS:
o Teachers should take different learning levels into consideration when assigning
groups (consider balance of stronger/weaker; verbal/quiet students to guide learning
and discussions)
o Risk of expert groups not fully grasping material teacher should circulate to
check-in on groups understanding
o Students at varying levels of cognition/cognitive development might have difficulties
filtering information and distinguishing crucial elements from extraneous ones
must be able to effectively synthesize and deliver (communicate) information to
peers might be overwhelming
o Younger students might require summary sheets with prompts that guide the key
information they need to share with their peers
POWER:
o Students hold a responsibility to share accurate, relevant information in a respectful
manner with their peers students are instructors
o Interdependent relationship established among students in the classroom must
learn from each other, fostering a sense of community

7) LEARNING CENTRES:

In small groups, students engage in learning tasks at several stations in the classroom
that focus on specific curriculum learner-outcomes
Materials specific to task/activity are provided at each station
Centre logistics rotations and management considered (ex: timed, daily, weekly,
basis, etc.)
o Cooperative, positive attitudes with peers; diversity in knowledge, skill, application
EXAMPLE:
o After reading a picture book, teacher sets up centres around the classroom that draw
on its content: practicing writing key vocabulary, reading aloud and recording ones
voice, matching names to characters, etc.
PROS:
o Good follow-up to teacher demonstration teaching strategy opportunity for
students to practice and apply a certain skill
o Allows for differentiation in activities different centres can be geared for different
leveled learners and can each be successively more challenging to scaffold learning

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule
Keeps students engaged by offering variety (not overloading or solely drilling one
specific concept) breadth in experience
o Allows for a degree of student autonomy in choosing/rotating centres (especially
good in building confidence for young learners)
o Allows teacher to circulate and spend time with individual/or smaller groups of
students who might need further help the rest of the class is engaged and involved
in
CONS:
o Thorough planning required organizing number of variables
Consideration of number and variety of materials, teacher prep work
Consideration of number of students at a certain centre, grouping of
students How much freedom of choice should be granted? Teachers
should identify students who might need increased exposure/practice in a
certain skill or activity and group accordingly groupings might include
combinations of stronger students to assist weaker ones or grouping based
on ability level to target different stages of learning
o Clear directions and classroom management required effective layout (space
considerations) of centres and consideration of the flow of students to minimize
confusion and chaos
POWER:
o Student choice
o Students not monitored by teacher constantly allows for some independence
o

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule

INDIVIDUAL-LEVEL STRATEGIES:
8) INDIVIDUAL WRITING:

Teacher presents texts, prompts, images, tasks etc. to students

Students individually respond in written form (words, pictures, mind maps, etc.)
o Students work on written communication skills, reflection engaging in critical
thinking
EXAMPLE:
o Teacher shows a brief video clip and asks students to write a journal response that
will serve as an idea base for their upcoming summative written assignment
PROS:
o Encourages students to generate, organize, and process their ideas in ways that help
them learn as unique individuals
o Opportunities to experiment different means of expression to deepen understanding
and help students identify methods of effective communication
o Allows teacher to assess students on an individual level and focus on unique learning
CONS:
o Levels of writing ability vary lower-level students might have difficulty initiating
and effectively communicating their responses and may demand more of teachers
time and resources
o The writing process necessitates feedback (from teacher, peers) to improve
adequate time must be allocated to monitor students progress and development
(class size, composition may reduce time for students)
POWER:
o Students take ownership of their learning must be able to produce, communicate
personal thoughts effectively to teacher and peers
o Teacher as source of feedback to aid in development of student-writer

9) INDEPENDENT STUDY:

Students work individually on tasks of greater complexity (in depth approach) and/or of
longer duration
Focused and prolonged attention to a comprehensive assignment/project
Opportunity for student choice in an inquiry based project that addresses studentgenerated essential and guiding questions; opportunity for research
o Engage in critical thinking and problem-solving; integrate comprehension,
application, analysis, synthesis and evaluation; develop positive attitudes toward
subject-matter through student-guided learning
EXAMPLE:
o Students read a novel of their choice and come up with guiding questions that will
influence the direction of their project.
PROS:
o Allows for differentiated learning and assessment students work within their level
of ability
o Students are able to engage with topics and inquiry questions that are of interest to
them, promoting deeper learning

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule
Because of its more comprehensive nature, good for summative assessment taking
into account different aspects of student learning understanding, application,
creation
CONS:
o Student-motivation varies some students might feel uncomfortable or might need
assistance with managing their time, organizing their thoughts and study processes
o Group-oriented students might have difficulty working on their own/not having input
from others to build ideas off of
o Teacher must thoughtfully plan how topics will be chosen, methods of assessment
that will fairly assess the different ways students may choose to represent their
information
o Younger students would require more direction and prompting to questions that need
to be answered and tasks that need to be accomplished
POWER:
o Student-directed allows students to deepen understanding and pursue interests, all
the while addressing learner outcomes
o Teacher as facilitator and resource (check-in point for conceptual understanding;
ensures that projects align with curriculum outcomes
o

Sophia Gross
Curriculum & Instruction (GHI)
Len Sproule

WHOLE CLASS/SMALL GROUP/INDIVIDUAL-LEVEL:

10)

LEARNING GAMES:

Students play games that incorporate curriculum learning outcomes

Games can include board games, card games, video games (or other technologicallybased games), games created and/or adapted by teachers
o Students use application skills background knowledge and concept-related
information to a game; foster positive, fun learning environment
EXAMPLE:
o Students play Scrabble to expand vocabulary and practice spelling; students play
Pictionary to experiment with visual representation and communication skills in
relation to vocabulary and concepts
PROS:
o Validates play an aspect of students daily lives and identified by learning theories
as vital to learning
o Incorporates games that students might already be familiar with and so encourages
home practice and deeper understanding of
o Provides opportunity for formative assessment monitor students understanding by
asking questions on the concepts and processes in the game
o Minimizes student anxiety and fear of failure through trial and error
o Appeals to a variety of learning styles depending on the games make-up (visual,
auditory, kinesthetic)
o Way of both 1) introducing a topic (through student familiarity, experience); and 2)
reinforcing a concept (through application and practice) once taught
CONS:
o Games must be thoughtfully selected considering purpose of the activity and
effective alignment with learner outcomes
o Determine appropriate levels of difficulty for grade levels and student learning needs
adjust as needed
o Consider possible areas of concern before introducing games (set out game rules,
behavioural expectations and transparency of instructional outcomes so that
POWER:
o Students given opportunity to choose and engage with different learning activities
o Teacher as monitor checking in on students level of interest and engagement