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Teaching Strategies

Catalogue
Miss Rusnak

Curriculum & Instruction

2015

Category: Experiential Learning


Strategy: Field Trips
Description: Learning environment outside of the classroom that connects
schoolwork with the world
Benefits
Real-world experience & abstract
learning
Increased quality education & motivation
Improvement of social relations
Learning becomes more meaningful
Shows relevance of what they learn in
class
Resources
Parent permission form
Meal plan
Information letter to parents
(clothing,cost)
Field Trip Itinerary
Materials if applicable
Reflection journals or KWL Chart

Limitations
Time considerations (ie. approval)
Lack of support from administrator
Poor student behaviour
Shortage of resources (ie. funding or
chaperones)
Safety considerations

Steps to Implement
Identify rationale/objectives
Select site, date, time
Visit site in advance
Apply for admin approval
File for bus transportation
Collect fees if applicable
Plan materials if applicable (ie. KWL,
camera)

Assumptions:
Field trips are highly controlled by the teacher in their planning and implementation
to ensure learning objectives are being met safely. Although the power dynamics
are in favour of the teacher, the students knowledge is what counts. An experiential
learning opportunity is intended to motivate the students to directly participate in
their learning through hands-on or first-hand world experiences. The teacher can
implement ways to give more power to the students by offering options during the
field trip such as the use of a KWL chart, journal or questionnaire. Field trips are an
effective means to teach students the importance and relevance of the learning
concepts being taught. If a field trip is not an option at your school or there are
students who cannot participate, you can arrange a virtual field trip as an
alternative. There are many ways to experience the world around us!
Other Experiential Learning Strategies:
Conduct Experiments

Model Building
Simulations
References:
http://www.learner.org/workshops/tml/workshop6/teaching3.html
http://eprogressiveportfolio.blogspot.ca/2012/06/field-trip-strategy.html

Category: Experiential Learning


Strategy: Conducting Experiments
Description: Carefully designed guided inquiry questions, to which the answers are
discovered by hands-on procedures
Benefits
Students direct own learning and pace
Increased collaborative & social skills
Increased problem-solving skills
Ability to understand complex concepts
Useful in scaffold learning
Resources
Instructors notes
Data collection resource (electronic or
paper)
Reflection resource
Experiment materials

Limitations
Plan B not always possible if error occurs
Classroom management difficult for
teacher
Noisy, busy, chaotic
Procedural assessment difficult to gage
effectively
Many learning styles not catered to
Steps to Implement
Instructor prep: (timeline, materials)
Incorporate class content into
experiment
Student prep: (Receive objective,
instruction, example)
Predict outcome of experiment
Conduct experiment/Collect data
Analyze data/Compare to prediction

Assumptions:
Classroom experiments are highly controlled procedurally by teachers to ensure
specific learning outcomes are reached. However, teachers can vary how instructive
or passive they are during the experimental procedure. Students have a fairly high
amount of independence and power during experiments, as they are self-directing
their learning pathway with guided instructions. Self discovery for students makes
for a more meaningful learning experience and allows them to increase their
problem solving and analytical skills.

Other Experiential Strategies:


Field Observations
Modeling
Games
References:
http://serc.carleton.edu/sp/library/experiments/how.html
http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teachercentered-or-student-centered-education/
Category: Independent Learning
Strategy: Learning Centers
Description: Self-contained sections of classroom in which students engage in
independent, self-directed learning activities
Benefits
Less intimidating environment
Students learn at own pace
Teacher can focus on specific areas of
study
Opportunity for parent involvement
(volunteers)
Can organize groups into similar
abilities/styles

Limitations
A lot of organization
A lot of materials
Preparations very time consuming

Resources
Center materials
List of groups for center rotation
Volunteers (if required)
Assessment activity
Reflection resource

Steps to Implement
Prep centers in advance
Find volunteers (if needed)
Give instruction
Divide class into groups for rotation
Name each group
Monitor groups as they engage with
activities

Best learning is in the morning for


centers
May need to rely on volunteers to
execute activity

Assumptions:
Centers for learning exemplify that the students knowledge counts as they are
independent and self-directed. The teacher can remain passive while recording valid
assessments. Any area of study can use learning centres and groups can be
organized in such a way that similar learning levels and abilities can experience the
centres at the same time.
Other Independent Learning Strategies:
Assigned Questions
Graphic Organizers

Research Projects
References:
https://www.teachervision.com/teaching-methods-and-management/curriculumplanning/4755.html

Category: Independent Learning


Strategy: Learning Activity Package
Description: (LAP) Planned series of activities that involve the student exploring a
topic, skill or concept
Benefits
Progress at own pace
Lots of evidence to assess
Self-guided learning
Process & product-focused
Authentic learning experience
Resources
Activity Package
Instruction
Self-evaluation component
Individual activities
Learning contract
Examples

Limitations
Time consuming
Responsibility to student intimidation
Money and expertise needed
Some students not happy with this type
of activity
Plagiarism or cheating
Steps to Implement
Explain package contents
Student completes package activities
Make progress meeting times
Evaluate/assess students learning

Assumptions:
This strategy is highly autonomous to students learning. It provides much
independence and responsibility to the students. Teachers must have well guided
instructions and keep track of students progress to ensure learning is occurring.
Many assessments can be made with this type of strategy as long as students do
not plagiarize their work.

Other Independent Learning Strategies:


Computer Assigned Instruction
Essays
Learning Contracts
References:
http://www.spiritsd.ca/curr_content/onlineteach/instructionalstrategies/independents
tudy/learningactpkg.htm
https://www.llas.ac.uk/resources/gpg/1400#toc_1

Category: Indirect Instruction


Strategy: Reciprocal Teaching
Description: Instructional activity in which students become the teacher in a small
group of peers
Benefits
Encourages individual thought processes
Learn to be actively involved
Build communication/collaboration skills
Engage in self-assessment/monitoring
Builds critical thinking skills
Resources
Group list
Individual role list
Assigned topic list
Reflection resource

Limitations
Students read at different paces & levels
Incorrect feedback possibility
Requires more time than traditional
methods
Requires more practice to be successful

Steps to Implement
Divide students into groups
Assign students individual roles
Assign students individual
topics/ideas/questions
Become expert in topic
Share/Discuss findings with group
Teacher hold class discussion on key
concepts

Assumptions:
This teaching strategy strongly considers the students knowledge by allowing them
to practice discussing what they know with other students. The teacher however

controls the groups, roles, movements and discussion topics for each student. More
power can be given to students by offering collaborative choices on preferred roles
and topics to learn about.
Other Indirect Instruction Strategies:
Case Studies
Close Procedures
Inquiry
References:
http://www.readingrockets.org/strategies/reciprocal_teaching
http://www.ehow.com/info_8337995_advantages-disadvantages-reciprocalteaching.html

Category: Indirect Instruction


Strategy: Concept Mapping
Description: graphical tools for organizing and representing knowledge. Visually
illustrates the relationships between concepts and ideas
Benefits
Increase cognitive performance
Encourage new concept discoveries
Clearly communicates ideas
Increases new concept integration skills
Gain enhanced knowledge of a subject

Limitations
Unfamiliar & intimidating
Quick assessment; often not graded
Individual feedback time consuming
Unclear how performance is judged

Resources
Paper
Writing tools
Sample concept map

Steps to Implement
Pick main topic or idea
Determine key concepts
Brainstorm further under key concepts
Connect concepts
Discuss and compare maps

Assumptions:

Concept mapping is powerful for both teachers and students however, it is the
students knowledge that is taken into deep consideration when executing this
activity. The teacher indirectly guides the students to expand their thinking skills on
learning topics. These maps increase cognitive performance in students and is a
great evaluation tool for teachers.
Other Indirect Instruction Strategies:
Problem Solving
Reflective Discussion
Concept Formation
References:
http://www.inspiration.com/visual-learning/concept-mapping
http://ar.cetl.hku.hk/am_cm.htm

Category: Interactive Instruction


Strategy: Cooperative Learning
Description: students work in mixed ability groups and are rewarded on the basis
of the success of the group
Benefits
Learn through social skill building
Accomplish more complex tasks together
Increase cognitive performance
Learn individual accountability
Discuss concepts with peers of similar
understanding
Resources
Instruction handout
Log sheet for individual responsibility in
group
Group list
Peer assessment form
Reflection resource

Limitations
Only as strong as weakest link in group
Unfair assessment
Scaffold learning goal not reached
High stakes equal social conflict among
group
Higher ability students may not reach
their full learning potential
Steps to Implement
Give clear instruction on assignment
Provide examples
Divide tasks among group members
All members must complete their task

Assumptions:
There are many different types of cooperative learning activities that can be used in
any subject with any grade level. The teacher structures interdependence among
students. There are varying levels of teacher involvement with each activity
however students knowledge is not assessed properly with many types unless
there is an individual component to the assignment.
Other Interactive Instruction Strategies:
Circle of Knowledge
Interviewing
Panels
References:
http://www.successforall.org/elementary/powerful-instruction/our-instructionaldesign/cooperative-learning/
http://www.behavioradvisor.com/CoopLearning.html

Category: Interactive Instruction


Strategy: Role Playing
Description: any speaking activity when you either put yourself into somebody
elses shoes, or when you stay in your own shoes but put yourself into an imaginary
situation
Benefits
Build creative thinking skills
Engaging & motivating
Application is immediate
Can think beyond confines of classroom
Higher order thinking

Limitations
Not all students want to participate
Inexpert feedback from peers
Lower confidence levels in some
Feelings of lower competence in some
Too artificial to be effective

Resources
Situation Ideas
Props if desired
Resource for brainstorming
Resource for script writing
Reflection Resource
Feedback resource

Steps to Implement
Choose a situation
Develop a plot
Create a script
Assign roles
Feedback & Discussion

Assumptions:
Teachers level of control over role plays can vary in instruction and detail.
Depending on the grade level, students could have vague or very specific
situations, characters and plot lines. Student knowledge assessments can only go
so far with this type of activity. However, role plays can be quite motivating for
students.
Other Interactive Instruction Strategies:
Brainstorming
Panels
Peer Practice
References:
http://iteslj.org/Techniques/Kodotchigova-RolePlay.html
http://eprogressiveportfolio.blogspot.ca/2012/06/normal-0-false-false-false-en-us-xnone.html
http://serc.carleton.edu/introgeo/interactive/roleplay.html

Category: Direct Instruction


Strategy: Drill and Practice
Description: promotes the acquisition of knowledge or skill through repetitive
practice
Benefits
Building blocks for more meaningful
learning
Master materials/skills at own pace
Apply knowledge through interaction
Connect information on a deeper level
Resources
Instructional resource
Examples of skill to perform
Materials required to perform skill

Limitations
Old Paradigm
Reaches limited number of learning
styles
Unclear link between concept and action
Not appropriate for higher level thinking
Steps to Implement
Give instruction on skill to perform
Provide examples of what result should
look like
Allow practice time to develop skill

Provide corrective feedback


Repeat
Assumptions:
Although this strategy allows students practice time to develop a skill, it adheres to
only one learning style. This teaching strategy is useful in a limited number of
situations as the activity is highly controlled by the teacher. Drill and Practice is
adaptable to a minimal degree by introducing computer-based programs for an
alternate practice method.
Other Direct Instruction Strategies:
Compare and Contrast
Demonstrations
Summarizing and Note-taking
References:
http://public.callutheran.edu/~mccamb/drillpractice.htm
http://education.seattlepi.com/advantages-disadvantages-practice-drills-teaching3685.html

Category: Direct Instruction


Strategy: Explicit Teaching
Description: an instructional strategy used by teachers to meet the needs of their
students and engage them in unambiguous, clearly articulated teaching
Benefits
Building blocks to big ideas
Meditated scaffolding
Extensive background knowledge
Find out what students already know
Adequate processing time

Limitations
Hinders creativity
Does not promote critical thinking
Unfair assessment
Does not cater to different learning
styles
Not engaging

Resources
Note-taking materials
Materials to articulate instruction
Standardized testing materials

Steps to Implement
Introduction
Rationale
Instruction
Summary
Assessment

Assumptions:
This strategy is highly controlled and does not consider student learning potential.
Various learning styles are not adhered to by the teacher which is an Old Paradigm
way of thinking. There is little adaptability in this strategys implementation.
Other Direct Instruction Strategies:
Structured Overview
Mastery Lecture
Graphic Organizers
References:
http://www.cecreality101.org/2009/05/the-benefits-of-explicit-and-systematicinstruction.html
http://www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-ofdirect-teaching/

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