APST 3.
3 RANGE OF TEACHING STRATEGIES LOG
APST Standard 1: Know students and how they learn
Focus area 3.3: Use teaching strategies
Pre-service teacher name: Lewanna Hampel
TEACHING STRATEGY
Turn & talk (think, pair, share)
Pose a question, wondering, idea etc. To
students and ask them to turn and talk to
someone next to them about the idea.
Provide a short period of time (30 seconds, a
minute) to discuss. Students refocus when
the time is up and share ideas.
Small group work
Students work in small groups of mixed
abilities or similar abilities
Hands on activities
Using concrete materials to support students
developing understanding, particularly in
mathematics.
Questioning
Posing questions to students during group
discussions to encourage them to think, to
elicit their ideas or to gain an understanding
of their level of understanding.
Clarifying
Checking students understanding before
starting an experience by questioning their
understanding – getting students to explain
the task/steps.
Asking students to truthfully indicate whether
they understand – if they do they can start, if
not they can stay to ask questions.
Brainstorming writing ideas on posters
Prior to writing a narrative, having students
brainstorm ideas on the image to provide a
Graduate level: Include a range of teaching strategies
EFFECTIVENESS OF STRATEGY/CHALLENGES
• This strategy can be very effective as it provides students with time to
think before engaging in a class discussion or answering teacher
question. It is also effective as they are able to engage in collaborative
learning and consider ideas they may not have thought of on their own.
• This strategy can become a little noisy depending on how well it is
managed.
• There may be minor issues as students find a partner – teachers may
need to direct some students and direct some students to work in
groups of three if necessary.
• Mixed abilities – students can assist each other to develop
understanding/skills. More knowledgeable others can guide peers and
resolidify their own knowledge by communicating it to others.
• Similar abilities – students can help each other develop knowledge and
complete activities that are at their level. They can accomplish tasks
without leaving anyone behind and work at a pace that is suitable for
their level.
• Can become very noisy and needs to be managed well.
• Need adequate room to work as a group (floor/desk space within the
room may not be enough).
• Can be very effective for students learning as they are able to visualise
concepts before developing abstract thought.
• Students can use concrete materials to check their answers and identify
problems in their working out
• Some students may become distracted playing with the materials rather
than using them to assist their learning
• Works well to engage students in explanations and to gain an
understanding of their knowledge
• Is great for determining if your explanations have been clear and
students understand the task, or if more explanation is required.
• Many students sit and passively listen without engaging – questioning is
only effective when all students are listening and engaged – when
students lose engagement it is time to stop and move on
• It is often the same students who put their hands up to answer
questions so it is important to ask students who don’t and make it clear
that it is ok if you don’t know the answer – introduce other strategies
such as asking a friend.
• This is effective as it ensures that all students are able to complete the
tasks to a high level because they understand what they are required to
do/what is required of them.
• Effective as it enables students who know what to do to start working
and not sit listening, unengaged, while students who are unsure are able
to receive tailored explanations that help them.
• It is really effective as you are able to create excitement in the students
about what their writing may look like/include
bank of ideas they can use when they start
writing.
• Posters are easily accessible within the class and can be displayed all the
Whiteboards in maths
Using whiteboards in maths for students to
record their working out or ideas, rather than
recording in their books or on a sheet.
Friendship Circle (sharing circle)
Students sit on the floor in a circle after
unpacking in the morning. They take turns to
share something or say ‘nothing to share’ and
move on to the next person.
• Effective as students have ideas to refer to when writing, rather than just
stating ‘i don’t know’ and waiting for the teacher to come up with ideas
for them.
time (not like a brainstorm on the board which would have to be put up
each lesson).
• Whiteboards are really effective as they are more engaging for
students to use than just recording in their books – students
become excited when they use them.
• Students can spend the lesson focusing on using strategies and
engaging in the experience, rather than recording on a boring sheet
or in their books.
• Pictures of students whiteboards (with their name) can be taken and
printed for students to stick in as evidence. This may be
accompanied by a group discussion on what they did that they can
stick in their book to provide a context for the image.
• This strategy works really well as it provides time for the students to
get to know each other and share things about themselves
(developing their sense of identify).
• This time is also effective as it provides students with something to
do while late students finish unpacking and ensures late students do
not miss out on valuable learning/explanation time.