Professional Documents
Culture Documents
SHARE
The classroom is a dynamic environment, bringing together students from
different backgrounds with various abilities and personalities. Being an effective
teacher therefore requires the implementation of creative and innovative
teaching strategies in order to meet students’ individual needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to
know which teaching strategies will work best with your students. As a teacher
there is no ‘one size fits all’ solution, so here is a range of effective teaching
strategies you can use to inspire your classroom practice.
1. Visualization
Bring d ull academic concepts to life with visual and practical learning
experiences, helping your students to understand how their schooling applies in
the real-world.
Examples include using the interactive whiteboard to display photos, audio
clips and videos, as well as encouraging your students to get out of their seats
with classroom experiments and local field trips.
2. Cooperative learning
Through verbally expressing their ideas and responding to others your students
will develop their self-confidence, as well as enhance their communication and
critical thinking skills which are vital throughout life.
3. Inquiry-based instruction
Pose thought-provoking questions which inspire your students to think
for themselves and become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps
improve their problem-solving skills as well as gain a deeper understanding of
academic concepts. Both of which are important life skills.
4. Differentiation
This can involve handing out worksheets that vary in complexity to different
groups of students, or setting up a range of work stations around the
classroom which contain an assortment of tasks for students to choose from.
Moreover, using an educational tool such as Quizalize can save you hours of
time because it automatically groups your students for you, so you can easily
identify individual and whole class learning gaps (click here to find out more).
Mobile devices, such as iPads and/or tablets, can be used in the classroom for
students to record results, take photos/videos or simply as a behaviour
management technique. Plus, incorporating educational programmes such as
Quizalize into your lesson plans is also a great way to make formative
assessments fun and engaging.
6. Behaviour management
Examples include fun and interactive reward charts for younger students,
where individuals move up or down based on behaviour with the top student
receiving a prize at the end of the week. ‘Golden time’ can also work for
students of all ages, with a choice of various activities such as games or no
homework in reward for their hard work.
7. Professional development
What strategies do you use to be an effective teacher? Have you got any top
tips? Comment below – we’d love to hear from you.
#COOPERATIVELEARNING
Methods of learning
View 3+ more
Collaborative learning
Reciprocal teaching
Study skills
Kinesthetic learning
Homework
Autodidacticism
Steve loves to experiment and try new things. He is an experienced entrepreneur and has
launched a dozen different start-ups. One of his recent projects is the GlobalPuzzle, a
challenging online puzzle game for inquiring minds, where people will gain wisdom by
answering amazing questions put up by the world's online community. The wisdom is
hidden in a unique picture painted by a talented artist.
Follow @globalpuzzle
Website: www.globalpuzzle.net
Teaching strategies refer to methods used to help students learn the desired course
contents and be able to develop achievable goals in the future. Teaching strategies
identify the different available learning methods to enable them to develop the right
strategy to deal with the target group identified. Assessment of the learning
capabilities of students provides a key pillar in development of a successful teaching
strategy.
After analysing the target learners, teachers can choose from the following teaching
strategies to ensure maximum output is achieved with their class:
Strategy #1
Similarities and difference identification is a strategy used that enables learners to compare
and contrast the different elements. This strategy helps in classification, enabling the
learners to distinguish between various ideas.
Strategy #2
Note taking and summarising is a teaching strategy that enables the students to keep
information for a long time while being able to use it for analysis and presentation purposes.
This method of teaching encourages participation through questions and other forms of
clarification.
Strategy #3
Provision of recognition and effort reinforcement is a strategy that enables students to
understand the link between effort and the recognition they expect. Recognition provides
the students with the motivation to continue adding efforts, ensuring that they are able to
achieve their goals.
Strategy #4
Homework and practice is a teaching strategy that enables students to practice skills
acquired from the previous lectures. This strategy enables the student and teacher to form a
communication policy that underlines the time framework and the methods for carrying out
the prescribed assignment.
Strategy #5
Nonlinguistic representation as a teaching strategy includes using the following methods to
pass a message to the learners: mental images, physical models, pictorial representations,
graphical organisers and flow charts.
Strategy #6
Objective setting and feedback provision is a strategy used when learners are expected to
develop, personalise and communicate individual objectives. This method also stresses on
the student performing a self-assessment to measure success achieved from the lecture.
Strategy #7
Generation and test hypotheses is a strategy that enables teachers to analyse systems
while also solving identified problems. This strategy involves the following methods:
problem solving, system analysis, decision-making, historical investigation, experimental
inquiry and invention. This strategy helps in explaining the importance of coursework by
describing the importance of each element. The analysis of this system helps the students
in goal development and tackling of any barriers that they may face achievement of the
stated goals. This strategy also involves testing the accuracy of the hypotheses and testing
other elements to determine whether different solutions will be arrived at.
Strategy #8
Use of cues, organiser and questions is a teaching strategy that is used to ensure focus is
maintained on the relevant important data while ensuring students are able to maintain
deadlines by having advanced organisers. This strategy helps students compare different
scenarios. It is really helpful in topic identification, addressing of available questions,
generation of mental pictures by the student, prediction of the next occurrences and
answering the asked questions. A summary is then developed for the information learned
and the use of this information stated.
Strategy #9
Concept attainment process is a strategy that enables the teacher to develop examples for
use in demonstration of available new concepts. Through use of examples and non –
examples, the students are able to relate to the intended concept.
Strategy #10
Mental rehearsal is a strategy that focuses on variations and internalisation enabling
students to obtain ideas on ways of altering skills and procedures with response to different
elements.
With the availability of so many different strategies, teachers can determine what best suites
their intended learning concept and apply it to their classroom setting.
Email
This post has been updated as of December 2017.
One theme that runs through everything we do at Concordia University-
Portland is innovation. Sounds like almost everyone else, right? But honestly,
it’s a word we don’t toss around lightly — especially when it comes to
education. (If you haven’t already, read about our first-of-its-kind, 3toPhD®
community that houses our College of Education and a public elementary
school in the same building.)
That said, if you’re interested in shaking up your teaching in innovative ways
that keep your students engaged and excited — in this very short-attention-
span world we live in — we would love to help.
We believe that finding new and innovative methods of teaching is a crucial
skill for high school teachers. Brain research has actually shown that certain
methods and approaches can truly enhance the learning process and, done
right, applying innovative learning and attention-management techniques to
classes is a win-win for both students and teachers. Read on.
Teaching students visualization skills help them understand, recall, and think
critically about the subjects they study.
However, introducing new tech devices in the high school classroom often
requires that teachers add an element of educational technology leadership to
their usual classroom management. Giving students laptops or tablets, for
example, means teaching them to use devices respectfully and preventing
damage to the equipment. Tech-savvy teachers gave Education Week the
following advice on using classroom technology:
Explain that the use of tech tools in class is a privilege not everyone has —
and, if abused, it can be discontinued.
During class, teachers should move around the classroom or use monitoring
software to ensure students are using their devices appropriately. When they
understand that you will intervene if they go off-task, students know they must
focus on their assignment.
Put students in charge of the upkeep of devices. Classes can learn tech
terms, basic maintenance tasks, and appoint a few students to serve as tech
monitors responsible for distributing and storing equipment. Doing this creates
a sense of value and ownership for the welfare of classroom technology.
3. Active learning: Peer instruction, discussion groups, and
collaborative problem solving
All high-school educators dread a roomful of blank faces or silence after they
open up a topic for class discussion. According to the Johns Hopkins Center
for Educational Resources (CER), devoting time to active learning projects is
one way to get students thinking, talking, and sharing information in the
classroom. The CER publishes a series called The Innovative Instructor that
explores these methods.
One particular article in that series, Bring on the Collaboration!, describes a class
structure where the instructor leads a short overview of the day’s topic and
gives students a challenge to meet by the end of the class, such as answering
a question or solving a problem. Students break into small groups to do
research online, chart out ideas, and discuss ways to meet the challenge.
Groups upload their work to a Blackboard site, where the teacher can then
review it. At the end of class, each group shares what they’ve learned with
their peers. The results? Higher engagement overall and students were
“amazingly” on task during group work.
These are just three ideas for directions you can go in your quest for
innovative teaching methods to get your students more engaged. In today’s
increasingly creative world, new ideas are sprung nearly every day. Join us on
Facebook where we share ideas like these, and much more, with other
passionate educators like you.
Monitoring Progress
Marzano’s 9 Instructional Strategies For Teaching And Learning
What Is The Feynman Technique?
1. Alternative assessments
2. Anchor activities
3. Grade as you go
4. Homework options
5. KWL charts
6. Learning contracts
7. Menus/Agendas
8. Mini-White Boards
9. Question Choices
10. Reflection/Response
11. Think-Pair-Share
Compare/Contrast Ideas
15. Cubing
17. Think-Tac-Toe
18. Think-Pair-Share
Form Groups
20. Cubing
23. Jigsaw
Get Moving
29. Appointment Clocks
32. Jigsaw
Work Together
36. Anchor Activity
39. Cubing
43. Jigsaw
45. Menus/Agendas
Adapt Content
51. Alternative Assessments
53. Cubing
57. Jigsaw
60. Menus/Agendas
61. Orbitals
64. Scaffolding
65. Think-Tac-Toe
72. Cubing
78. Reflection/Response
80. Think-Tac-Toe
81. Think-Pair-Share
Take Notes
83. Anchor Activities
84. Jigsaw
86. Think-Tac-Toe
For struggling students, the map serves as a point of guidance for the skills they
need to master before working toward the curriculum goals – they can see what
they need to work on.
For the students who can already reach a goal, activities that can extend their
learning may include additional lessons that bring students to higher level skills,
or open-ended activities or projects related to the topic.
BUDGET OF WORK
NO LEARNING COMPETENCY CODE SCHEDULE
A.1Explain the importance of studyingcommunity dynamics and community
actionin relation to applied social sciences and thelearners' future career
options.
HUMSS_CSC12-Iii a-c1 WEEK 1 DAY 1
A.2Compare and contrast the definitions ofcommunity using various
perspective, e.g.Social science, institution, civil society, andlocal/
grassroots level
HUMSS_CSC12-IIIa-c 2 WEEK 1 DAY 2-4
A. 3Develop/ affirm sense of shared identity andwillingness to contribute to
the attainment ofthe common good
HUMSS_CSC12-IIIa-c 3 WEEK 2 DAY 1
A. 4 Recognize diversities in communities
HUMSS_CSC12-IIIa-c 4 WEEK 2 DAY 2-4
A. 5Analyze functions of communities in termsstructures, dynamics, and
processes
HUMSS_CSC12-IIIa-c 5 WEEK 3 DAY 1
A. 6Compare and contrast typologies ofcommunities
HUMSS_CSC12-IIIa-c 6 WEEK 3 DAY 2-3
ASSESSMENT (UNIT TEST)
WEEK 3 DAY 3
B.7Recognize the value of undertakingcommunity action modalities
HUMSS_CSC12-IIId-g-7 WEEK 4 DAY 1-4
B.8Acknowledge interrelationship of self andcommunity in undertaking
community action
HUMSS_CSC12-IIId-g-8 WEEK 5 DAY 1-4
B.9Identify opportunities to contribute tocommunity development through
solidarity
HUMSS_CSC12-IIId-g-9 WEEK 6 DAY 1-4
B.10Recognize the importance of solidarity insociopolitical processes in
promotingnational and global community development
HUMSS_CSC12-IIId-g-10 WEEK 7 DAY 1
B.11Assess selected community-actioninitiatives
HUMSS_CSC12-IIId-g-11 WEEK 7 DAY 2-3
ASSESSMENT (UNIT TEST)
WEEK 7 DAY 4
C.12Promote awareness of human rights incommunities among the
learners
HUMSS_CSC12-IIIh-j-13 WEEK 8 DAY 1-3
C.13Appraise the value of social equity andgender equality in the context
ofparticipatory development
HUMSS_CSC12-IIIh-j-14WEEK 8 DAY 4WEEK 9 DAY 1
C.14Analyze strategies of empowerment andadvocacy through community
action
HUMSS_CSC12-IIIh-j-15 WEEK 9 DAY 2-3
C.15Develop commitment and conviction toparticipatory development for
communitywell-being
HUMSS_CSC12-IIIh-j-16WEEK 9 DAY 4WEEK 10 DAY 1
C.16Appraise the value of social equity andgender equality in the context
ofparticipatory development
HUMSS_CSC12-IIIh-j-17 WEEK 10 DAY 2
C ASSESSMENT (UNIT TEST)
WEEK 10 DAY 3-4
D.17Explain the processes, methodologies, andapproaches in applied
social sciencesrelated to community study
HUMSS_CSC12-Iva-d-17 WEEK 11 DAY 1-2
D.18Apply systematic social research methodsin conducting a community
study
HUMSS_CSC12-Iva-d-17WEEK 11 DAY 3TOWEEK 14 DAY 2
D.19Develop a community action plan usingparticipatory approaches
HUMSS_CSC12-Iva-d-17 WEEK 14 DAY 3
DASSESSMENT (PRESENTATION OFCOMMUNITY ACTION PLAN)
WEEK 14 DAY 4
E.20 Implement Community Action Initiatives
HUMSS_CSC12-IV-e-h-20WEEK 15 DAY 1-4WEEK 16 DAY 1-4
E.21Appreciate the value of applying socialsciences in community action
initiatives
HUMSS_CSC12-IV-e-h-21WEEK 17 DAY 1-3