Teaching Strategies used in Lesson 6 UCSP Grade 12

Dual coding is all about combining verbal representations of information (words) with visual
representations of information (pictures/diagrams). When we combine these, it is easier for us to
understand the information being presented. Importantly, this is not the same thing as learning styles.
While students do have preferences, matching these preferences does not help them learn. Instead, we all
learn best when we have multiple representations of the same idea. Importantly, make sure the students
have enough time to digest both representations. When students are studying, they should use multiple
representations and try to explain to themselves how the different representations show the same idea.
Dual coding can be implemented in online video lectures by presenting visual representations on the
screen and voicing over the material. Just remember to avoid cognitive overload. Slow down and make
sure to explain all aspects, or pause in the video (as awkward as it may feel) and ask the students to try to
explain it to themselves out loud with the images on the screen. You can also encourage the students to
pause and rewind when they are confused. Try to break the lecture videos up into smaller chunks so that
students can work through “bite-sized” pieces.

Graphic Organizers Graphic organizers (also known as mind maps, webs, clusters, think sheets, and
forms) are visual diagrams that help students understand and think by representing abstract ideas and
concepts in a concrete form (see the following examples).

T-chart
A T-chart is a means of organising information. You may have two columns or more,
depending on the information the students are organising and the learning outcomes.

Students are to read text, listen to text, view video, view images, and so on, to identify
the key points and enter them into the correct column of the T-chart.

Refer to Cubitt et al (1999, p.52).

Contextualization refers to the educational process of relating the curriculum to a particular setting,
situation, or area of application to make the competencies relevant, meaningful, and useful to learners.
Localization as one of the degrees of contextualization is defined as the process of relating content
specified in the curriculum to local information and materials from the learner’s community.

Differentiated instruction is an approach to teaching where you actively plan

for students' differences so that they can best learn. In a differentiated
classroom, you will be able to divide your time, resources, and efforts to
effectively teach students who have various backgrounds, readiness and skill
levels, and interests.

What is Differentiated Instruction?

Differentiated instruction describes the variety of methods teachers use to accommodate a diverse
range of learners. Teachers observe students carefully and reflect on activities completed in class
and assignments set in order to design experiences that match the learning styles of the class and
as well the differing levels of ability and understanding.
Being a teacher is challenging for many reasons, including the fact that each student has a different
learning style and learns at a different pace. On top of covering certain content to satisfy district and
state standards, teachers want to effectively tailor and pace their lessons to each student's needs
and learning styles.
As many teachers experience, fulfilling the needs of each student in class can be demanding.
Thankfully, differentiated instruction can be the solution. Differentiated instruction is a strategy to
ensure that every student masters any given concept, no matter his or her learning style.