The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. 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.
Encourage students of mixed abilities to work together by promoting small group or whole class activities. 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.
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. However, they can also be subjective and encourage students to express their unique viewse. 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. Incorporating technology into your teaching is a great way to actively engage your students, especially as digital media surrounds young people in the 21st century. Interactive whiteboards or mobile devices can be used to display images and videos, which helps students visualize new academic concepts.
Plus, incorporating educational programmes such as Quizalize into your lesson plans is also a great way to make formative assessments fun and engaging. Implementing an effective behaviour management strategy is crucial to gain your students respect and ensure students have an equal chance of reaching their full potential. Noisy, disruptive classrooms do no encourage a productive learning environment, therefore developing an atmosphere of mutual respect through a combination of discipline and reward can be beneficial for both you and your students.
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. Engaging in regular professional development programmes is a great way to enhance teaching and learning in your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can gain inspiration from other teachers and academics.
Sessions can include learning about new educational technologiesonline safety trainingadvice on how to use your teaching assistant s and much more. What strategies do you use to be an effective teacher? Have you got any top tips? Well written, technology in classroom is emerging and with a proper solution, teachers can manage and control the school devices that restricts students access to selected apps, content and websites without any technical skills.
Thanks for sharing such effective teaching strategies. They very helpful and informative for teachers. Great blog! Thank you for taking the time for sharing about effective teaching strategies. These strategies will surely help teachers. Thank you very much for sharing these effective teaching strategies It help us to become an effective educators.
Thanks for sharing the teaching strategies for students. Its a great for new teachers who started their career in this teaching field. Glad to read this. Keep posting and sharing.
This very interactive page.Last Updated on November 22, If you want to make a larger difference to how well your students do, then learn about this core list of 10 evidence-based teaching strategies. An evidence-based teaching strategy is any approach to teaching that is supported by research. However, research shows that some strategies have far more impact than others. Often, reviews of research and meta-analyses can shed light on these strategies.
There is no doubt that teachers make a difference in how well their kids do at school.
Pedagogies & Strategies
However, when you explore the thousands of research studies on the topic, it is clear that some teaching strategies have far more impact than others. These evidence-based teaching strategies are grounded in solid research. I wrote this article because you and other teachers have far too many demands on your time to sift through decades worth of research.
At the same time, I wanted to help you step outside of your personal philosophies about teaching and the fancy jargon being peddled by authorities, to discover the science of what works. Clear lesson goals help you and your students to focus every other aspect of your lesson on what matters most.
The second core teaching strategy in this list is show and tell. You should start most of your lessons with some show and tell. Put simply:. Your lesson goals clarify what you want your students to know and be able to do by the end of the lesson. Now, you need to tell them what they need to know and show them how to do the things you want them to be able to do. To do this, have another look at your lesson goal. Once you have told students what they need to know, you need to check their understanding before moving on.
You can do this using:. Random sampling involves asking a question, pausing and then randomly choosing a student to answer. The pause is to allow all students to think of their answer. And, the random sampling can be as simple as names out of a hat. Other popular techniques include popsicle sticks In sand and an online name picker. By using random sampling regularly, students get used to having to have an answer ready in case you select their name. The other option is to use some form of all student response system.To browse Academia.
Skip to main content. Log In Sign Up. Patrick Osei-Poku. Observation, interviews and questionnaires were the instruments used for collecting pertinent data. Having gathered substantial data from the target teachers and their students in eight Senior High Schools in the Kumasi metropolis, it was evident that there were inadequate professional graphic design teachers, lack of studios, computer laboratory, equipment and other facilities for the execution of Graphic Design works.
It was also observed that there were no Ghana Education Service GES recommended text books for the teaching of Graphic Design and teachers had to depend on unapproved books published by individuals for the teaching of the subject. Introduction The functionality of art is very vital especially when it is used as a tool to communicate ideas to people.
Art makes positive impact on our socio-cultural and economic life. The work of art promotes culture as much as it promotes commercial activities. It also has huge contribution on education and health not only in Ghana but in countries all over the world. Visual Art programme was introduced at the Senior Secondary School level in because art was recognized to have enormous contribution to life in general. The aim of the programme was to promote Ghanaian culture, increase education, equip the learners with employable skills and to meet the commercial and industrial demands of art in the country.
Sixteen years later inthe educational policy makers of Ghana deemed it necessary to introduce art at all levels of education. It is the art of selecting and arranging visual elements - such as typography, images, symbols and colours - to convey messages. As stated by SingerGraphic Design is a creative process that combines art and technology to communicate ideas.
It is an area of art which is connected with designing for production of works such as books, magazines, packages and advertising.
This discipline is the broadest of all the areas in Visual Arts programmes. In view of this the Graphic Design syllabus was designed with a lot of practical activities. Strict adherence to the structure of the syllabus therefore demands constant and serious practical works to ensure that the learner acquires the necessary knowledge, skills and competencies before the completion of his programme. This study therefore sought to examine the teaching and learning of Graphic Design in relation to available facilities in selected senior high schools in the Kumasi Metropolis.
Some Teaching And Learning Styles Kember contends that the methods by which instruction is delivered are varied. Selecting a sound model grounded in the science of education as the basis of teaching is one way to promote success. As he broadens his repertory of strategies, he will be more skilled in using these strategies.Learning is dependent on the pedagogical approaches teachers use in the classroom.
A variety of pedagogical approaches are common in schools, but some strategies are more effective and appropriate than others. The effectiveness of pedagogy often depends on the particular subject matter to be taught, on understanding the diverse needs of different learners, and on adapting to the on-the-ground conditions in the classroom and the surrounding context.
In general, the best teachers believe in the capacity of their students to learn, and carefully utilize a range of pedagogical approaches to ensure this learning occurs.
Pedagogical approaches are often placed on a spectrum from teacher-centred to learner-centred pedagogy; though these two approaches may seem contradictory, they can often complement each other in the realisation of educational goals—for example, a teacher-centred approach may be useful to introduce a new theme, while a learner-centred approach may be necessary to allow students to explore these ideas and develop a deeper understanding. Effective and Appropriate Pedagogical Approaches: Effective pedagogy can lead to academic achievement, social and emotional development, acquisition of technical skills, and a general ability to contribute to society.
Pedagogical effectiveness often depends on ensuring that the approach is appropriate for specific school and national contexts. For example, certain learner-centred techniques that are effective in classrooms with fewer students may be difficult to accomplish in crowded or under-resourced classrooms see below.
Yet, some strategies have been shown to be more effective than others in a broadly-applicable way. These include the following: 1 strong grasp of pedagogical approaches specific to the subject matter and age of the learners also called pedagogical content knowledge ; 2 appropriate use of whole-class, small group, and pair work; 3 meaningful incorporation of teaching and learning materials in addition to the textbook; 4 frequent opportunities for students to answer and expand upon responses to questions; 5 helpful use of local terms and languages; 6 varied lesson activities; and 7 a positive attitude towards students and belief in their capacity to learn.
Pedagogy and the Education System: National examinations, curriculum standards, and other education system policies influence teacher pedagogy. For example, national exams that primarily test discrete factual knowledge, rather than comprehension or analysis, discourage teachers from using pedagogy that develops higher-order critical thinking skills.
Teachers who have low expectations of their students make less of an effort to help them learn, in addition to discouraging them in other subtle ways, with the final result that these students often achieve lower academic performance. Adapting pedagogy to mixed-level, large, and under-resourced classrooms. What constitutes effective pedagogy is often context-dependent; therefore teachers need to receive specific preparation in how to make contextual adaptations to their teaching approaches through both pre-service and in-service training.
Many excellent teachers set up routines for group-work, peer review, distributing papers, etc. In under-resourced classrooms, teachers need to be especially creative about how to use locally-available materials, and how to connect lessons to observations of the social and natural environment. Effective and appropriate pedagogy Last update 29 Mar BRIEF 3. Classroom observation. Teaching-learning strategies. Teacher-Centred Pedagogy: Teacher-centred pedagogy positions the teacher at the centre of the learning process and typically relies on methods such as whole-class lecture, rote memorization, and chorus answers i.
This approach is often criticized, especially when students complete only lower-order tasks and are afraid of the teacher. Students therefore use prior knowledge and new experiences to create knowledge. The teacher facilitates this process, but also creates and structures the conditions for learning. Considerable research and advocacy has promoted learner-centred pedagogy in recent years for economic, cognitive, and political reasons. References and sources.
Conn, K. Craig, H. Teacher development — Making an impact.Can't find what you are looking for? Contact Us. Have you ever told your students to study for a test? It turns out studying can be taught. And t wo cognitive psychological scientists, Yana Weinstein and Megan Smith whose name has changed since this post to Sumerackihave made it their mission to teach people how to study better.
On their new website, The Learning Scientiststhey use infographics and videos to share strategies and other insights about how we learn. Here we will explore six research-based learning strategies that Weinstein and Smith teach on their site.
If we can work these methods into our instruction, and teach students how to use them on their own, our students stand a much better chance of actually remembering our material. When you are teaching that kind of content, these six strategies will help your students perform better on the test AND retain that information long after the test is over. Far too many students wait until the night before a test to study for it.
Similarly, teachers often wait until the day before a test to review. When enough students score well on the test, it appears they have learned the material. Teachers can help students apply this strategy by helping them create a studying calendar to plan out how they will review chunks of content, and by carving out small chunks of class time every day for review. You can just sort of go through and explain what you know, or teach a friend or a pet or even an inanimate object everything that you learned in school.
Teach students how to do retrieval practice in class: Have them turn off their devices, put all their notes and books away, then ask them to write everything they know about a particular term or topic, or share their thoughts in a think-pair-share.
When the practice is done, have students check their understanding by revisiting their materials and discussing misconceptions as a class. This method asks students to go beyond simple recall of information and start making connections within the content.
Students should ask themselves open-ended questions about the material, answer in as much detail as possible, then check the materials to make sure their understanding is correct.
Teachers can apply this strategy by having brief class discussions where these kinds of questions are explored and asking students to work elaboration into their own study plans. This is known as interleaving.To browse Academia.
6 Powerful Learning Strategies You MUST Share with Students
Skip to main content. Log In Sign Up. Arthur Guil-an. They have to teach in order for their students to learn something. They use some tools in teaching such as books, visuals, and any other suitable materials.
However, teaching is not as easy as that because they also have to be aware of the 5 Pedagogical Approaches which can enhance the process of learning. The Five 5 Pedagogical Approaches in Teaching are: 1. Contructivism or the Constructivist Approach 2. Collaborative Approach 3. Inquiry-Based Approach 4. Integrative Approach 5. Reflective Approach Constructivism or Constructivist Approach Constructivist teaching is based on constructivist learning theory. It based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.
Learners are the makers of meaning and knowledge. Collaborative Approach Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.
More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles. Inquiry-Based Approach Inquiry-based learning also enquiry-based learning in British English is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.
The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills.
Integrative Approach Integrative learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
Integrated studies involve bringing together traditionally separate subjects so that students can grasp a more authentic understanding. Reflective Approach Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes.
Some points of consideration in the reflection process might be what is currently being done, why it's being done and how well students are learning. You can use reflection as a way to simply learn more about your own practice, improve a certain practice small groups and cooperative learning, for example or to focus on a problem students are having. Let's discuss some methods of reflective teaching now.Not a MyNAP member yet?
Register for a free account to start saving and receiving special member only perks. In an important sense, pedagogy is the overarching concept; it refers broadly to the deliberate process of cultivating development within a given culture and society. From this point of view, pedagogy has three basic components: 1 curriculum, or the content of what is being taught; 2 methodology, or the way in which teaching is done; and 3 techniques for socializing children in the repertoire of cognitive and affective skills required for successful functioning in society that education is designed to promote.
Curriculum, or the content of teaching, may be designed to encourage learning processes memory, attention, observation and cognitive skills reasoning, comparing and contrasting, classificationas well as the acquisition of specific information, such as the names of the letters of the alphabet Wiggins and McTighe, The teaching strategies or methods used in implementing the curriculum are the arranged interactions of people and materials planned and used by teachers.Learning styles & the importance of critical self-reflection - Tesia Marshik - TEDxUWLaCrosse
They include the teacher role, teaching styles, and instructional techniques Siraj-Blatchford, The third aspect of pedagogy, which might be thought of as cognitive socialization, refers to the role that teachers in early childhood settings play, through their expectations, their teaching strategies, their curricular emphases, in promoting the reper.
This intellectual framing of the idea of pedagogy supposes a coherence and deliberateness that is often absent in practice.
Indeed, a review of the literature on early childhood curriculum suggests some reluctance to spell out even a limited set of specific goals. The three well-known programs briefly mentioned below are ones that have clearly articulated goals. Through this activity children develop a clear image of what they were trying to accomplish, thus developing self-discipline, self-reliance, and intrinsic motivation.
The curriculum offers children active engagement in planning their learning, as well as opportunity to enhance language and develop concepts through experiencing and representing different aspects of classification, seriation, number, spatial relations, and time. Efforts to compare curriculum effectiveness do not identify one curriculum as clearly superior to others. This is not surprising if one considers the evidence pointed to in previous chapters regarding the importance to learning of the adult-child relationship, temperament, social class, and cultural traditions.
The effect of the individual teacher may overwhelm the effect of the curriculum. Moreover, the fidelity of implementation may vary from teacher to teacher and program to program. And because learning takes place on so many dimensions simultaneously, a particular curriculum might do better than others on one dimension and worse on another. We do know, however, that having a planned curriculum in a preschool program is better than having none see Chapter 4. And there is a research base on learning that can inform the development and evaluation of curriculum components.
While no single program can be claimed superior, quality programs will be those that incorporate knowledge regarding what children are capable of learning, and how they learn effectively. A recent report of the National Research Council suggests three principles of learning that have a solid foundation in research and are directly applicable to classroom teaching National Research Council, b.
Furthermore, there is evidence to suggest that these principles are applicable in the preschool years as well as in later years National Research Council, a :. Children develop ideas and concepts at very young ages that help them make sense of their worlds. Learning is not the transfer of new information into an empty receptacle; it is the building of new understandings by the child on the foundation of existing understandings.
In the preschool years, key concepts can be quite basic and therefore easily overlooked. In mathematics, for example, children need to develop more than verbal counting skills and number recognition. Because the preschool years are a time when children are rapidly developing skills and acquiring new knowledge, the importance of concepts can be overlooked.
Curricula can be judged on the extent to which they promote learning of concepts as well as information and skills. Children can be taught to monitor their thinking in the form of learning strategies. But efforts to help all children learn more deliberately can be incorporated into curricula. Preschool programs often provide learning experiences in a great many areas beyond these three, including music, social studies, arts and crafts, and physical education for coverage of the research in these areas see Spodek, The development of social competence is also a central feature of many preschool programs, and research suggests its importance to later school success Katz and McClellan, ; Ladd, We emphasize that our focus on the more academic subjects does not imply that these are of greater or singular importance.
Rather, we focus on these areas because a dynamic research literature provides insight into learn. There are few more attractive cultural icons in late 20th century America than the image of a parent sharing a picture book with a child. Shared reading embraces goals of educational advancement, cultural uplift, and literate discourse. This departs from other perspectives on reading acquisition in suggesting that there is no clear demarcation between reading and prereading.