Teaching And Learning Strategies
Teachingand LearningStrategiesTeaching andLearning Strategies
INTRODUCTIONThe interactive teaching and learning strategies describedin this section are used to engage students in theresilience and wellbeing, drug education and road safetycontent included in each focus areas of this resource.Strategies are indicated in bold text in the learningactivities. Teachers should refer to this section of theresource for an explanation of the purpose and how toimplement the strategy with their students.TUNING INActivity 1Everyone has good daysand bad daysPreparation Alexander and the Terrible Horrible, No Good, VeryBad Day (Judith Viorst, 1999, Scholastic Press, NSW) Dot stickers One finger puppet Craft materials – class set Family information sheet Creating resilient kidstogether – photocopy one per student or uploadon school website Family information sheet Resilience skills topractise – photocopy one per studenty Conduct a shared reading (refer to page 167) ofthe story Alexander and the Terrible Horrible, NoGood, Very Bad Day. Alternatively a video clip ofthe story is available at http://www.youtube.com/watch?v Ezbssw11724. In this story the authornormalises rather than personalises the fact thateveryone has bad times in their lives.Show the cover of the book and flick through theillustrations. Ask the class to predict what the storymight be about and identify the characters in the story.Read the story to the class.Activity3AskAfter each bad thing happens:Beinga AlexanderresponsiblepassengerHow couldhave felt better?(For example,Alexander could have accepted that not being able to sitnext to the window in the car was just bad luck.)Has anything like this ever happened to you? How didPreparationyou feel? WhatIzzy onfeelingsholidaydidstorybookAlexander(SDERA,have? 2012) WouldPillow slip(or softbag)thisandhavefourmadeor fivetoys orlaughingaboutAlexandergamessuitable for playing in the carfeelbetter? WhatActivitysheetMytravelbagphotocopykind of day do you think –Alexanderwillonehaveperstudenttomorrow? HaveActivityRollingdownhighwayrideyousheetever hada badday thebecauseyou andwereAfeelingin the– cuethe CDsadorcarangryor worried? DidFamilysheet orMakingtrips safer –thatinformationfeeling last forevergo away?photocopyonetellperusstudentWhatdoes thatabout bad days and bad feelings?(That everyone has bad things happen at some timeand those times don’t last forever.)Conducta shared(referpage 167)Alexanderusing theyy Writeon theboardreading‘bad luck’and to‘somethingstoryIzzy onShowtheclass.coverExplainthen flickdid’. Readtheholiday.headingsto thethatthroughwhenthe book andshow theillustrations.somethinghappensto Alexanderin the story the classmust decide if it was because of something he did orAsk just bad luck.wasWhat can you see on the cover?Can you guess what the story might be about?What characters are in the story? 2013 School Drug Education and Road AwareRead the story then ask students to identify some ofthe ‘responsible’ and safe things Izzy did to have a safetrip in the car. For example, Izzy sat in the rear seat,didn’t distract Nana Sue, entered and exited the carusing the safety door, and was wearing a restraint.y Place students with a partner. Have students sharetheir experiences with travelling short and longdistances as a passenger.AskWhen you go for a trip in the car, what does mum/dadhave to do to make sure everyone stays safe? (Someexamples could include: steer the car, concentrate,follow signs and traffic lights, drive safely and staywithin the speed limit, stop to have a rest and getsomething to eat or drink.)What do you do to get ready for a trip in the car?Why did Nana Sue want Izzy not to interrupt her whileshe was driving? (Driver distractions can contribute toroad crashes.)What might make your mum/dad have troubleconcentrating on their driving? (eg getting tired,passengers being noisy, mobile phone, children crying.)y Read the story again. When each event happens,stop reading and ask for a student volunteer to ‘vote’by placing a coloured dot under the correspondingheading. (Alternatively, students could use a markerand draw a tick.)At the end of the story, count the coloured dots anddiscuss whether Alexander’s bad day was mostlydue to bad luck or the things that Alexander did. Tosummarise the discussion remind students that badthings don’t usually last for long and that it’s normalfor everyone to have a bad day at some time.y Explain to the class that having positive thoughts canbe used to cope with a problem or stressful situation.Use a finger puppet to model what Alexander couldhave done or said to himself to feel better. Forexample: ‘Oh well, I didn’t get anything from the cerealbox, maybe I will next time.’y Have students suggest how Alexander could havedealt with the other bad situations in the story. Use thefinger puppet to repeat their suggestion to the class.findingoutShow students how to make their own finger puppetusing the craft materials.Sit students with a partner. Read aloud one of thebad situations from the story. Have students use theirfinger puppets to practice using positive thoughtsthat would help cope with the situation.y Send home a copy of Creating resilient kids togetherand Resilience skills to practise with each student toy shareIntroduce‘feelybag’Leavewhichextracan bea pillowslip orwiththetheirfamily.copiesin thesoft bagfoyer,that libraryhas severaltoysupinsideegforsofttoy, smallschooland pickareasparentsbook,colouring in pencils, puzzle and play dough.toaccess.Explain that students are going to take turns to guesswhat is in the feely bag. Invite a student to place theirhandbag andoneinclude:of the objectsOtherinsidestoriesthesuitablefor describethis activitytootherstheDaysgroup.The objectcannot be theGoodDays,inBad(Catherine& Lawrenceremovedthis point.Usebooks,questionsto prompt theAnholt,at1990,OrchardAustralia)student.For Badexample:What sizeBourgeoisis it? Is it biggerthan Franklin’sDay (Paulette&yourhand?Clarke,Is it soft1999,or hard?Does it makenoise?BrendaScholasticPress,anyNSW)Whatshapeis it?to Go to School – Simon the rabbit I Don’tWant(Stephanie Blake & Whitney Stahlberg, 2009,Whenthe studentRandomHouse)has offered several descriptions,have the group try to guess the object before takingit out of the feely bag. Repeat this procedure untilall objects in the feely bag have been describedand revealed.AskWould these things be safe to play with when you travelin the car?Whatwouldn’t be safe to play with in the car?FOUNDATION FOCUS AREA 1: Resilience and Wellbeing 31What do you take when you go on long trips in the car?y Distribute the activity sheet My travel bag. Havestudents write or draw objects that would be suitableto put into the travel bag.Conduct a circle talk (refer to page 164) for studentsto share their ideas with a partner. Have the studentsstanding in the outside circle move after sharing withtheir partner. This will enable the students to hear arange of ideas.y Play a few oral games, such as ‘I spy’.y Listen to the songs Rolling down the highway andA ride in the car. Identify and discuss the safetymessages for passengers contained in the song lyrics.y Give each student a copy of Making trips safer to takehome and share with their family. Ask students to bringtheir travel bag to school to share with their class.The term ‘responsible’ may need to bedefined before commencing this activity.y Students can draw one part of the story that illustratesIzzy being a responsible passenger. Scribe eachstudent’s stories to accompany their drawing. 2013 School Drug Education and Road AwareThe strategies aim to promote critical and reflectivethinking, research and evaluation skills that will helpstudents to take positive action to protect, enhance andadvocate for their own and other’s health, wellbeingand safety.Students use personal and social capability to workcollaboratively with others in learning activities, toappreciate their own strengths and abilities and thoseof their peers and develop a range of interpersonalskills such as communication, negotiation, team work,leadership and an appreciation of diverse perspectives.The learning activities and strategies have been organisedunder the basic elements of an inquiry process:yy Tuning in strategies provide opportunity for studentsto explore their current knowledge, attitudes andvalues about health and safety issues. While workingindependently or collaboratively, students can usesuggested graphic organisers to record and shareinformation. Teachers will also be able to use evidencegathered from students’ responses to plan a programto cater for the needs of all students.yy Finding out strategies help students’ identify gaps intheir existing knowledge and understanding of keyhealth, safety and resilience and wellbeing concepts,and work collaboratively to gather informationthrough self-directed investigation. Students will beable to use the information gathered to generate andcommunicate ideas and record responses.yy Sorting out strategies encourage students to sort,analyse, organise, review, compare and contrastinformation to further develop and consolidate theirknowledge, understandings, skills, attitudes andvalues. Summarising key information and clarifyingrelationships or associations between informationand ideas will assist students to draw conclusions andapply their understandings.yy Reflecting strategies allow students to identify, discussand consider changes in their understandings, skills,attitudes and values.These elements are also fundamental to the decisionmaking process in the Health and Physical EducationLearning Area and reflect self-management, socialmanagement, self-awareness and self-management skills.FOUNDATION FOCUS AREA 3: Passenger Safety 85 2013 School Drug Education and Road AwareFOUNDATION Teaching and Learning Strategies 161
Using teaching and learning strategiesTeachers are encouraged to use their professionaljudgement to review the suggested strategies and decideon the most appropriate for meeting the needs of theirstudents and deliver the essential content in a resilienceand wellbeing, drug education or road safety context.Adapting teaching and learning strategiesThe strategies linked to learning activities are a suggestiononly. As teachers know their students learning styles andneeds they can select alternative strategies or adapt thosesuggested to deliver the content. For example:yy a think-pair-share can easily be adapted for studentsto use when sorting out information or reflection ontheir learning at the end of an activityyy a placemat can be used to tune students into a newconcept or to consider information when makingdecisionsyy a thumbs up, thumbs down can be used by studentsto indicate their attitudes at the start of an activity oras a reflection strategy to evaluate changes in theirknowledge and understandings.Facilitating values educationHealth and physical education issues require studentsto consider their own beliefs, values, attitudes andbehaviours. Teachers conducting values learning activitiesshould act as a facilitator and remain non-judgemental ofstudents who display beliefs that may not agree with theirparticular stance on an issue. Teachers should also makestudents aware that:yy sometimes people form opinions without beingwell-informedyy personal experiences often contribute to opinionsyy there will usually be a cross-section of opinions withinany group and that these opinions need tobe respectedyy peers, family, society, media and culture willinfluence values.Debrief immediately after a values strategy to allowstudents to share feelings generated from the activity,summarise the important points learned and personalisethe issues to real-life situations.Table of strategiesAddressing students’ learning styles and needsWhen teachers are asked to cater for individual differencesit does not mean that every student must be given anindividual work program or that instruction be on a oneto-one basis. When teaching and learning is individualisedit is reflected in classroom organisation, curriculum andinstruction. Teaching and learning strategies can includea range of whole class, group and individual activitiesto accommodate different abilities, skills, learning ratesand styles that allow every student to participate and toachieve success.ActivitypageBarrier game163Brainstorm163Circle talk164Decision-making model164Happy Face165I feel, I think, I can165Pop stick faces (see Values continuum)169Puppet role-play (see Role-play)165After considering the range of their students’ currentlevels of learning, strengths, goals and interests, it isimportant teachers select strategies that:yy focus on the development of knowledge,understandings and skillsyy will assist students to engage in the contentyy will support and extend students’ learningyy will enable students to make progress and achieveeducation standards.Role-play165Shared reading167Shark and Dolphin thoughts168Show me the action168Story map168T, X and Y chart169Thumbs up, thumbs down (see Valuescontinuum)169Tic tac toe169Values continuum169Y chart (see T, X and Y chart)169Being inclusive of all studentsMany students with disability are able to achieveeducation standards commensurate with their peersprovided necessary adjustments are made to the way inwhich they are taught and to the means through whichthey demonstrate their learning. Teachers can adapt thedelivery of activities and strategies in this resource toensure students with disability can access, participateand achieve on the same basis as their peers.162 FOUNDATION Teaching and Learning StrategiesChallenges and Choices: resilience, drug and road safety education
Barrier game1. This strategy can be used to develop skills for bothspeaking and listening, and sharing and cooperation.A barrier is placed between two players so they cannotsee one another’s activity sheet. The players sit next toeach other, facing the same way to prevent left-rightconfusion. A barrier can be a large file, hardback bookor a piece of hard cardboard folded in half.2. This strategy requires collaboration between theplayers. One player is the speaker and the otherstudent is the listener. The speaker gives clear, conciseinstructions for their partner to follow. The listener mayask the speaker to clarify the instruction and should say‘ready’ when they want to continue.3. When the speaker has finished giving instructions,the barrier is removed. The players compare theirboards to see if the instructions have been followedcorrectly. This part of the barrier game is importantas the players need to reflect on how effective theirinstructions were, or how well the listener usedquestions to clarify meaning.Variationyy Matching pairs – students take turns to describepictures or objects. One player describes an item untilthe other locates and displays its matching pair. Repeatthe process until all items are paired.yy Construction and assembly – students describethe steps to assemble or build a picture, object orconstruction. For example, make a face showing acertain emotion, or build a safe playground or house.yy Location – choose and place items in relation to eachother on a picture or scene that has a grid drawn onit. The speakers describe an object located within thescene for the other student to locate. The coordinatesshould be given when guessing the object.yy Spot the difference – provide two copies of onepicture with differences between each. Playersdescribe items on their picture to determine if they arethe same or different.brainstorm1. Select a topic, question, statement or issue and writethis on the board.2. Set up the rules for the brainstorm: share whatever comes to mind the more ideas the better every idea counts – no answer is wrong no ‘put downs’ or criticisms build on others’ ideas write ideas as said – no paraphrasing record each answer unless it is a repeat set a time limit and stop when that time is up.3. Students consider the topic and respond. Ideas can bewritten randomly on the board or you may choose towrite the responses on post-it notes and have studentscluster the responses after the brainstorm.4. Read and discuss the recorded ideas and clarify anyquestions where necessary. Group ideas that are similarand eliminate those that do not relate to the topic.Discuss the remaining ideas as a group and decidehow the information can be further used.Guided brainstormingConduct the brainstorm using headings to prompt students.If I found a needle and syringeI wouldn’t I would Passengers should Passengers shouldn’t Brainstorm questionsWrite the following questions on the board. Studentsbrainstorm responses related to the content. An examplehas been provided for pedestrian rules and laws.Who?Who makes sure pedestrians are followingthe rules?How? How are pedestrian rules made?When? When must pedestrians follow the rules?Where? Where can we find out more about rulesfor pedestrians?What? What happens when pedestrians break the rules?What pedestrian rules should children learn?Why? Why do we have pedestrian rules? Why dosome people break the rules?If?If pedestrians didn’t follow the rules, whatwould happen? 2013 School Drug Education and Road AwareFOUNDATION Teaching and Learning Strategies 163
Word splashVariationsA ‘word splash’ is conducted using the same steps asdescribed for the brainstorm strategy.yy When first using a circle talk, start with small groupsof three or four pairs in each circle. This makes it easierto manage.yy The student sharing their ideas can hold a smallbeanbag to indicate it is their turn to speak. Thebeanbag is then passed to their partner who sharestheir ideas.yy If you have more than one circle set up, swap theoutside circles from each group.yy If you have an uneven number of students, place twostudents together in an outside circle to act as oneperson. This works well if you have a special needsstudent as they can be paired with a more capablestudent.yy To avoid pairing students who may not talk or argue,change the move on instruction so these students donot face each other. This intervention will not singlethe students out.Circle talk1. This strategy will help students to share their ownideas and opinions, and listen to and respect others’opinions. It also holds all students accountable forhaving something to say.2. Place students in two concentric circles (one circlewithin the other). This structure facilitates dialoguebetween students. Students in the inner circle faceoutwards, directly facing the student in the outercircle. Sit students facing each other, knees to knees,to encourage active listening between partners.Alternatively, students can stand and face each other.3. Pose a scenario, question or issue for students toconsider. Allow thinking time of approximately 15 to30 seconds.4. Now say, ‘Person on the inside, tell your partner yourthoughts. When you are finished sharing, say ‘pass’ andyour partner will share their thoughts with you.’5. When finished, have the outside people stand up andmove on one or two places to the left or right. Thediscussion process is then repeated. To listen to theconversations taking place, stand in the centre of thecircle.6. To debrief, discuss the ideas produced during the circletalk and list questions that were identified to generatefurther learning or discussion.Decision-making model1. This strategy will help students to consider their ownbeliefs about their ability to view situations and eventsand solve problems, explore a series of steps in makingdecisions in relation to positive healthy behaviours,and share reasons for making a decision with others.Prior to using a decision-making model students willneed to understand the idea of ‘problem’, ‘choices’ and‘decisions’. Younger students may find it difficult toidentify the problem in a decision-making scenario sogive this step time and discussion.Explain students make decisions everyday by lookingat the choices they have available, for
y Give each student a copy of Making trips safer to take home and share with their family. Ask students to bring their travel bag to school to share with their class. Activity 3 Being a responsible passenger Izzy on holiday storybook (SDERA, 2012) Pillow slip (or soft bag) and four or five toys or games suitable for playing in the car
Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - Oneontaemployees.oneonta.edu/thomasrl/Y (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods .www4.ujaen.es/ gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b
strategies that the teacher could utilize in teaching listening are the bottom-up, top-down, and interactive (meta-cognitive) teaching strategies. Bottom-up teaching strategy In bottom-up teaching strategy, teaching proceeds from the most basic blocks of language, like the word. The teaching pattern proceeds to more complex structures
teaching and learning concepts, the cycle of scholarship of teaching and learning, work sheets, and useful resources that are meant to assist you. In this guidebook, the terms "Research on Teaching and Learning" and scholarship of teaching and learning may be used interchangeably. Research on teaching and learning, primarily referred to in the
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
Vocabulary, Learning, Strategies, Arabic, Subject . Introduction . Vocabulary learning is the basis of the language learning process in teaching Arabic as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively (Sami et al., 2017). Learning strategies have been used forAuthor: Zulkifli Nawawi, Khazri OsmanPublish Year: 2021
What Are Learning Strategies? 4 What Are Learning Strategies? Figure 1.2. Learning Strategies Within Broader Models Hewlett (April 2013) Learn how to learn. Students monitor and direct their own learning. National Research Council (2012) Deeper Learning Interpersonal Domain Students set a goal for each learning task, monitor their progress
the body of research of online education and teaching strategies that lead to student success. It explores how teaching strategies can enhance the learning process, course pass rates, and academic success for students in a community college educational environment. Keywords: community college, online education, online learning, online teaching,
instructions into vocabulary teaching. Keywords: vocabulary learning strategies, self-efficacy, self-regulated learning, text mining Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies Research on language learning strategies (or language learner strategies) has a history of almost forty years.
