teaching strategy

Examples of teaching strategy in the following topics:

• Effective Teaching Strategies

  • Effective teaching strategies help to engage students in learning, develop critical thinking skills, and keep students on task.
  • A teaching strategy is the method used to deliver information in the classroom, online, or in some other medium.
  • A teaching strategy comprises the principles and methods used for instruction.
  • The choice of teaching strategy or strategies to be used depends largely on the information or skill that is being taught, and it may also be influenced by the learning style, aptitude, skills, and enthusiasm of the students.
  • In this teaching strategy, students assume the role of teacher and teach their peers.

• Challenges of Reciprocal Teaching

  • One challenge of using reciprocal teaching is that constructivists in the field of learning strategies do not agree on how it should be taught (Allen, 2003).
  • One way of teaching it is called "reciprocal teaching only", where the strategy is not introduced to the students prior to the group discussions (Allen, 2003).
  • The other way is called "explicit teaching before reciprocal teaching"; where students were introduced to the strategies before dialogue began (Allen, 2003).
  • One strategy to help alleviate this situation is tape-assisted reciprocal teaching (Le Fevre, Moore, and Wilkinson, 2003).
  • Additionally, teachers who do support the process and want to use the reciprocal teaching strategies need to be trained and have support when they encounter situations that require modifications.

• References

  • An analytic comparison of three models of reading strategy instruction.
  • Reciprocal teaching at work: strategies for improving reading comprehension.
  • Reciprocal teaching as a comprehension strategy for understanding mathematical word problems.
  • Revisit, reflect, retell: Strategies for improving reading comprehension.
  • Make it real: Strategies for success with informational texts.

• Instructional Scenarios

• What is Reciprocal Teaching?

  • – talking through their thoughts - with each learning strategy employed.
  • Each strategy is taught by the teacher and is clearly understood by students before they go on to the next strategy (Hashey et al, 2003).
  • These four strategies are described in individual vignettes as we follow Mrs.
  • Her plans include teaching the four strategies that are associated with reciprocal teaching.
  • Explanations of her use of the teaching strategies are interspersed.

• Putting it All Together

  • The students now have experience using each of the Fabulous Four strategies that are used together as part of a comprehensive reading program to increase comprehension.
  • Clark will encourage her students to use all four of the strategies before, during, and after reading to deepen comprehension.
  • Clark will use this strategy during reading instruction, but will also employ it to teach science, social studies, and math concepts.
  • This graphic illustrates the Fabulous Four strategies of Reciprocal Teaching: predicting, questioning, clarifying and summarizing, which are used together to increase reading comprehension.
  • Arrows are pointing in both directions towards each strategy because the strategies can be used in any order.

• Teaching for Conceptual Change

  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • Cognitive conflict strategies, derived from a Piagetian constructivist view of learning, are effective tools in teaching for conceptual change (Duit, 1999).
  • These strategies involve creating situations where learners' existing conceptions about particular phenomena or topics are made explicit and then directly challenged in order to create a state of cognitive conflict or disequilibrium.
  • Cognitive conflict strategies are aligned with Posner et al.' s theory of conceptual change in that their common goal is to create the four conditions necessary for conceptual change.

• Introduction

  • The purpose of this chapter is to shed light on the concept of creativity and its implications for teaching and learning.
  • In addressing the implications for teaching and learning, we offer an example of creativity in the classroom followed by a discussion of targeted strategies for teaching towards creativity in the classroom.

• Summary

  • Palincsar, Brown (Palincsar & Brown, 1984; Palincsar & Brown 1986), and Klenk (Palincsar & Klenk, 1991) used the findings of their research studies to create a model of reciprocal teaching they used to teach procedures that good readers use internally when they read.
  • In the model, four reading strategies normally taught separately are combined in an instructional package.
  • These good reader practices are normally taking place inside the reader's head so they are not visible and therefore are difficult to teach.
  • The teacher starts the instruction of each strategy as the ?
  • Although there are some drawbacks to reciprocal teaching such as the debate over how the strategies should be presented to the students and the need for support from the teachers, most studies have shown an increase in standardized test scores in the area of reading comprehension after use of this instructional model (Hacker et al, 2002, Hashey et al, 2003).

• References

  • Principles of Language Teaching and Learning (2nd Ed.).
  • Learning strategy applications with students of English as a second language.
  • What the "good language learner" can teach us.