Transcript TEACHING STRATEGIES

TEACHING
STRATEGIES
Presentor
LIBERTINE CEPE-DE GUZMAN,MAEd, MASpEd,
Ed.D.
WHAT IS IT?
approaches
that a teacher may
take to actively engage students in
learning. These strategies drive a
teacher's instruction as they work
to meet specific learning objectives.
Effective instructional strategies
meet all learning styles and
development needs of the learners.
STUDENT LEARNING
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Research shows clearly that a person must be
engaged to learn.
People learn by actively participating in observing,
speaking, writing, listening, thinking, drawing, and
doing.
Learning is enhanced when a person sees potential
implications, applications, and benefits to others.
Learning builds on current understanding (including
misconceptions!)
WHAT DOES THIS MEAN?
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If student learning is the goal, effective teaching means
creating effective learning environments,
and environments where students are actively
participating and engaged with the material are crucial
to student learning.
Students are more likely to learn and retain if we ask
them to do more than learn information. Including
activities where students can explore applications and
implications will improve learning.
A traditional lecture classroom focused on presentation
of content by an instructor does not typically promote
active participation and engagement.
THE DIFFERENT TEACHING STRATEGIES
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Making lectures more interactive
What happens when you try to engage students by
floating a question during class? Silence? The same
eager student anxious to answer? Most of the
students not thinking about the question but just
hoping that you won't call on them? What can we
do to make students more actively engaged with
the material during lecture in order to improve
student learning?
WHEN IS A LECTURE BENEFICIAL?
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McKeachie and Svinicki (2006, pg. 58) believe that
lecturing is best used for:
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Providing up-to-date material that can’t be found in
one source.
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Summarizing material found in a variety of sources.
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Adapting material to the interests of a particular
group.
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Initially helping students discover key concepts,
principles or ideas and model expert thinking.
WHAT ARE SOME ESSENTIAL
CONSIDERATIONS FOR A LECTURE?
 Enthusiasm:
both for the subject and students’
ability to learn it. Expert thinking: Learners look
to the teacher for not only content (facts),
but an expert’s way to think about the
content. Help them structure their thinking by
providing scaffolding, examples, metaphors, and
relationships between the material and everyday
life. Telling ≠ learning: Consider yourself a
‘teacher of thinking’ not a ‘dispenser of facts.’
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Thinking takes time: Realize students need time to
think about the material and adjust your pace
accordingly. Rapid coverage of material results in rapid
note-taking from students and little time to process
the information. Most students will only memorize,
and not try to understand, large volumes of material
that are covered quickly.
Learning needs to be learned: Students need additional
time to process and need more structure early in the
semester. As the course progresses, you can shift to
activities that ask the student to perform higher level
cognitive functions. Be sure to make the students
aware of your plan to change the course format.
 Engagement:
Students must be engaged in order
to retain and understand the material. You can
help students gain understanding by:
Providing a clear opening and summary of sections
of the lecture. In addition to verbal cues about
openings and closures, consider such non-verbal cues
as walking from one area to another to signal
change.
 Lecturing for no more than twenty minutes before
employing an activity. Some activities could include:
 Having students share notes with each other and
talk about discrepancies in their notes.
 Thoughtful questions followed by the think-pairshare technique and reporting out of answers
 One- minute Papers
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Asking students to put their notepads away for five
minutes, and then giving them a few minutes to
summarize what you have just said. This works
well for helping students to understand concepts.
 Using analogy, examples, and metaphors.
Better
yet, ask students to provide an analogy.
 Using classroom assessment techniques
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Providing a lecture outline only, rather than a complete set
of your notes.
Cool is not always cool: Resist the temptation to use
anything just for its “cool factor.” Any technique,
audiovisual, and/or technology must be used because it
fits the goals and objectives of the course, not just
because it’s cool.
WHAT IS THE FORMAT OF A GOOD
LECTURE?
Introduction
This should include a call for questions from
previous material, an overview of today’s class and
how today’s class fits into the bigger scheme of the
course. Also consider a brief summary of the
previous class, but resist the temptation to
completely review old material. The summary serves
only to trigger memories. (As an alternative, have a
student or student group briefly summarize the
previous class.)
Body
The purpose of the body is to improve students
understanding of a few points, not cover material in
great depth (students can gain understanding by
reading).
Concentrate on your objectives for
today’s class, summarize the main points of those
objectives, and provide students with examples of
your main points.
Again, if the purpose of your lecture is to cover
great amounts of content, do not expect students
to understand the material, just to have memorized
it. If you must cover great amounts of material,
you must provide students some other activity that
provokes student engagement. This “engaging
material” can be homework, online discussions, or
written assignments.
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Checking for understanding
Remember to leave time for students’ questions,
but don’t use students’ head nods and amount or level
of questions as your only means of checking for
understanding. The use of classroom assessment
techniques greatly improves both your and your
students’ understanding of what they really know.
Conclusion
This signals a clear ending to the class’
activities. The conclusion should provide a wrap-up of
the day’s activities, major points, how the class fit
into the course objectives, and previews upcoming
activities. Consider having students provide a list of
the major points as part of your wrap up activity and
check for understanding.
WHAT IS JUST-IN-TIME TEACHING
(JITT)?
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Just-in-Time Teaching focuses on improving student
learning through the use of brief web-based
questions (JiTT exercises) delivered before a class
meeting. Students' responses to JiTT exercises are
reviewed by the instructor a few hours before class
and are used to develop classroom activities
addressing learning gaps revealed in the JiTT
responses. JiTT exercises allow instructors to quickly
gather information about student understanding of
course concepts immediately prior to a class meeting
and tailor activities to meet students' actual
learning needs.
WHY USE JUST-IN-TIME TEACHING?
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Just-in-Time Teaching improves student learning and
increases in-class teaching efficiency and effectiveness.
JiTT does this by incorporating research-based knowledge
about effective teaching and learning practices. Specifically,
JiTT:
Improves students' preparation for class
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Enhances student motivation for learning
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Promotes ongoing formative assessment of student
learning (by both instructors and students)
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Informs in-class activities that target student learning
gaps
HOW TO USE JUST-IN-TIME TEACHING
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A key to successful JiTT implementation is developing a set
of effective questions that will be posted online for students
to answer before the next class. JiTT questions are generally
open-ended and require students to do something - read a
textbook chapter or article, analyze a video, complete a
simulation, or analyze data - related to material that will be
addressed during the next class period. For each JiTT
exercise, instructors post JiTT questions in a course
management system and students respond online a few hours
before class. After the posting deadline - but before class
begins - instructors examine students' responses, group them
into clusters reflecting similar thinking processes, and select a
representative sample of responses to show in class. The
instructor also uses the student responses to develop
interactive in-class activities targeting learning gaps identified
in the JiTT responses.
CONCEPT SKETCHES
 Concept
sketches (different from
concept maps) are sketches or diagrams that
are concisely annotated with short statements
that describe the processes, concepts, and
interrelationships shown in the sketch. Having
students generate their own concept sketches
is a powerful way for students to process
concepts and convey them to others. Concept
sketches can be used as preparation for class,
as an in-class activity, in the field or lab, or
as an assessment tool.
THE JIGSAW TECHNIQUE
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Have you struggled with group work in class?
The jigsaw technique can be a useful, wellstructured template for carrying out effective
in-class group work. The class is divided into
several teams, with each team preparing
separate but related assignments. When all
team members are prepared, the class is redivided into mixed groups, with one member
from each team in each group. Each person in
the group teaches the rest of the group what
he/she knows, and the group then tackles an
assignment together that pulls all of the pieces
together to form the full picture (hence the
name "jigsaw").
THE GALLERY WALK
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The gallery walk is a cooperative learning
strategy in which the instructor devises several
questions/problems and posts each
question/problem at a different table or at a
different place on the walls (hence the name
"gallery"). Students form as many groups as
there are questions, and each group moves
from question to question (hence the name
"walk"). After writing the group's response to
the first question, the group rotates to the
next position, adding to what is already there.
At the last question, it is the group's
responsibility to summarize and report to the
class.
NUMBERED HEADS TOGETHER
 Ask
students to number off in
their teams from one to four.
Announce a question and a time
limit. Students put their heads
together to come up with an
answer. Call a number and ask all
students with that number to
stand and answer the question.
Recognize correct responses and
elaborate through rich discussions.
Thank you!