My Range of Teaching and Learning Strategies
Content and pedagogy interact in a complex way. I believe how a subject is taught is as important as what is taught. Learning is not a spectator sport. Students do not learn simply by just sitting in classes listening to teachers, memorising pre-packaged assignments and spitting out answers. Good learning is collaborative and social, not competitive and isolated. Working with others increases involvement in learning as sharing one's ideas and responding to others reactions sharpens thinking and deepens understanding.
I believe in active learning; engaging students in meaningful forms of learning and finding better ways of engaging students in the learning process. Throughout my teaching experiences, I have used a number of teaching and learning strategies to support different kinds of learning goals, different learning styles and engage students in effective learning.
Using a variety of teaching and learning strategies, such as teacher-directed talk, brainstorming, discussion, role playing, collaborative and cooperative small group work, expands the different kinds of learning experiences I can create in the classroom. Using a range of teaching and learning strategies also allows me to be a teacher who can creatively set up a dialectic of learning activities in which students move back and forth between having rich, new experiences and engaging in deep, meaningful dialogue, and maxmise the likelihood that learners will experience significant and meaningful learning.
I believe in active learning; engaging students in meaningful forms of learning and finding better ways of engaging students in the learning process. Throughout my teaching experiences, I have used a number of teaching and learning strategies to support different kinds of learning goals, different learning styles and engage students in effective learning.
Using a variety of teaching and learning strategies, such as teacher-directed talk, brainstorming, discussion, role playing, collaborative and cooperative small group work, expands the different kinds of learning experiences I can create in the classroom. Using a range of teaching and learning strategies also allows me to be a teacher who can creatively set up a dialectic of learning activities in which students move back and forth between having rich, new experiences and engaging in deep, meaningful dialogue, and maxmise the likelihood that learners will experience significant and meaningful learning.
How I Engage Students in Their Learning
Gardner's Multiple Intelligences
Catering for my students involves using a range of theories and methods. I believe it is important to acknowledge different learning preferences, so I try and incorporate a variety of methods to convey and teach the content and subject to my class.
The Gardner's model of multiple intelligences aims to create learning and assessment tasks which engage students from a variety of angles, with the hope of appealing to students who learn in different ways. I use an understanding of Gardner's MI to:
Incorporating this model into lesson planning and assessment allows students to analyse an area of study from a variety of perspectives; present their knowledge, understanding and skills in a variety of ways. Using variety to cater for different learning preferences is one method to keep students engage in the content and subject.
The Gardner's model of multiple intelligences aims to create learning and assessment tasks which engage students from a variety of angles, with the hope of appealing to students who learn in different ways. I use an understanding of Gardner's MI to:
- understand learning preferences and differences between students
- create content which develops a range of different intelligences
- develop a different of teaching and learning strategies, drawing upon different intelligences
- create equity by giving choices of format in assessment tasks
Incorporating this model into lesson planning and assessment allows students to analyse an area of study from a variety of perspectives; present their knowledge, understanding and skills in a variety of ways. Using variety to cater for different learning preferences is one method to keep students engage in the content and subject.
Hands-On Learning
I believe that that role-play initiated learning is active learning at its best, driven by successful student interaction, immersion and engagement and suitable for students of all ages and ability.
Seeking to broaden their range of teaching methods, whilst developing an extended learning sequence on the Norman Invasion in a Year 8 class, I sought to include a range of strategies that required physical movement and involvement from students – washing-lines, role-plays and many others. The aim of these approaches was to deepen my students’ historical knowledge and understanding. They were extremely effective as they increased my students’ motivation and interest and lead to students engaging in more constructive discussion of the people and events they were studying.
Seeking to broaden their range of teaching methods, whilst developing an extended learning sequence on the Norman Invasion in a Year 8 class, I sought to include a range of strategies that required physical movement and involvement from students – washing-lines, role-plays and many others. The aim of these approaches was to deepen my students’ historical knowledge and understanding. They were extremely effective as they increased my students’ motivation and interest and lead to students engaging in more constructive discussion of the people and events they were studying.
Events of 1066: Could it have ended differently?
Role Play
Objectives
Role Play
Objectives
- Why accounts of the same event are so different
- Introduce students to:
- The sequence of events in 1066
- The key people involved in the events
- The patters of events could have been different
- Why the sources tell differing stories
eventsof1066.doc | |
File Size: | 130 kb |
File Type: | doc |
Why Did William Want to Conquer England?
Miscellaneous- on understanding causation
Objectives
Miscellaneous- on understanding causation
Objectives
- Explores William's range of motives for invading England
- By end of this activity:
- All students will be able to identify William's reasons
- All students will be able to categorise William's reasons
- Most students will be able to describe and explain William's reasons
- All students will be able to prioritise William's reasons; most will also be able to justify the priority through explanation. Some may be able to analyse William's reasons in order to 'prove' their asserted priority.
whydidwilliam.doc | |
File Size: | 53 kb |
File Type: | doc |
Changes & Continuity: The Impact of the Norman Conquest
'Washing Line' style of model
Objectives
'Washing Line' style of model
Objectives
- At the end of this activity students should have developed an understanding of:
- Which aspects of society were changed by the Conquest and which were not
- The complexities of continuity and change e.g. that some aspects of society saw come change but a lot of continuity
changecontimpactnc.doc | |
File Size: | 61 kb |
File Type: | doc |