Task 2 – Teaching Strategy cards | Centre for Creative Quality Improvement

Ensure learners can demonstrate understanding/recall/apply/use (as appropriate) ‘A’ before moving on to ‘B’, and so on. Be sure to reward learners’ observable successes.

After carrying out their own experiment, ask learners to swap with a peer and carry out theirs.

Finally, ask them to compare results and draw conclusions from the comparison.

Cannot make a statement or share an opinion, must critically think and answer with another question related to the main question.

For example:

What is wrong with the education system today? Can only answer with own question, i.e:

1. Why do we test children at age 11 for academic selection?

2. Is the lack of physical education in school contributing to obesity issues in society?

Finally, host a dotmocracy, students vote by placing a dot beside the question they wish to explore and discuss in more detail.

Ask learners to brainstorm possible exam questions and create questions with model answers on a given topic.

Ask learners (peers) to respond to their questions. Learners evaluate answers and assess peer responses then provide feedback comparing to their own model answer.

Cognitivist

Vygotsky

Next, put the students in pairs, this promotes discussion, collaboration and negotiation, ask them to add more or discard ones that they agree are irrelevant – this develops elaborative exploration and negotiation    

Next, the pair become a four, to further share ideas, clarification and explanations – develops critical analysis. 

Finally, divide the key points give each group one to discuss and evaluate.  They should capture their learning in a way that can be shared, this can be taken further if you add peer assessment to the final answer.  for example a Padlet.

Bruner

Asubel

Students actively build their understanding through the teacher setting problems to be solved by students develops independent learning  

Encourages retrieval of information and then provides opportunities to build understanding of a topic develops critical analysis skills.

Attempts to relate to real-life situations and examples increasing the relevance to students – develops application to practice  

2. Develop a timeline, reporting procedures.

3. Draw CoP members into discussion/Increase participation

4. Frame questions. Probe, ask, clarify keep discussions on topic ,

5. Pay attention to details that show you value individuals

6. Identity and post resources (people, publications, reports) that will

support the community during its initial development

7. Evaluate progress – timed Share results– Disseminate what was created and learned

8.Address challenges immediately

1. Goals/objectives are clear to the students
2. time allocated for instruction
3. content covered is extensive
4. Monitor students’ performance
5. questions are set at a low cognitive level to produce many correct responses
6. feedback to students is immediate and academically orientated
7. the teacher controls the instructional goals
8. the teacher chooses material appropriate for the student’s level
9. the teacher paces the teaching
10. interaction is structured but not authoritarian

The teacher presents a worked example and explains each step by scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load. Later, students can use worked examples during independent practice, and to review and embed new knowledge.

Students work collaboratively in small groups and everyone participates in a learning task. Collaborative learning is supported by designing meaningful tasks of varying difficulties. Students negotiate roles, responsibilities, and outcomes.

Guide and motivate students working in groups, apply ideas and foster peer learning

Teach problem-solving, involve them and tell them what they learned.

Ask students to communicate their knowledge, skills, and abilities to a specific audience, such as another group.

Set goals and monitor their progress.

Evaluate and revise their own work.

Show your students what exactly they have to learn and what is expected from them, lesson objectives. Present New Instruction via Demonstration or modeling – Use clear and guided instructions, so students can begin absorbing the new material. The lesson content organized step-by-step, with the steps building on each other.

Guided Practice Here, together with the practice concept together the student attempts the skill with the assistance of the teacher and other students. The guided practice is conducted by the teacher. who guides initial practice, correct mistakes, reteach (if necessary), and provide practice so that students can work independently? Questions (Convergent)- Answer, give responses e.g. What is the common theme here?
​What is the single most important point that has been made?
Feedback/Corrects Evaluation/Review

• Ask students to look at a piece of text
• Ask students to convert the text into a different format

Examples may include from text to mind map, storyboard or ranked bullets. Or turn any into text.

Students will be able to convert a story in target language into a story board.

• Teacher draws a filter tunnel and a beaker on the board
• Pair students with a text
• Instruct the students to find the most important words
• First pair writes chosen words in the filter tunnel
• Every pair then adds ONLY words that are NOT already in the filter tunnel
• Debate which words to let through into the beaker
• Agreed filtered words become the basis for notes

Students will be able to distil the meaning of a text through filtration

Cognitivism

Bruner

At the intended interval give out the questions to the class and they initially work on them individually to determine what they have learned. Tests understanding and promote long-term memory through retrieval.

Next students are then paired and explain their answers to each other, they then decide if they agree, or want to produce an improved joint answer develops explanation skills. 

Then nominate pairs to share their answers with the whole class to develop explanation and listening skills.

Finally provide time for students to improve their answers.

• Clear the desks and create a circle of chairs.
• Use the central arena and ask a student/s to demonstrate a teaching point on a large scale with a range of materials. For example, the ignition of a car.
• While building the model use other students’ suggestions and your own commentary to explain what goes where and why.
• Repeat (as many times as required), with the students giving feedback at the end.

Students will be able to develop their interdependence and use their senses by building a model ignition of a car

Ensure each learner can reach their learning goals using the appropriate support to work towards independent learning and self-confidence. 

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Ensure learners are provided the balance between support and freedom by assessing their ongoing abilities and adapting accordingly. Ensure that students can demonstrate their learning and skill by doing the task alone by the end of the lesson.  

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Ensure the project is meaningful and captures students’ interest by letting them lead. Students develop thinking and collaboration skills beneficial in the workplace, as they acquire and apply new knowledge in a problem-solving context. 

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Skinner

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and/or

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Be sure to nurture the community of practice and allow it to develop its own identity through its members. Learners will transfer good practice and develop professional skills. 

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First, produce a question grid that covers a variety of topics that have been covered over a few weeks.

Each question is given a point-based upon how long ago the topic was covered, for example, last week would be 1 point, in the first half-term this might be 5 points.

The students are given a set amount of time to answer as many questions as possible, without looking at their notes. This promotes deliberate recall of information and complex thinking, as well as identifying gaps in knowledge.

The teacher then uses nominated questioning for the answers, this can provide an opportunity to add extension questions, this promotes deeper learning.

Break larger amounts of information into small units

Identify similarities or patterns

Organize the information

Group information into manageable units

For example, birthdays are not recalled 11261995 or 11/26/1995

Students must match the 3 relevant matching cards and argue why they match. As an extension students can add to their matches with a 4^th feature.

Assessment is then of 3 / 4 points of knowledge and the link between these

Students should match these cards on large sugar paper so the cards can be moved around and they can annotate what they are doing.

Students work in pairs / 3s

Maths example – topic straight line graphs

One group of cards has the equation of the straight line

One group of cards has the sketches of the graphs with where graph crosses axis and the gradient

One group of cards has a set of coordinates that sit on the line

Extension may include equations of lines that are parallel or perpendicular

Here the assessment is for interpreting straight line graphs visually, interpreting equations, rearranging equations, substitution into equations.

For the teacher, the assessment is very visual. This type or activity stimulates discussion and argument and pulls on a range of students’ skills thereby broadening accessibility.

History example – monarchs

Write the names of 20 monarchs on the 20 cards e.g. Elizabeth I , Henry V, Victoria, Charles II, Mary, Edward VI, George III, William I, Harold II etc

Minimum number of categories = 4. Students group according to their own categories and explain category.

Categories could include any of

• Religious beliefs
• Had an heir
• Executed
• Invaded countries
• Periods of rebellion
• Foreign policy
• Architecture
• Industry
• Public health
• Fashion
• Places of burial

Biology example – animal cell

Teacher write Animal Cell on board.

Students have free rein to write / draw anything on the board that is related to the animal cell. They must say why. Contributions might include: mitochondrian, nucleus, osmosis, DNA, etc

This might then lead to other cell structures or could go down the route of Watson and Crick (for DNA), Miescher, Levene…

When the time is up students feedback to the teacher on how many facts they did not get.

Over a period of lessons, reduce the time allowed to complete the task. Where possible increase the number of facts expected to be listed.

Maths example – Times Table challenge

Students complete a 12×12 multiplication grid in 5 minutes. They feedback on how many they have not achieved. Where students complete the grid, students must complete a 13×13 grid next time.

After a few weeks, reduce the time to 4 minutes and return to 12×12 grids. Repeat

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Students will develop stronger recall and retention; they will assimilate new knowledge easier through activating and linking to prior knowledge

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Vygotsky

A speaking activity which allows learners to build on agreeing, disagreeing, negotiation, summarizing and putting forward an argument. Learners form progressively larger groups as they carry out a speaking task which requires each grouping to reach agreement before joining up with another group.

 For example: In small groups, learners have to agree on the most important of the five senses or the most influential leader of the 20^th century, etc. They then join with another group and have to agree again, before joining up with the next group, and so forth, until the whole class is involved in one discussion. This activity can also be used in a more graduated approach and learners narrow down on a topic from for example the top five most influential leaders, then top three and finally through discussion/negotiation, etc. agreeing on the most influential.   

Ensure a learning culture of empathy and trust to enable students to feel empowered, recognised and grow their self-confidence. Be sure to follow up any necessary discipline with positive reinforcement.  

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Dewey

Vygotsky

In teams, students respond orally, each in turn taking about the same amount of time. (30 seconds each) Here learners have to summarise, analyse and respond to the other students’ comments

Variations can include:

• All Write Round Robin: each student records each other student’s answer on their own paper.
• All Write Consensus: after reaching consensus, each student records each other student’s answer on their own paper.
• Think-Write-RoundRobin: students think about their response, then independently write it down before the RoundRobin
• Single Round Robin: the team does just one round of sharing, each teammate getting one turn.
• Continuous Round Robin: each student adds to discussion/list. Goes around many times.
• Timed Round Robin: each student shares in turn for a specified time.