Instructional Strategies for Quality Teaching Learning
Group discussions
Group discussions are essential for building background on specific issues, creating motivation and interest, and giving students a forum for expressing and exploring new ideas and information. Group discussions help students learn to articulate their views and respond to opinions that differ from their own. Group discussions may involve the whole class or a small group. Groups of two to six students work well. Participating in group discussions help students consider other people's perspectives and develop effective problem solving skills.
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Instructional Strategies for Quality Teaching Learning
Talking circles
Talking circles are useful when the topic under consideration has no right or wrong answer, or when people need to share feelings. The purpose of talking circles is not to reach a decision or consensus. Rather, it is to create a safe environment for students to share their points of view with others. This process helps students gain trust in their classmates. They come to believe that what they say will be heard and accepted without criticism. They may also gain an empathetic appreciation for other points of view.
Instructional Strategies for Quality Teaching Lea
Brainstorming
Brainstorming is an effective technique for generating lists of ideas, and creating interest and enthusiasm for new concepts or topics. Brainstorming provides teachers and students with an overview of what students know and/or think about a specific topic. Students can use brainstorming to organize their knowledge and ideas. The information gathered during brainstorming can be used as a starting point for more complex tasks, such as essay outlines or mind maps. The ideas can also be used to assist in the decision-making process. Brainstorming serves a variety of purposes. It can be used to introduce new units of study, assess knowledge at the beginning or end of units, review Information for tests, generate topics for writing assignments or projects, solve problems or make
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Independent study
Independent study is an individualized learning experience that allows students to select a topic focus, define problems or questions, gather and analyze information, apply skills, and create a product to show what has been learned. Independent study can be effectively used in upper elementary and junior high health programs. This learning strategy works best with students who have a high degree of self directedness and a mastery of basic research skills.
The general purposes of independent study include: learning to gather, analyze and report information
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encouraging in-depth understanding of specific content areas
making connections between content and real-life applications.
Quality Teaching Learning
Role-playing
Role-playing provides students with opportunities to explore and practice new communication skills in a safe, nonthreatening environment, express feelings, and take on the role of another person by "walking in another's shoes."
Role-playing is the spontaneous acting out of situations, without costumes or scripts. The context for the role-play is
presented and roles are selected. Students have minimal planning time to discuss the situation, choose different alternatives or reactions and plan a basic scenario.
• At the conclusion, students have an opportunity to discuss how they felt and what they learned about that particular situation.
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Instructional Strategies for Quality Teaching Learning
Role-playing
Role-playing provides students with opportunities to explore and practice new communication skills in a safe, nonthreatening environment, express feelings, and take on the role of another person by "walking in another's shoes."
Role-playing is the spontaneous acting out of situations, without costumes or scripts. The context for the role-play is
presented and roles are selected. Students have minimal planning time to discuss the situation, choose different alternatives or reactions and plan a basic scenario.
• At the conclusion, students have an opportunity to discuss how they felt and what they learned about that particular situation.
Instructional Strategies for Quality Teaching Lea
Cognitive organizers
Cognitive organizers (also known as key visuals or graphic organizers) are formats for organizing information and ideas graphically or visually. Just as cooperative learning groups make student thinking audible, cognitive organizers make student thinking visible.
Students can use cognitive organizers to generate ideas, record and reorganize information, and see relationships.
They demonstrate not only what students are thinking but also how they are thinking as they work through learning tasks. Examples of cognitive organizers include T-charts, Venn diagrams, K-
W-L charts and mind maps.
Instructional Strategies for Quality Teaching Lea
T-charts
⚫ T-charts help students organize their knowledge and ideas, and see relationships between pieces of information. ⚫ T-charts can have two, three or more columns.
Venn diagrams
Venn diagrams compare and contrast information about two or more objects, concepts or ideas.
They help students organize information and see relationships
They can be used after such activities as reading text, listening to a speaker or viewing a film.