what two teaching strategies do you rely on to be an effective teacher

If you have dropped into this Course Pattern Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If y'all are working through the tutorial, you should accept completed Role 2.1 before beginning this section.

Part ii.2 Didactics Strategies

At this stage of the tutorial, you have set overarching goals, organized content, and developed a course program with ideas for how to give students the do that will make it possible for them to achieve the class goals. In this department of the tutorial, you volition brand choices about what you will accept students do in order to learn the course content and practise the goals. Before presenting a smorgasbord of teaching strategies, this department of the tutorial will explore briefly what is known nearly how people learn.

Start by downloading the worksheet (Microsoft Word 22kB Jun16 05) that goes with this part, and utilise it as you work through the sections below.

Student Learning

An enormous corporeality has been written in the terminal two decades nearly research on how people learn. While information technology is across the telescopic of this tutorial to summarize the literature, several points relevant to class blueprint emerge in one of the all-time summaries of the field, the National Inquiry Council'south 1999 publication How People Learn :

Enquiry shows clearly that a person must exist engaged to larn. 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 messages can nosotros take habitation for course design?

If student learning is the goal, effective teaching means creating effective learning environments, and environments where students are actively participating and engaged with the fabric are crucial to student learning.
Students are more likely to acquire and retain if we ask them to do more learn information. Including activities where students tin explore applications and implications will improve learning.
A traditional lecture classroom focused on presentation of content by an instructor does non typically promote active participation and date.

Most students dutifully write downwards what the instructor writes on the board or shows on PowerPoint slides but are not actively processing the information. [For others, the statement "the low-cal's on, but nobody's domicile" would be most appropriate]
A few students are engaged in thinking, comparing, analysis and projection during the lecture. They're the ones who raise a manus and say, "Only what about X"? or "That must mean that"
Because many faculty members were this latter blazon of student, it is hard for united states to recognize that traditional lecture is not an effective learning surroundings for many of our students considering so many students do not participate actively during a traditional lecture.

Learning Styles

Before we go to didactics strategies that promote agile student particiation and appointment, nosotros'll accept a cursory look at learning styles, another of import attribute of learning that is useful to gene in to assignment and activity blueprint. If everyone learned the same way, it would be easy to choose pedagogy strategies to optimize learning. How people larn, nonetheless, varies widely, equally does individual preference for receiving and processing data. How does this influence educational activity?

Your learning styles will certainly not lucifer those of everyone in your form, and your learning styles may, in fact, exist quite different even from a majority of your students.
What works well for you may non work well for some (or even virtually!!) of your students. Because each of united states knows what works for ourselves, nosotros're decumbent to selecting educational activity strategies that favor our own learning styles. If you choose just teaching strategies that would optimize learning for students with your learning styles, many of the students in your class may exist at a disadvantage.
Knowing something nearly learning styles in general and your own learning styles in particular can help you to plan assignments and activities that achieve students with equally many unlike learning styles as possible.

Task 2.2a: Learning styles inventory

A normally-used, spider web-based learning styles inventory was developed a number of years ago at North Carolina State University by Richard Felder and Linda Silverman. While other learning styles inventories exist, nosotros have data from several years of Course Design Workshop participants with which you can compare your own results. Go to the learning styles inventory, and take the short survey. Print out the results too as the interpretive text and additional information.

At right, you'll see the learning styles results from a grouping of xl Form Design Workshop participants for questions in the agile vs. reflective category.

Active vs. reflective 03

Negative numbers reflect preference for processing data actively through engagement in physical activity or give-and-take; positive numbers reflect preference for processing information reflectively through introspection.
Bar heights reverberate the number of individuals with a given score.
Individuals with scores in the mid range tend to process information actively sometimes and reflectively at other times (i.e., they do both with no strong preference). Individuals with scores at either end have a potent preference for either active or cogitating processing.
Suppose this group of 40 were your course. If you had a score of vii on your own learning styles survey, you prefer to process information through introspection. 20% of your grade, notwithstanding, has a potent preference (scores of ~5 though ~9) for processing information actively. Designing a multifariousness of assignments, or providing opportunities for both introspection and discussion within an assignment, will come across the needs of more than of your students.
You can discover more data on the Alphabetize of Learning Styles, how information technology can be used, and how to avert misusing the results in an article by Felder and Spurlin (2005).

Teaching Strategies for Actively Engaging Students in the Classroom

As you lot enter a classroom ask yourself this question: "If there were no students in the room, could I practise what I am planning to practice?" If your answer to the question is yes, don't exercise information technology.

Gen. Ruben Cubero, Dean of The Kinesthesia, The states Air Force Academy

Information technology'south at present time to make choices about what you volition have students do in your grade in order to acquire the class content and to exercise the goals. What kinds of instruction strategies can be used in the classroom that reach both course content goals and active engagement on the office of students?

The old aphorism "if all you have is a hammer, everything looks like a nail" is equally true of teaching strategies. If the just classroom teaching strategy you know is traditional lecturing, that's the teaching tool that you're probable to use for all classroom situations. If, on the other hand, you have more tools in your toolbox, y'all volition have the opportunity to choose the almost appropriate tool for the task at hand. In this section of the tutorial, you will explore various educational activity strategies in which most students are active rather than passive in the classroom and in which the focus is less on the teacher presenting and more on the pupil learning.

Job 2.2b: Exploring teaching strategies

Beneath, yous will find cursory descriptions of didactics strategies that promote active engagement and participation of students in the classroom, plus links to sample assignments and activities and more complete information for using each strategy successfully. Browse the various techniques to find strategies that you lot might exist able to use to accomplish the goals in your own grade and enhance student learning. Be certain to keep in mind the context and constraints of your course. Get to the course plan that y'all began to develop in Part 2.1, and add teaching strategies to specific topics, along with outlines of ideas for assignments or activities using those strategies (e.g., jigsaw with geologic maps from four next areas to give students practice in analyzing regional geologic history).

The list of pedagogy strategies below does not by whatever means include all of the good ideas for structuring assignments and activities for students! Only each is an effective way for actively engaging students and placing more than responsibility on them for their own learning. And, while the specific examples might not be ones that you would use in your own courses, they are useful templates for designing your ain assignments and activities.

Some of the links below will take you lot to the Starting Point site (a companion website to On the Cutting Edge) that is devoted to teaching introductory geoscience. Don't exist put off if you are teaching an upper level course. The teaching strategies discussed are applicable to courses at all levels.

Making lectures more interactive

What happens when you lot endeavor to engage students by floating a question during grade? Silence? The same eager student anxious to answer? Virtually of the students not thinking nigh the question merely only hoping that you won't call on them? What can nosotros do to make students more actively engaged with the textile during lecture in order to improve student learning? Clicking "more data" below will accept you lot to a word, at the Starting Signal site, of strategies for making lecture more than interactive. more data and examples

Beneath, you will also find links to useful cloth for making classes more interactive:

Using Data in the Classroom: NSDL/DLESE/Cut Edge resource site for engaging students in using data to address scientific questions, with over 500 links to on-line or downloadable datasets and tools for visualizing or manipulating data that tin can be used in the classroom. Both browsable and searchable.
Using Data to Teach Globe Processes: Cutting Border resources site for engaging students with real world data.
Back-of-the-envelope calculations: brusque explanation of and rationale for using back-of-the-envelope calculations, plus examples.
Teaching Quantitative Skills in the Geosciences: DLESE resource site for helping students master quantitative skills with links to resource.

The jigsaw technique

Take you struggled with group piece of work in class? The jigsaw technique tin can exist a useful, well-structured template for carrying out effective in-grade group piece of work. The grade is divided into several teams, with each squad preparing separate but related assignments. When all squad members are prepared, the course is re-divided 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 and then tackles an assignment together that pulls all of the pieces together to form the full picture (hence the name "jigsaw"). Jigsaw module from Pedagogy in Activity

The gallery walk

The gallery walk is a cooperative learning strategy in which the teacher devises several questions/problems and posts each question/trouble at a different table or at a different identify on the walls (hence the proper noun "gallery"). Students class every bit many groups equally there are questions, and each grouping moves from question to question (hence the name "walk"). Afterwards writing the group's response to the offset question, the group rotates to the side by side position, calculation to what is already there. At the final question, it is the grouping's responsibility to summarize and study to the class. more information and examples

Effective discussion

Discussion is an excellent way to engage students in thinking and analyzing or in defending one side of an event, rather than listening to lecture. Students must also respond to one another, rather than interacting intellectually only with the instructor. Skillful discussion can be difficult to generate, however. Clicking "more information" beneath will take y'all to some tips for having a good give-and-take in class and a sample template for form discussion. Download more data on constructive discussions, with a template example (Microsoft Word 35kB Jun16 05)

Concept sketches

Concept sketches (dissimilar from concept maps) are sketches or diagrams that are concisely annotated with short statements that draw the processes, concepts, and interrelationships shown in the sketch. Having students generate their ain concept sketches is a powerful way for students to procedure concepts and convey them to others. Concept sketches can be used as grooming for class, as an in-class activity, in the field or lab, or as an assessment tool. Download more information on concept sketches, with examples (Microsoft Word 475kB Jun15 05) :: Download an example of a final project involving concept sketches, with samples of pupil piece of work (Microsoft Word 3.1MB May18 19)

Using case studies

Instance studies take been used successfully for many years in business organization school and in medical school for actively engaging students in problem-solving relevant to the discipline. The principal authentication of a case report is presentation of students with a problem to solve that revolves effectually a story (the "case"). In medical school case studies, the "story" typically involves a sick patient. In science instance studies, "stories" can range from public policy bug to science research questions. Practiced example studies give the students considerable latitude in deciding how to solve the problem, rather than leading them through the trouble by the nose, and provide first-class opportunities to appoint students in the classroom. The National Center for Case Study Teaching in Science has a collection of case studies in a number of different science disciplines. Also, clicking "more than information" below volition take you to a give-and-take, at the Starting Bespeak site, of teaching with case studies.more data and examples at the Starting Signal site

Debates

Debates can exist a very useful strategy for engaging students in their own learning. Debates force students to deal with complexity and "greyness areas", and they are rich in imbedded content. Debates can likewise aid provide relevancy of grade material to everyday bug, which can improve student learning. Debates also improve pupil'due south oral communication skills. Download more than data on debates, including a rubric for grading debates (Microsoft Word 35kB Jun15 05).

Just-in-Fourth dimension Instruction

Merely-in-Time Education (JiTT) was developed as a style of engaging students in form material earlier grade and preparing them to come to class and participate actively during class. Clicking "more data" beneath will have you to a word, at the Starting Bespeak site, of using Simply-in-Time teaching. More information and examples

Part playing

Office-playing and simulations in grade can be an excellent mode to appoint students. A well-synthetic role-playing or simulation practise can emphasize the real earth and require students to become securely involved in a topic. Clicking "more information" below will accept yous to a discussion, at the Starting Bespeak site, of teaching with office playing.More information and examples

In one case yous have explored pedagogy strategies, Go to Role ii.three: Assessing Educatee Learning

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©2005 On-line Grade Blueprint Tutorial adult past Dr. Barbara J. Tewksbury (Hamilton Higher) and Dr. R. Heather Macdonald (College of William and Mary) every bit part of the plan On the Cut Edge, funded by NSF grant DUE-0127310.

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Source: https://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html