Teaching Strategies

 

 

 

Teaching Strategies

 

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Teaching Strategies

TEACHING STRATEGIES

Lessons can be more interesting if a variety of teaching techniques are used. These could include:
co-operative learning        think-pair-share                   jigsaw                            team pair solo
three-step interview          round robin brainstorming    three minute review     circle the sage
numbered heads together role play                                           games and songs           partners                                         

Why use Cooperative Learning?
To promote student learning and academic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students' social skills and self-esteem.

 

5 Elements of Cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:
1.    Positive Interdependence  (sink or swim together)

  • Each group member's efforts are required and indispensable for group success
  • Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

2.    Face-to-Face Interaction  (promote each other's success)

  • Orally explaining how to solve problems                         Teach one's knowledge to another
  • Checking for understanding                                             Discussing concepts being learned
  • Connecting present with past learning

3.    Individual & Group Accountability (no hitchhiking! no social loafing)

  • Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be.
  • Giving an individual test to each student.
  • Randomly examining students orally by calling on one student to present his or her group's work
  • Observing each group and recording the frequency with which each member-contributes to the group's work.
  • Assigning one student in each group the role of leader, recorder, monitor.
  • Having students teach what they learned to someone else.

4. Interpersonal & Small-Group Skills

  • Social skills must be taught:  Leadership  Decision-making  Trust-building  Communication  Conflict-management skills 

5. Group Processing

  • Group members discuss how well they are achieving their goals and maintaining effective working relationships
  • Describe what member actions are helpful and not helpful.  Make decisions about what behaviors to continue or change.

Activities that use Cooperative Learning – See www.KaganOnline.com

  • Jigsaw - Groups are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other.
  • Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. 
  • Three-Step Interview - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.
  • RoundRobin Brainstorming- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes all answers..
  • Three-minute review- Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.
  • Numbered Heads Together - A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the questions. Teacher calls out a number (two) and each number two is asked to give an answer.
  • Team Pair Solo - Students do problems first as a team, then with a partner, and finally on their own. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.
  • Circle the Sage- The teacher asks who has the answer to a particular problem.  The classmates surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned.
  • Partners - The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set.
  • Gallery Walk

a) Quiet reflection identify - concepts/issues about significant learnings from the topic under consideration
b) List all, have group eliminate duplications & refine list to manageable numbers (under 6).  Randomly divide group members into groups.  Each group selects an issue/concept to brainstorm. Give about 5 minutes at 1st poster, call time, ask them to move to next, reflect and record the implications of that concept. They will move 1 poster clockwise a total of 3 times.
c) Provide time for discussion and movement.
d) Get the charts marked “Applications”.  For each implication, write at least two applications.
e) Provide time for discussion and movement (again 3 posters, but give at least 7 minutes at each.
f) Ask each participant to walk around the room and identify 2 ideas from the charts that they will apply.
11.  Four Corners –

    • Label corners - Strongly Agree, Agree, Disagree, Strongly Disagree.  Place strongest opinions in diagonal corners, the furthest apart.
    •  Read aloud an issue or belief statement. 
    • Have students move to their respective corner, meet and greet one another (handshake, names, etc.) and appoint one leader who will monitor the discussion.  Discuss why they chose this corner, implications, etc.
    •  Report to main group when finished.
    • Summarize.
  • Think-Ink Pair Share - Ask students to first write their own thinking about your question, comment, information; then turn to a partner and share what they wrote and listen to what the other person wrote. i.e.“think of a time”, “give an example”, “give a non-example”, “in your own words”, “give a synonym”, “how does it connect to what else we’ve been learning”, “in the hall, 5 minute summary”, “teach it to...”.
  • PMI – Plus-Minus-Interesting – The purpose of PMI is to help students evaluate and extend understanding about facts, concepts, thinking processes, and cooperative interactions and to encourage students to investigate and examine all sides of an issue. Vocabulary needed:  Plus - a benefit, Minus - a drawback, Interesting Question - a question or comment , Inquiry - the act of investigating or finding out about something, Evaluate - to weigh, value, judge importance, or assess, Play Devil’s Advocate - to argue for a position whether or not you agree with it, for the sake of argument.

a) Draw a PMI frame on the board or overhead. Label each column and explain the term and its use.  Explain that “plus” comments will show what students see as positives, “minus” what comments they see as negatives, and “interesting questions” will show what they would like to know about the topic or its pluses and minuses.

  •  Above the PMI frame on the board or overhead, write the topic for discussion.
  • Once you have a topic, one with which your students are familiar, assign roles for small group work, review the cooperative guidelines, and distribute one blank PMI per trio. Allow the groups three to five minutes for listing the pluses of the topic. Repeat the procedure for the other categories.
  •  When time is up, invite one plus, one minus, and one interesting question from each group.
  •  After reviewing the procedures, ask students to explain when and where they might use a PMI, how it can help their thinking in school and outside school, and what the advantages of using a PMI are.
  •  Have some fun with it …. Invite students to play devil’s advocate.  Further the process by having students complete an inquiry (investigation) about a viewpoint and present to the class.
  • Case Studies - Provides an opportunity for students to apply what they learn in the classroom to real-life situations.
  • Technology – Integrate computers and other technology into the classroom as much as possible.

16.  Using Graphic Organizers:  a) Clustering – a nonlinear activity that generates ideas, images and feelings around a stimulus word or thought. b) Chain of events – used to describe the stages of an event, the actions of character or the steps in a procedure.  Key questions:  What is the first step in the procedure or initiating event?  What are the next stages or steps?  How does one event lead to the next?  What is the final outcome? c) Network tree - Used to show causal information (causes of poverty), a hierarchy (types of insects), or branching procedures (the circulatory system). d)  Family Tree – shows how family members are related.  Venn diagrams – used as a pre-writing activity to organize thoughts or in mathematics to show relationships between sets.

They often look like this:

 

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Teaching Strategies

Effective Teaching Strategies:
Teach to Learn, Learn to Teach
Melody Ramsey
EDUC 1301

 

Teach to Learn, Learn to Teach
For a successful Montessori classroom, effective teaching strategies such as Activate Prior Knowledge, Think, Pair, and Share, Effective Questioning, and the Jigsaw techniques, must always be implemented.  At this juncture of my education in the field of Education, I believe if one were to peer into a crystal ball at my future classroom they would see my students always actively participating in the Think, Pair, and Share as well as the Jigsaw techniques.  This continuous group sharing is unlike the “normal” classroom, where the more individual effective teaching strategies, such as the Questioning and Activating Prior Knowledge techniques, are more typically employed.  The continual use of the group-teaching environment will be combined with the use of individual learning techniques in my multi-grade-level Montessori classroom. 
                  The effective teaching strategy Activating Prior Knowledge is a way to find out what background information the student’s already have.  This technique employs the KWL Chart to help students determine what information about the lesson topic that they already know (K), what they want (W) to learn about this topic, and then to research and find the information that they wanted to learn (L) about.  This activation of prior knowledge allows the students to actively make the connections between what they know and what they are currently learning.  This technique can be employed in conjunction with the Think, Pair, and Share effective teaching strategy. In Think, Pair, and Share, students first think about a question that the teacher has posed that relates to what each student individually knows on their own.  Students are then put into pairs to discuss what they know, in order to learn and teach each other, which will develop confidence and social skills.  After ample time is given to expand their ideas, students are then asked to share their combined knowledge of the lesson topic with the class.  This Think, Pair, and Share teaching strategy encourage all students to participate in the combined wealth of knowledge of their entire class, which helps to build self-esteem. (1), (2), (3)
                  In my Montessori classroom, when exploring history lessons or getting lost in reading assignments, I will combine the effective teaching strategies of Activating Prior Knowledge and Think, Pair, and Share in order for my students to fully understand and be active in the learning of the lesson topic.  The students will be asked about their experiences relevant to the broad subject matter.  The younger students will be asked about a creative, fun experience in life with family, on vacation, etc., and the older students will be asked what they know, or to remember an interesting fact about the lesson topic. This is the “what I know” portion of the KWL Chart in Activating Prior Knowledge and the “thinking” part of the Think, Pair, and Share effective teaching strategies.  While all of my students are individually thinking, I will walk around to each of them asking probing, “thinking” questions about why we are discussing this individual broad topic and what they think today’s lesson is going to be?  At this point the students can answer the “what I want to know” portion of the KWL Chart, and then I will pair students who are comparable in skill-set, yet challenge one another.  These students will teach each other what they already know and together will research, from given resources, what they want to know, and in the process broaden what they now know and narrow down what they want to know.  The next step is for the pair of students to share with the class, in a comfortable and informal way, everything they know about today’s topic.   As all of the pairs share, the amount that each student knows will grow and this process will allow me to see where students have gaps in their knowledge on the day’s topics, in order to focus my lessons on filling-in the blanks.  At the end of the lesson or the next day, I will have the students answer the last question on the KWL Chart to verify their mastery of the topic, and I will ask factual questions to assure that all students have the desired amount of information.  
                  Another teaching strategy, which should always be implemented in every lesson plan, is Effective Questioning.  When a teacher asks effective questions, she is able to review previously learned material, help develop critical thinking, as well as involve her students in their learning.  Effective questions can be broken down into many categories that include, recalling facts, interpreting information, and comprehension of lesson topics.  Questions need to be equally distributed throughout a classroom and the teacher must give each student at least three seconds to answer, as well as making sure each student gets the same amount of time for equally difficult questions.  Effective Questioning can be combined in the classroom with the Jigsaw cooperative teaching strategy.  In the Jigsaw technique, the teacher separates the students into diverse groups, which the teacher has previously selected, that will attain the needed information well together; these groups are called “expert groups.”  The teacher poses a question to each group, based on a portion of the lesson plan, the students in each group will research and become “experts” on the topic.  After given sufficient time to do research, the teacher will then equally divide all “expert” groups so that one of each is now grouped together in a new “teacher-learner” group.  In these new “teacher-learner” groups all of the “experts” will teach each other everything they know about their expertise.  Once everyone has a full understanding and the teacher has spoken with each group individually, there is an open question and answer period, where the teacher can determine if the topic has been covered in its entirety.  The Jigsaw Technique, as the name indicates, makes every student an integral piece of the puzzle, which makes this strategy an effective teaching technique.
(4), (5), (6), (7)
When implementing the Jigsaw Technique with Effective Questioning in my classroom, I will start by asking questions that inspire creative thought on that days particular lesson's topic.  After the initial Effective Questioning, I will break-up my students into diverse groups.  Depending on the students grade level and skill-set, I will pose appropriate questions that will bring the group together cognitively thinking as a cohesive whole.  These groups are called the "expert groups," and the questions posed will be based on skill-set of the average grade level of each expert group.  These groups will research, from the resources I will provide, that will allow them to access the best answers to their given questions.  After the proper amount of research time has been allotted, the students will be broken up into "teacher/learner" groups.  I will divide these groups equally by having one expert for each "expert group" make-up the new "teacher/learner" groups.  Once together, I will pass out a list of questions that must be taught/learned and that will inspire more learning than what the "expert" knows, as to allow the students to further grasp the days lesson's topic.  After all of the students have expressed that they each are "experts" on the topic, I will have everyone go back to their personal seat so I can ask questions in order to verify that all of my students have the same wealth of knowledge.  Finally, I will round-out the lesson with a profound question for them to think about, that will tie together this days ideas with the ones of tomorrow, so each student is unknowingly beginning to teach themselves about their next day's lesson.  
In order to have a fully functioning and actively learning multi-age level peer-to-peer Montessori classroom, Effective Teaching strategies must always be creatively applied.   In addition to imploring Effective Teaching strategies, my classroom will be successful due to the communal feeling of each student actively taking part in each other's learning.  The students in my classrooms will work together and help one another, because they each will know that their own individual success is based on how well the group works cohesively.  By using the Think, Pair, and Share in combination with the Activate Prior Knowledge effective teaching strategies, students are able to share their personal experiences and previous knowledge in order to add to the group’s wealth of knowledge.  In addition, the combination of the Jigsaw Technique with Effective Questioning allows for each student to be the master of a small amount of information, and then share this commodity with their peers in a teacher-student atmosphere.  This allowing the student to own the information shows them how important they each are to their education and they become selfless with their knowledge.  These techniques, combined with a healthy learning environment with a focus on respecting and helping one another, is how I plan on conducting my classroom to help develop more community thinking individuals who depend on, and trust each other.

 

References

  1. undefined. (2000-20012). Think, Pair, Share. In TeacherVision lesson plans, printables, and    more. Retrieved September 29, 2012, from www.teachervision.fen.com/group-work/cooperative-learning/48547.html
  1. Clewel, S. (2003-2012). Activating Prior Knowledge. In Thinkport. Think Education. Think Maryland. Retrieved September 29, 2012, from www.thinkport.org/career/strategies/reading/activate.tp

 

  1. Strangman, N. and Hall, T. (October 26, 2004). NCAC. National Center on Accessing the General Curriculum. In Background Knowledge. Curriculum Enhancement Report. Retrieved September 28, 2012, from www.dcc-cde.ca.gov/documents/Anita%20Archer20Archer%20-%20212/A.%20Archer%20-%20NCAC_BK.pdf
  1. Aronson, E. (2000-2012). Jigsaw Classroom. In Explore the Jigsaw Classroom:. Retrieved September 16, 2012, from www.jigsaw.org/

 

  1. undefined. (2012). FACING HISTORY AND OURSELVES. Combats racism, antisemitism, and prejudice and nurtures democracy through education programs worldwide. In Jigsaw- Developing Community and Disseminating Knowledge. Retrieved September 29, 2012, from www.facinghistory.org/resources/strategies/jigsaw-developing-community-d
  1.  NSEAD. In Effective Questioning to promote learning, foster higher order thinking, develop imagination, creative thinking and pitch challenge. Retrieved September 27, 2012, from www.nsead.org/downloads/Effective_Questioning09_(2).doc

 

  1. Fries-Gaither, J. (October 2008). Beyond Penguins and Polar Bears. In Questioning Techniques: Research-Based Strategies for Teachers. Retrieved September 27, 2012, from www.beyondpenguins.ehe.osu.edu/issue/energy-and-polar-environment/questioning-techniques-research-based-strategies-for-teachers.

 

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