Learning Styles ALL STUDENTS ARE CREATED EQUALLY (AND DIFFERENTLY.)

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> <div class="separator" style="clear: both; text-align: center;"> <a href="http://us.hudson.com/portals/us/images/content/200-learning-styles.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://us.hudson.com/portals/us/images/content/200-learning-styles.jpg" /></a></div> <br /></div> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words: everyone’s different. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.</div> <h2 style="color: #363636; font-family: sans-serif; font-size: 15px; font-stretch: normal; height: 33px; line-height: 33px; margin: 10px 0px; text-transform: uppercase;"> UNDERSTANDING VARK</h2> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> One of the most accepted understandings of learning styles is that student learning styles fall into three “categories:” Visual Learners, Auditory Learners and Kinesthetic Learners. These learning styles are found within educational theorist <a href="http://www.vark-learn.com/english/page.asp?p=biography" style="color: #990000; text-decoration: none;" target="_blank" title="Neil Fleming's VARK Model of Student Learning">Neil Fleming</a>’s VARK model of Student Learning. VARK is an acronym that refers to the four types of learning styles: Visual, Auditory, Reading/Writing Preference, and Kinesthetic. (The VARK model is also referred to as the VAK model, eliminating Reading/Writing as a category of preferential learning.) The VARK model acknowledges that students have different approaches to how they process information, referred to as “preferred learning modes.” The main ideas of VARK are outlined in Learning Styles Again: VARKing up the right tree! (Fleming & Baume, 2006)</div> <ul style="color: #636363; font-family: sans-serif; font-size: 13px; line-height: 16.003px; list-style-image: url(http://teach.com/wp-content/themes/teach/_/img/bullet.png); margin: 1em 0px; padding: 0px 0px 0px 40px;"> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Students’ preferred learning modes have significant influence on their behavior and learning.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Students’ preferred learning modes should be matched with appropriate learning strategies.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation and metacognition.</div> </li> </ul> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Identifying your students as visual, auditory, reading/writing or kinesthetic learners, and aligning your overall curriculum with these learning styles, will prove to be beneficial for your entire classroom. Allowing students to access information in terms they are comfortable with will increase their academic confidence.</div> <img alt="" class="alignnone size-full wp-image-6621" height="394" src="http://corp-mat1-mktgorg-mini-prod.2u.com/wp-content/uploads/2011/10/Learning-Styles.png" style="border: 0px; color: #222222; font-family: sans-serif; font-size: 13px; line-height: 16.003px; vertical-align: middle;" title="Learning Styles" width="633" /><span style="color: #222222; font-family: sans-serif; font-size: 13px; line-height: 16.003px;"></span><br /> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> By understanding what kind of learner you and/or your students are, you can now gain a better perspective on how to implement these learning styles into your lesson plans and study techniques.</div> <h2 style="color: #363636; font-family: sans-serif; font-size: 15px; font-stretch: normal; height: 33px; line-height: 33px; margin: 10px 0px; text-transform: uppercase;"> SWOT STRATEGIES</h2> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Referred to as SWOT (“Study Without Tears”), Flemings provides advice on how students can use their learning modalities and skills to their advantage when studying for an upcoming test or assignment.</div> <h3 style="color: #990000; font-family: museoslab, sans-serif; font-size: 15px; font-stretch: normal; font-weight: normal; margin: 10px 0px;"> Visual SWOT Strategies</h3> <ul style="color: #636363; font-family: sans-serif; font-size: 13px; line-height: 16.003px; list-style-image: url(http://teach.com/wp-content/themes/teach/_/img/bullet.png); margin: 1em 0px; padding: 0px 0px 0px 40px;"> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Utilize graphic organizers such as charts, graphs and diagrams.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Redraw your pages from memory.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Replace important words with symbols or initials.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Highlight important key terms in corresponding colors.</div> </li> </ul> <h3 style="color: #990000; font-family: museoslab, sans-serif; font-size: 15px; font-stretch: normal; font-weight: normal; margin: 10px 0px;"> Aural SWOT Strategies</h3> <ul style="color: #636363; font-family: sans-serif; font-size: 13px; line-height: 16.003px; list-style-image: url(http://teach.com/wp-content/themes/teach/_/img/bullet.png); margin: 1em 0px; padding: 0px 0px 0px 40px;"> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Record your summarized notes and listen to them on tape.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Talk it out. Have a discussion with others to expand upon your understanding of a topic.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Reread your notes and/or assignment out loud.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Explain your notes to your peers/fellow “aural” learners.</div> </li> </ul> <h3 style="color: #990000; font-family: museoslab, sans-serif; font-size: 15px; font-stretch: normal; font-weight: normal; margin: 10px 0px;"> Read/Write SWOT Strategies</h3> <ul style="color: #636363; font-family: sans-serif; font-size: 13px; line-height: 16.003px; list-style-image: url(http://teach.com/wp-content/themes/teach/_/img/bullet.png); margin: 1em 0px; padding: 0px 0px 0px 40px;"> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Write, write and rewrite your words and notes.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Reword main ideas and principles to gain a deeper understanding.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Organize diagrams, charts, and graphic organizers into statements.</div> </li> </ul> <h3 style="color: #990000; font-family: museoslab, sans-serif; font-size: 15px; font-stretch: normal; font-weight: normal; margin: 10px 0px;"> Kinesthetic SWOT Strategies</h3> <ul style="color: #636363; font-family: sans-serif; font-size: 13px; line-height: 16.003px; list-style-image: url(http://teach.com/wp-content/themes/teach/_/img/bullet.png); margin: 1em 0px; padding: 0px 0px 0px 40px;"> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Use real life examples, applications and case studies in your summary to help with abstract concepts.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Redo lab experiments or projects.</div> </li> <li><div style="font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> Utilize pictures and photographs that illustrate your idea.</div> </li> </ul> <div style="color: #636363; font-family: sans-serif; font-size: 13px; font-stretch: normal; line-height: 1.45em; margin-bottom: 10px; margin-top: 10px;"> How do you learn best? Complete Fleming’s <a href="http://www.vark-learn.com/english/page.asp?p=questionnaire" style="color: #990000; text-decoration: none;" target="_blank" title="VARK Questionnaire">VARK Questionnaire</a> to find out what kind of learner you are.</div> </div>

Learning Styles ALL STUDENTS ARE CREATED EQUALLY (AND DIFFERENTLY.)

The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning st...

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Social Studies Strategies

<div dir="rtl" style="text-align: right;" trbidi="on"> <div dir="ltr" style="font-family: Arial; font-size: 16px; text-align: left;"> <br /></div> <div dir="ltr" style="text-align: left;"> <div style="font-family: Arial; font-size: 16px;"> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDQtSJRo2OTldZCSijoDDqofNQtX8w580T5UXzRvXOQg3sCAI80zH6VoPFdiCvNUF4Sb5kVn5WjJQ-FummsrwKwrnOamfax8ksByK0kScpGIndPJ8JFz2kkbKErEk_nQst41VUDeldRbY/s1600/paper_chain.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDQtSJRo2OTldZCSijoDDqofNQtX8w580T5UXzRvXOQg3sCAI80zH6VoPFdiCvNUF4Sb5kVn5WjJQ-FummsrwKwrnOamfax8ksByK0kScpGIndPJ8JFz2kkbKErEk_nQst41VUDeldRbY/s320/paper_chain.jpg" width="320" /></a></div> </div> <div style="font-family: Arial; font-size: 16px;"> <br /></div> <h2 style="text-align: left;"> <span style="font-family: Arial;"><b>General Instructional Strategies</b></span></h2> <div style="font-family: Arial; font-size: 16px;"> <strong>Reading Strategies and Graphic Organizers</strong></div> </div> <div dir="ltr" style="font-family: Arial; font-size: 16px; text-align: left;"> <ul> <li><a href="http://www.readingquest.org/" target="_blank">Reading Quest</a> - provides teachers with the philosophical bases for sound comprehension strategy instruction, directions for a range of comprehension and content reading strategies, and printable handouts and masters.</li> </ul> <ul> <li><a href="http://www.greece.k12.ny.us/academics.cfm?subpage=478" target="_blank">Tools for Reading, Writing, and Thinking</a> - Graphic organizer templates in PDF format for incorporating reading and writing strategies in the content areas</li> </ul> <ul> <li><a href="http://education.nationalgeographic.com/mapping/outline-map/?ar_a=1" target="_blank">MapMaker</a> - Customize one-page maps and download, email, or print from National Geographic</li> </ul> <div> <div> <h2 style="text-align: left;"> <b>Discussion Strategies </b></h2> </div> <div> <ul> <li><a href="https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/3-2-1" target="_blank">3-2-1</a> - <span style="text-align: justify;">This activity helps structure students’ responses to an activity, a reading or a film. It provides an easy way for teachers to check for understanding and to gauge students’ interest in a topic. </span></li> </ul> </div> <div> <ul> <li><a href="https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/alphabet-brainstorm" target="_blank">Alphabet Brainstorm </a>- Brainstorming is an effective way to help students get ideas from head to paper. The Alphabet Brainstorm helps structure students’ brainstorming by asking them to generate an idea that begins with each letter of the alphabet. </li> </ul> </div> <div> <ul> <li><a href="https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/anticipation-guides" target="_blank">Anticipation Guides </a>-Anticipation guides ask students to express an opinion about ideas before they encounter them in a text or unit of study. Completing anticipation guides prepares students to recognize and connect to these themes as they surface in their learning. </li> </ul> <ul> <li><a href="http://www.tolerance.org/activity/assertion-jar" target="_blank">Assertion Jar </a>- Students produce assertions on slips of paper and “stock” the classroom Assertion Jar. As a daily or occasional activity, students practice refutation skills by pulling an assertion from the jar and refuting it either orally or in writing. </li> </ul> </div> <div> <ul> <li><a href="https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/big-paper-building-silent-con" target="_blank">Big Paper - Building a Silent Conversation </a>- This discussion strategy uses writing and silence as tools to help students explore a topic in-depth. Having a written conversation with peers slows down students’ thinking process and gives them an opportunity to focus on the views of others. </li> </ul> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/caf%C3%A9-conversations" target="_blank">Café Conversations</a> - Understanding the past requires students to develop an awareness of different perspectives. The Café Conversation teaching strategy helps students practice perspective-taking by requiring students to represent a particular point-of-view in a small group discussion. </li> </ul> </div> <div> <ul> <li><a href="http://www.streetlaw.org/en/landmark/teaching_strategies/continuum" target="_blank">Continuum</a><u> </u>- The continuum activity is a method that encourages students to express positions on controversial issues. It is very useful to assess student knowledge before a lesson or to assess student understanding after a lesson. </li> </ul> <ul> <li><a href="http://choices.edu/resources/guidelines.php" target="_blank">Deliberation</a> - In a deliberation everyone expects to end up in a different place as a result of the discussion.  The aim of deliberation is to share perspectives and knowledge and to build ideas, not to defend them. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/four-corners" target="_blank">Four Corners</a> - A Four Corners Debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room. This activity elicits the participation of all students by requiring everyone to take a position. </li> </ul> </div> <div> <ul> <li><a href="http://www.streetlaw.org/en/landmark/teaching_strategies/fish_bowl_tag_discussion" target="_blank">Fishbowl Tag Discussion</a> - Fish bowl tag is a teaching method designed to engage students in carefully-constructed discussion and requires effective listening skills. It works well in many types of classrooms, including classes that include students with a wide range of skills and experiences because it draws on personal knowledge and opinions. </li> </ul> </div> <div> <ul> <li><a href="http://www.tolerance.org/activity/ground-rules-discussion" target="_blank">Ground Rules for Discussion</a> - Students work to draw up a list of “ground rules” for classroom discussion through whole class and small group work. </li> </ul> </div> <div> <ul> <li><a href="http://www.streetlaw.org/en/landmark/teaching_strategies/jigsaw" target="_blank">Jigsaw</a> - This is a strategy that has students learn about a concept or case and then teach other students. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/online-discussion-forum" target="_blank">Online Discussion Forum</a> - Online discussions provide a way for students to communicate with students from other classrooms, and with people from around the world. They can also be a forum for students to communicate with each other outside of class time.</li> </ul> </div> <div> </div> <div> <ul> <li><a href="http://www.crfc.org/americanjury/CRFCPhilosophicalChairs.html" target="_blank">Philosophical Chairs</a> - One student from each team will provide a summary of the viewpoints presented during the discussion by his/her team. A student in the neutral zone must take notes on both sides of the argument, and if his/her position changes, he/she must explain why he/she came to a new conclusion.  </li> </ul> <ul> <li><a href="http://www.tolerance.org/publication/civil-discourse-classroom/introduction-refutation" target="_blank">Refutation</a> - Learning to disagree involves more skills than the simple refutation of an opposing idea. Students must learn how to speak in a measured way, how to understand which ideas are likely to be trigger points for escalation and how to choose reasonable and effective language. </li> </ul> </div> <div> <ul> <li><a href="http://www.streetlaw.org/en/landmark/teaching_strategies/role_play" target="_blank">Role-Play</a> - Role-playing is an activity in which students assume the role of another person and act it out. In a role play, students are usually given an open-ended situation in which they must make a decision, resolve a conflict, or act out the conclusion to an unfinished story. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/save-last-word-me" target="_blank">Save the Last Word for Me</a> - “Save the Last Word for Me” is a discussion strategy that requires all students to participate as active speakers and listeners. Its clearly defined structure helps shy students share their ideas and ensures that frequent speakers practice being quiet.</li> </ul> </div> <div> <ul> <li><a href="http://www.streetlaw.org/en/landmark/teaching_strategies/scored_discusssion" target="_blank">Scored Discussion</a> - In a scored discussion, students participate in a formal dialogue on a controversial issue, or open question, and are graded for their efforts. This is different than a debate, because students are not necessarily expected to take fixed positions. </li> </ul> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/socratic-seminar" target="_blank">Socratic Seminar</a> - The goal of a Socratic seminar is for students to help one another understand the ideas, issues, and values reflected in a specific text. Students are responsible for facilitating a discussion around ideas in the text rather than asserting opinions. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/spar-spontaneous-argumentatio" target="_blank">SPAR (Spontaneous Argumentation)</a> - SPAR is an event in forensic competitions around the country. In this structured debate, students have to frame an argument in one minute and then react quickly to their opponents’ ideas. This strategy helps students practice using evidence and examples to defend a position. </li> </ul> </div> <div> <ul> <li><a href="http://teachinghistory.org/teaching-materials/teaching-guides/24466" target="_blank">Stop Action and Assess Alternatives</a> - Stop Action and Assess Alternatives is a method for teaching students to think of historical events as contingent. They unfold from conscious decisions made by the involved parties who use the information available to them at the time of these events to make those decisions.  </li> </ul> </div> <div> </div> <div> <ul> <li><a href="http://teachinghistory.org/teaching-materials/teaching-guides/21731" target="_blank">Structured Academic Controversy</a> - A discussion that moves students beyond either/or debates to a more nuanced historical synthesis. The SAC method provides an alternative to the "debate mindset" by shifting the goal from winning classroom discussions to understanding alternative positions and formulating historical syntheses. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/think-pair-share-facilitating" target="_blank">Think, Pair, Share</a> - This discussion technique gives students the opportunity to thoughtfully respond to questions in written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before sharing with the larger group gives students more time to compose their ideas. </li> </ul> </div> <div> <ul> <li><a href="http://www.facinghistory.org/resources/strategies/wraparound-whiparound" target="_blank">Wraparound (Whiparound)</a> - This strategy provides an efficient way for all students in a classroom to share their ideas about a question, topic or text. Wraparounds can be provocative discussion-starters as well. </li> </ul> </div> </div> </div> </div> </div>

Social Studies Strategies

General Instructional Strategies Reading Strategies and Graphic Organizers Reading Quest  - provides teachers with the phil...

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Teaching Methods

<div dir="rtl" style="text-align: right;" trbidi="on"> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <div class="separator" style="clear: both; text-align: center;"> </div> <div class="separator" style="clear: both; text-align: center;"> <a href="http://www.learnalearning.com/wp-content/uploads/2015/03/teaching_method.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black; font-size: large;"></span></a></div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlM07bt-lvd4GTe0zQeCLCzJl9DM6_IIN-0sPm3wtlZh817gHChzhrGANtBp7L2BJRq8gNWj2O8txrwwmPTFUdRHZi_kEXf_NQW8bX1yegLSwCLVMkcaLxMunu5XfCS0-bb6huYMUu6c4/s1600/teaching_method.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlM07bt-lvd4GTe0zQeCLCzJl9DM6_IIN-0sPm3wtlZh817gHChzhrGANtBp7L2BJRq8gNWj2O8txrwwmPTFUdRHZi_kEXf_NQW8bX1yegLSwCLVMkcaLxMunu5XfCS0-bb6huYMUu6c4/s1600/teaching_method.jpg" /></a></div> <span style="font-size: large;">Different pedagogical methods are useful for a wide variety of teaching contexts. The list below is not exhaustive, but it is a great place to begin your search for the right approach to your students and course objectives.</span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <span style="font-size: x-large;">Lecturing</span></div> <div dir="ltr"> <div style="text-align: center;"> <span style="font-size: large;">This long-standing method can be adapted to large or small class settings, and the following links can help you develop effective lectures in different courses.</span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <span style="font-size: large;">The lecture is generally considered to be the oldest teaching method, and today it is still the most widely used method of instruction. But as knowledge through research into teaching and learning continues to grow, the question arises: Is the lecture an effective method? The answer is, “Yes, but…”</span></div> <div style="text-align: center;"> <span style="font-size: large;">Yes, the lecture has a purpose in today’s universities. Lectures are particularly good for:</span></div> <ul style="text-align: left;"> <li><span style="font-size: large;">Presenting up-to-date information </span></li> <li><span style="font-size: large;">Summarizing material </span></li> <li><span style="font-size: large;">Adapting material to the background and interests of a particular group of students </span></li> <li><span style="font-size: large;">Focusing on key concepts, principles, or ideas (McKeachie, 2002, p. 53)</span></li> </ul> <div style="text-align: left;"> <span style="font-size: large;">But new advancements in understanding about memory, motivation, and learning indicate a need to rethink how to give a lecture. Two separate issues, both key to memory and motivation, need to be considered: the organization of the lecture, and the delivery of the lecture</span></div> </div> <div dir="ltr" style="font-family: Arial, Helvetica, sans-serif; text-align: left;"> <span style="font-size: large;"><br /></span></div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="font-size: large;"><b>Discussions</b></span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">Leading discussions in a can be a useful way to engage students and examine new ideas. </span></div> <div style="text-align: left;"> <span style="font-size: large;">By engaging students in discussion, instructors can help them think about the subject matter in previously unexplored ways, learn to evaluate their own and others’ perspectives, articulate what they’ve learned or what needs to be clarified, and even provide motivation to study the topic further (McKeachie, 2002). Following are some suggestions for effective class discussions:</span></div> <div style="text-align: left;"> <ul style="text-align: left;"> <li><span style="font-size: large;">Create a classroom environment that is conducive to discussions. Students will participate more readily if they feel accepted by other students and experience a sense of belonging in the class (McGlynn, 2001). You can facilitate this by greeting students each day, helping students get to know each other by doing an icebreaker activity early in the semester, learning your students’ names, and calling on them in positive ways. If possible, be available to talk with them before and after class. </span></li> <li><span style="font-size: large;">Be prepared with a variety of discussion starters in case the interaction stalls. Here are some you may want to try (McKeachie, 2002, pp. 32-37).</span></li> </ul> </div> <div style="text-align: left;"> <span style="font-size: large;">Start with a common experience – something all your students can relate to. You can use a demonstration, a film clip, a cartoon, a story or anecdote, a personal experience, or an excerpt from a reading that has been assigned.</span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">Start with a controversy. Chose an issue that fits with the material you are teaching. Try to use a controversy that will elicit discussion from both viewpoints; when everyone agrees on one position, there is little room for discussion...</span></div> </div> <div dir="ltr" style="font-family: Arial, Helvetica, sans-serif; text-align: left;"> <span style="font-size: large;"><br /></span></div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="font-size: large;"><b>Questioning Strategies</b></span></div> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">A teacher can use questions strategically to facilitate a better connection between students and course material.</span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">Effective questioning sessions in classroom require advance preparation. While some instructors may be skilled in extemporaneous questioning, many find that such questions have phrasing problems, are not organized in a logical sequence, or do not require students to use the desired thinking skills. Below are some steps for planning questions.</span></div> <div style="text-align: left;"> <ul style="text-align: left;"> <li><span style="font-size: large;">Decide on your goal or purpose for asking questions. Your goal should help you determine what levels of questions you will ask. </span></li> <li><span style="font-size: large;">Select the content for questioning. Choose material which you consider important rather than trivial. Students will study and learn based on the questions you ask. Do not mislead them by emphasizing less important material. </span></li> <li><span style="font-size: large;">Phrase your questions carefully. </span></li> <li><span style="font-size: large;">When planning your questions try to anticipate possible student responses. </span></li> <li><span style="font-size: large;">Until you are quite skilled at classroom questioning you should write your main questions in advance. Arrange your list in some logical sequence (specific to general, lower level to higher level, a sequence related to content). Should you think of additional or better questions during the questioning process, you can be flexible and add those or substitute them for some of your planned questions. However, having a prepared list of questions will help to assure that you ask questions appropriate for your goals and representative of the important material.</span></li> </ul> </div> </div> <div dir="ltr" style="font-family: Arial, Helvetica, sans-serif; text-align: left;"> <span style="font-size: large;"><br /></span></div> <div dir="ltr" style="text-align: left;"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <b><span style="font-size: large;">Inquiry-Based Learning</span></b></div> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <span style="font-size: large;">Understanding the phases and overall process of disciplined inquiry can help teachers and students in the pursuit of shared discovery and innovative research. </span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> </div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <b><span style="font-size: large;">Problem-Based Learning</span></b></div> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <span style="font-size: large;">Serious thinking often begins with the mutual attempt to solve problems inside and outside of the classroom.</span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> </div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <span style="border-bottom-color: rgb(187, 163, 143); border-bottom-width: 1px; font-size: x-small;"><b>Active Learning</b></span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">A wide variety of approaches characterize this departure from static modes of course delivery.</span></div> <div style="text-align: left;"> <span style="font-size: large;">Active learning, as a term, may raise some eyebrows! One instructor at Illinois has said that there is no such thing as passive learning, so why should we call something active learning? This is like saying ATM machine—there is redundancy in the term. He says that all learning is active since learning is the cognitive activity happening in the brain. Marchese (1997) wrote, “Active learning has the ring of a slogan; passive learning is an oxymoron”. He goes on to say that he prefers the language of deep and surface learning—the search for meaning and understanding vs. short-term memorization of facts, equations, and concepts, or making connections with the material and building new mental models vs. superficial engagement with the subject matter. Active learning, then, refers to the teaching approaches, strategies and learning activities that promote active engagement with the material and lead to deep learning.</span></div> <div style="text-align: left;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">How do people generally define “active learning”?</span></div> <div style="font-family: Arial, Helvetica, sans-serif;"> <span style="font-size: large;"><br /></span></div> <ul style="text-align: left;"> <li><span style="font-size: large;">Bonwell (1991): It is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing. </span></li> <li><span style="font-size: large;">Meyers and Jones (1993): Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject.”</span></li> </ul> </div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <b><span style="font-size: large;">Case Study Method </span></b></div> <span style="font-size: large;"><br /></span> <br /> <div style="text-align: center;"> <span style="font-size: large;">The use of real and hypothetical cases has been used effectively in a variety of fields from legal studies to business.</span></div> <span style="font-size: large;"><br /></span> <br /> <div style="text-align: center;"> <span style="font-size: large;">Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning. Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups...</span></div> <span style="font-size: large;"><br /></span> <br /> <div style="text-align: left;"> <span style="font-size: large;">Cases can be any of the following (Indiana University Teaching Handbook, 2005):</span></div> <div> </div> <ul style="text-align: left;"> <li style="text-align: left;"><span style="font-size: large;"><strong>Finished </strong>cases based on facts—these are useful for purposes of analysis.</span></li> <li style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><strong>Unfinished </strong>open-ended cases—where the results are not clear yet, as such, the student must predict, make suggestions, and conclusions.</span></li> <li style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><strong>Fictional </strong>cases that the teacher writes—the difficulty is in writing these cases so they reflect a real world situation.</span></li> <li style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><strong>Original </strong>documents, such as the use of news articles, reports, data sets, ethnographican interesting case would be to provide two sides of a scenario...</span></li> </ul> </div> <div dir="ltr"> <div style="font-family: Arial, Helvetica, sans-serif; text-align: center;"> <b><span style="font-size: large;">Cooperative Learning</span></b></div> <span style="font-size: large;"><br /></span> <br /> <div style="text-align: center;"> <span style="font-size: large;">In contrast to simple group learning, this method of teaching relies on positive interdependence as a basis for deep learning in a variety of disciplines.</span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: center;"> <span style="font-size: large;">Two widely accepted principles about learning—learners construct their own knowledge and learning is an inherently social phenomenon—support the use of group learning. Working in small groups provides learners with opportunities to articulate ideas and understandings, uncover assumptions and misconceptions, and negotiate with others to create products or reach consensus. Group activities enable students to discover deeper meaning in the content and improve thinking skills. The most effective use of group work is that which engages students with higher-level content that is thought-provoking, difficult to understand, or has multiple interpretations.</span></div> <div style="text-align: center;"> <span style="font-size: large;"><br /></span></div> <div style="text-align: left;"> <span style="font-size: large;">Group learning is referred to by the terms collaborative and cooperative learning. Group activities can be collaborative or cooperative, informal to formal, and short to long.</span></div> <ul style="text-align: left;"> <li><span style="font-size: large;"><strong>Informal groups</strong> are temporary, with little or no time spent on assigning people to groups, getting into groups, or assigning roles. They last one session or less and are used to ensure cognitive processing and engagement in learning. They require little preparation and are easy to use in both lecture and discussion classes.</span></li> </ul> <ul style="font-family: Arial, Helvetica, sans-serif; text-align: left;"> <li><span style="font-size: large;"><strong>Formal groups</strong> are formed by the instructor and may stay together for an extended time (weeks or even the entire semester). The instructor typically assigns roles, specifies the objective of the task, explains the cooperative learning structure to be used, monitors both student learning and group functioning, and helps students process how well their groups worked. One type of formal group is the student team—a stable group that works on major course projects and often involves peer evaluation...</span></li> </ul> <ul style="font-family: Arial, Helvetica, sans-serif; text-align: left;"> <li><span style="font-size: large;"><b>Team Projects</b>.  The use of structured teams can accomplish a wide-range of goals, both inside and out of the classroom.  Learn more about this method of structuring courses and projects.</span></li> </ul> <h2 style="border: 0px; font-family: Arial, Helvetica, sans-serif; margin: 0px; outline: 0px; padding: 0px 0px 8px; text-align: center;"> <span style="font-size: large;"> Team Projects</span></h2> </div> </div>

Teaching Methods

Different pedagogical methods are useful for a wide variety of teaching contexts. The list below is not exhaustive, but it is a g...

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