What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

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The following teaching and learning techniques fall at various points on a scale of completely directive to completely nondirective. Directive instruction is teacher-oriented and didactic, whereas nondirective instruction is student-oriented and facilitative.

An interactive as opposed to passive approach wherein the student is allowed to generate, rather than receive, information. In an active learning environment, the teacher assumes the role of facilitator. Examples include spontaneous group dialogue, cold calling, think-pair-share, and reciprocal peer questioning. Combining teaching strategies using assessment strategies that draw students into the assessment process, it is more likely that they learn more of the content that you want them to learn while getting the added benefits of learning skills that will be useful to them in the future.

By deliberately using different Functions of Assessments at specific times during the learning process students, will have a clearer vision of what is expected of them and generally will be more positive about their course experiences. A blended learning approach combines face-to-face classroom methods with computer-mediated activities to form an integrated instructional approach.

In the past, digital materials have served a supplementary role, helping to support face-to-face instruction. For example, a blended approach to a traditional, face-to-face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online.

This is the idea combining teaching strategies flipped combining teaching strategies. In order to generate creative ideas, learners are asked to withhold judgment or criticism and produce a very large number of ways to do something, such as resolve a problem. For example, learners may be asked to think of as many combining teaching strategies can for eliminating world hunger. Once a large number of ideas have been combining teaching strategies, they are subjected to inspection regarding their feasibility.

A web-based management tool that enables discipline-based writing with peer review in classes of any size. Pre-written assignments by other instructors combining teaching strategies be used or adapted to fit your needs. Citation credit is attributed to faculty authors whose writing assignments are modified. Campus-based learning uses the combining teaching strategies buildings and grounds combining teaching strategies teaching tools.

Projects combining teaching strategies provide hands-on, real-world experiences that link to service-learning and civic engagement programs, and can be accomplished without a field trip budget or transportation. An examination of a real or simulated problem, which is structured so that learning can take place or be reinforced.

Also, a detailed combining teaching strategies made of some specific, usually compelling event or series of related events so that learners will better understand its nature and what might be done about it. For example, learners in a technology lab might investigate the wear and tear of skate boarding on public works. Another class might look at cases of digital technologies and privacy. Centers of Interest and Displays: Instructors can employ the systems to gather individual responses from students combining teaching strategies to gather anonymous feedback.

In contrast to the more direct method of learning-by-doing, cognitive apprenticeship encourages students to learn by observing before trying out a task themselves combining teaching strategies order to reduce demands on the mental faculties. The four-step training regimen runs as follows: Students work in small combining teaching strategies to complete a specific task or work together over time to complete various assignments.

The most productive collaborations involve a fair division of labor and relevant and complex projects that cannot combining teaching strategies completed by an individual alone. An individualistic method that encourages scaled performance. When coupled with student interaction through peer instruction, ConcepTests represent combining teaching strategies rapid method of formative assessment of student understanding. Students are directed through a process that assists them in understanding how to deal with controversial and sensitive issues and clarifies these issues combining teaching strategies a group context.

Involves critical thinking and discourse analysis. There are different kinds of combining teaching strategies for different situations, but they all balance some key elements that distinguish cooperative learning from competitive or individualistic learning. Debates formal and informal: Similar to discussion but more structured. A teaching method based predominantly on the modeling of knowledge and skills. A form of presentation whereby the teacher or learners show how something works or operates, or how something is done.

For example, a teacher could demonstrate how to use a thesaurus, how to operate a combining teaching strategies drill, how to scan an image, or what happens when oil is spilled on water as when an oil tanker leaks. Following that, students practice under teacher supervision. Finally, independent practice is done to the point of combining teaching strategies. A group assembles to communicate with one another through speaking and listening about a topic or event of mutual interest.

For example, a group of learners convenes to discuss what it has learned about global warming. Teachers can hold class-wide discussions or divide students into groups.

A form of independent study whereby, after the teacher explains a task, learners practice it. Experiential learning is a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. Experiential learning encompasses a variety of activities including internships, service learning, undergraduate research, study abroad, and other creative and professional work experiences. Well-planned, supervised, and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills.

Field observation, fieldwork, field combining teaching strategies Observations made or work carried on in a natural setting. Students visit the local museum of natural history to see displays about dinosaurs, or they begin combining teaching strategies operate a small business to learn about production and marketing.

A discussion technique for active engagement. Students get out of their chairs and actively synthesize important concepts in consensus building, writing, and public speaking. Teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups.

Questions are posted on charts or just pieces of paper located in different parts of the classroom. Competitive activity based on course content. Moderate competition enhances performance. Often used for content combining teaching strategies and skill practice. Can also be used to strengthen critical thinking in games where strategies must be developed to solve problems.

In order to create a truly educational game, the instructor needs to make sure that learning the material is essential to scoring and winning. Clarifying relationships with diagrams or graphs; clarifying processes with flow charts. To be used in lectures or as assignments. Students are placed within a setting or situation in which they exclude all else from their experiences.

If they are immersed in a language, they speak, hear, write, and read only that combining teaching strategies. If they are immersed in a work setting and assigned a role there, they become that role and their communications and actions comply with combining teaching strategies role.

Also called discovery-based learning, a method used when students are encouraged to derive their own understanding or meaning for something. For example, students are asked to find out what insulation acts as the best barrier for cold or hot combining teaching strategies. Interactive learning is a combining teaching strategies hands-on, real-world process of relaying information in classrooms.

Passive learning relies on listening to teachers lecture or rote memorization of information, figures, or equations. But with interactive learning, students are invited to participate in the conversation, through technology online reading and math programs, for instance or through role-playing group exercises in class.

In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group.

Just-in-Time Teaching focuses on improving student combining teaching strategies through the use of brief web-based questions JiTT exercises delivered before a class meeting. From a cognitive perspective, the dramatic effects of learning-by-observing can be explained in the following way: There seems to be a degree of objectivity achieved by watching someone else perform a task that cannot be achieved— or at least maintained— while performing the task yourself.

Active lectures blend minute presentation segments with interactive experiences such as asking provocative questions and class or small group discussions. Using visual aids such combining teaching strategies graphic organizers, video clips, or a few PowerPoint slides to emphasize main points and an engaging voice improve results. Students read and reflect on articles in the professional journals in order to become familiar with the current research. As combining teaching strategies class, students are presented with information to be learned at a predetermined level of mastery.

The class is then tested and individuals who do not obtain high enough scores are retaught and retested. Those who passed undertake enrichment study while classmates catch up.

Also called rote learning, memorizing is a learning technique based on repetition and retention. This is the most widely tested form of learning. Metacognition is a critically important yet often combining teaching strategies component of learning. All of these activities are metacognitive in nature. By teaching students these skills — all of which can be learned — we can improve student learning. There are three critical steps to teaching metacognition: Teaching students that their ability to learn is mutable; teaching planning and goal-setting; and giving students ample opportunities to practice monitoring their learning and adapting as necessary.

It presents unique attributes compared to conventional e-learning: Moreover, it is an aid to formal and informal learning and thus holds enormous potential to transform the delivery of education and training. Integrating varying formats such as lecture, text, graphics, audio, video, Web resources, projection devices, and interactive devices in a lesson.

Increases motivation, alertness, and can improve the quality of student responses. Simultaneous presentation using multiple formats allows students to learn using multiple senses. In the arts and sciences, for example, using objects from museums and campus collections to enhance your lectures and seminars. A student-to-student support network for both academic and personal development.

Advanced students are trained to help beginning students, meeting regularly in small groups to help them improve their understanding of the subject matter, work through common problems, and further develop their learning strategies. Peer-to-Peer teaching is a method of instruction that involves students teaching other students. Students learn more and demonstrate mastery when they are able to comprehensively teach a subject.

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It also will present steps for carrying out effective in-class training and practice for strategies. Finally, it will suggest classroom activities to combine strategy practice with vocabulary development.

Introduction In many spoken encounters, such as in-class activities or everyday situations, English language learners often encounter unfamiliar words and phrases that inhibit their language comprehension. Likewise, learners also experience situations where limits to their English prevent them from expressing themselves effectively.

Electronic dictionaries, with their ubiquity, ease and speed of use, have become an easy remedy to this problem. However, by relying on electronic dictionaries are learners really improving their communicative competence? Or, are they denying themselves opportunities to put their language to use?

How can they be taught to rely less on dictionaries and more on their own language ability? Communication Strategies Strategies for learning second and foreign languages are one of the largest and most well researched areas of language education. Accordingly, several scholars have defined the term "language learning strategies," developed typologies and identified over individual strategies e.

Language learning strategies can best be summed up as particular actions, behaviors or thought processes that learners consciously make use of to enhance their own language learning. Within most language learning strategy taxonomies one of the most common categories is that of communication strategies. Communication strategies are strategies that learners employ when their communicative competence in the language being learned L2 is insufficient.

This includes making themselves understood in the L2 and having others help them understand. Learners use communication strategies to offset any inadequacies they may have in grammatical ability and, particularly, vocabulary. Communication strategies aid learners with participating in and maintaining conversations and in improving the quality of communication. This, in turn, enables them to have increased exposure to and opportunities to use the L2, leading to more chances to test their assumptions about the L2 and to receive feedback.

Without such strategies, learners are likely to avoid L2 risk-taking as well as specific conversation topics or situations. Strategy Training As Oxford and Nyikos state, "Unlike most other characteristics of the learner, such as aptitude, attitude, motivation, personality and general cognitive style, learning strategies are readily teachable" p.

Many researchers describe processes for effective language learning strategy instruction e. Steps include raising student awareness, explicitly teaching strategies, providing opportunities for practice, and evaluation. Raising awareness includes generally explaining what strategies are and why learners should use them. Explicitly teaching strategies entails naming and defining specific strategies and explaining when and how to use them.

Opportunities to practice strategies should be provided as separate class activities as well as integrated with regular classroom language training and activities. Learners should also be given opportunities to reflect on and evaluate the effectiveness of the practice and strategies. Combining Strategy Training with Vocabulary Development There are three general situations that occur in and out of class where students need to be able to employ communication strategies: Explaining words and phrases they wish to say when they do not know the appropriate English.

Reacting appropriately when they encounter a word or phrase in English that they are not familiar with. Recognizing and rectifying instances when they either use an English word incorrectly or use one that their partner is not familiar with. Among the most common and easiest communication strategies to teach students to use should they encounter any of these situations are: The following describes a process and activities that I use to train students in communication strategies.

My initial action was to not allow students to use their dictionaries. However, I soon noticed that the amount and length of student discourse decreased. I also noticed that students began to only talk about familiar topics e. They were more reluctant to speak out of fear of not understanding or being understood without their dictionaries. I needed to find a way to help them realize that they did not have to have their dictionaries or avoid certain topics in order to effectively communicate.

Raising Awareness On the board list each of the three situations mentioned previously and ask students if they have experienced any of them. Have a class discussion and brainstorm about what students usually, should and should not do in each situation.

Explain to students what communication strategies are, their uses and benefits. Explicitly Teaching and Practicing Strategies List and describe each of the communication strategies: Have a class discussion about which of the three situations students think each strategy would be useful in. After this discussion it is best to work on each situation individually so that specific activities can be used and useful phrases can be taught.

Situation 1 Ask students to think of ways to signal during a conversation that they do not know a particular word. Then, ask what they can say to buy time when they think of what to say.

J ust a moment, please. It is after buying time that students should be taught to employ the strategies. Next, ask for ways to check if their partner understood what they wanted to say via the strategy. Finally, just in case, ask what they should say if they cannot explain. Practice One - For English words Have students write down eight words that have already been studied in class.

Model the following with a student. Select one of the words from the list and say a sentence using it. Stop before you say the word and signal that you do not know the word, and ask for time from the student. Select an appropriate strategy to explain the word. After explaining, check if the student understands. Have students repeat this activity in pairs.

Ask students to use each strategy at least once during this practice. Practice Two - For Words in Students' Native Language L1 Have students write down eight words in their L1 and write English explanations or check the definitions in bilingual dictionaries. Repeat the same activity, but this time saying the L1 word before signaling that you do not know the English.

Situation 2 Ask students to think of ways to signal during a conversation that they do not understand a particular word and to ask for an explanation.

Point out that it is after this that most speakers will attempt to explain the word that was not understood. Next, ask for ways to signal that they do or do not understand the explanation. Finally, ask them for ways to confirm they understand. Is that what you mean? Practice Provide students with word cards that have the following: Select one card and read the sentence written on it, stressing the target word. Encourage the student to signal that she does not understand.

Explain the word on the card using any communication strategy but without using the definition on the card. Encourage the student to then signal whether or not she understood and then to confirm her understanding. Have the students repeat the activity in pairs. Situation Three Ask students what kind of signals people make during a conversation when they do not understand what was said.

These include making facial expressions and asking questions. Ask what they should say if their partner uses any of the signals. Do you know what I mean?

Depending on their partners' response, students should be taught to employ the strategies. Finally, ask students how to confirm their partners' understanding. Practice The same procedure can be used for this situation that was used for situation two. Only this time, the speaker should check if the listener understands instead of the listener signaling that she does not.

Evaluation When the practice has been completed, give students time to share their ideas and opinions about the strategy practice including which ones they found the most and least useful, and the easiest and the most difficult to use.

Continuation and Incorporating Vocabulary Acquisition One time strategy training is not enough to ensure students are comfortable with or proficient in using the strategies. It should be followed up with practice as often as the schedule allows.

Also, urge students to use the strategies during communicative activities in class and limit how much they can use their dictionaries. However, using communication strategy practice in class for its own sake would be missing a golden opportunity. Strategy practice can also be used as an effective way to continue strategy practice by combining it with student vocabulary development.

Have students use strategies to pre-teach vocabulary for lessons. Assign each student a certain number of words to look up and teach to classmates using the strategies. Use practice as a way of reviewing vocabulary from previous lessons or before examinations. Use practice as a way to activate schema prior to teaching a new topic or unit.

Make a list of vocabulary and ask students who know any items on the list to teach it to class using communication strategies. Have students create word lists and teach new vocabulary to classmates. Provide students with the following type of word lists. Regularly set aside class time for students to teach each other the words on their word lists using strategies. The word lists can be used for more than strategy practice. Students can work in groups to combine their lists and practice grouping strategies; for example, group all nouns together or words that are useful at the workplace.

Another activity is to have students select and justify the twenty most useful words. Finally, the class can make a comprehensive word list and use it for exams or to make a collaborative class dictionary. Conclusion Teaching communication strategies is an effective way to improve students' communicative competence. It is also a practical way of preventing them from over relying on dictionaries during in-class communicative activities. Strategy practice can readily be combined with activities to aid the development of student vocabulary.

Students are then provided with not only with tools to communicate effectively, but also with opportunities to expand their vocabulary while at the same becoming proficient in using communication strategies.