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List of 107 Classroom Teaching Strategies (With Examples)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Use this list of 107 classroom teaching strategies for your lesson plan or teaching portfolio. This can help demonstrate pedagogical knowledge and the ability to apply theory to practice.

Or, try some of these strategies out when you’re low on ideas and looking for a fresh way to teach in the classroom. Note that these are just some examples of teaching strategies – I’m sure there are even more out there!

Tip: Bookmark this page so you can come back to it every time you need some new teaching strategies!

Teaching Strategies Examples (List)

Click on the strategies to open detailed explanations and examples.

Flipped Instruction

Description

Flipped classrooms involve asking students to complete the reading, preparation and introductory work at home. Then, during class time, the students do practice questions that they would traditionally do for homework.

• Flipped instruction enables the teacher to offload the direct instruction elements of education like Introductions to homework. This enables teachers to spend more time on student-centered differentiated support .
• Students may not complete their assigned pre-class homework, which will undermine the lesson.

Theoretical Link

Social Constructivism / Socio-Cultural Theory : The teacher can spend more time supporting students in a student-centered environment.

• Assign a video introducing a concept for homework.
• Spend the first 10 minutes of the lesson assessing students’ comprehension of the video
• Jump straight into student-centered practice tasks
• Walk around the class helping students who need additional support for the rest of the lesson

See my full article on Flipped Classrooms Pros and Cons.

Play-Based learning

Students learn cognitive, social, and physical skills during play tasks. Tasks can be teacher-led with specific goals (e.g. volume transfer in a sandpit) or unstructured student-led play.

• Engagement: students may be more engaged during active play-based learning compared to teacher-centered instruction.
• Cognition : students get the opportunity to learn through discovery and trial-and-error, helping to build neural pathways
• Social: students play together, developing communication, groupwork, and negotiation skills.
• Physical: play engages fine and gross motor functions , helping to improve physical abilities.
• Many traditionalist, including many parents and potentially your head teacher, may consider play to have no educational or academic benefit.
• Parents may frown upon this method for older students, despite its benefits across age groups.
• Many people consider that the risks of injury during play-based learning are too high.

( Read More: Pros and Cons of Play Based Learning )

Social Constructivism. Students learn through social interaction and building knowledge in their minds through trial and error.

Play is also encouraged in all 5 Contemporary Early Childhood Perspectives (Froebel, Reggio Emilia, Forest Schools , Steiner-Waldorf Schools, and Montessori).

• Use modelled instruction to show students how to play with developmentally appropriate resource-rich toys and puzzles. Consider puzzles that require mathematical skills that link to current curriculum outcomes.
• Provide students with the puzzles and allow free unstructured play time
• Mingle with the students, helping them with prompting and guiding questions
• End the lesson with a whole group discussion of what they learned during the lesson.

See my full article on Play Based Learning Pros and Cons .

Project-Based learning (PBL)

Project-based learning requires students to spend an extended period of time (e.g. a week or more) on a single project to gain in-depth knowledge about the task. The projects should be personally meaningful and give students freedom to go in-depth on areas of interest.

• Students have the opportunity to become ‘experts’ on topics. By going deep on a topic, students may become very knowledgeable and feel empowered.
• A balance is struck between ensuring students focus on curriculum-linked projects and giving students the freedom to explore the details of a topic that are of personal interest.
• Students tend to have increased freedom using this approach. So, students need to learn self-regulation skills before beginning the task.

Constructivism in the Classroom : Students work independently using their own intellect and resources to learn. By doing personal research, students ‘construct’ knowledge in their minds and apply that knowledge to the project to demonstrate their knowledge.

• Teacher assigns students a research question, such as “What are the key characteristics of mammals?”
• Students work in small groups to come up with an idea for a poster, diagram, or presentation project on the topic.
• Teacher approves or asks for amendments of students’ proposed projects.
• Students are provided a series of lessons over a 2-week period in computer labs and in resource-rich classrooms to complete their project.
• Teacher checks-in intermittently to ensure standards are upheld and to stimulate students to improve upon their projects.
• The project concludes with students presenting their project to their parents.

Authentic Learning

Authentic learning involves having students learn about concepts in real-life (or near real-life) environments. Similarly, authentic assessment refers to assessments in real-life (or near real-life) environments

• By learning a task within its context, a student will understand its value for them outside of the classroom.
• Engagement: students may be more engaged in a task if they understand its practical application rather than just its theoretical purpose.
• Cognition and Memory: Students may find it easier to recall information if they can reflect on an instance in which they applied the knowledge to a real-life task.
• Authentic learning tasks are difficult to set-up from within a classroom.
• It is debatable whether so-called ‘authentic’ environments are genuinely authentic. A mock supermarket experience for practicing counting money, for example, lacks the potential for environmental distractions of a real-life situation.
• Some information is by its very nature academic and theoretical rather than practical, and this information is still of value to students.

Constructivism: Authentic learning environments are designed for students to be active learners who ‘construct’ knowledge through personal experience.

• An ESL teacher provides students with a set of conversational tasks to complete during a day’s field trip to the city.
• Students complete the tasks in the ‘real world’ by walking around the city asking for directions, buying lunch, etc.
• Class comes together at the end of the day to discuss and reflect on their experiences of applying their knowledge in the ‘real world’.

Discovery Learning

Discovery learning involves allowing students maximum freedom within a resource-rich environment to ‘discover’ answers to challenges. It requires students to build upon prior knowledge and use resources available in the environment to increase their own knowledge.

Discovery learning is often held in contrast to teacher-centered approaches, as students are not ‘told’ information; instead, they must discover knowledge for themselves..

• Students generate knowledge for themselves rather than being told what is right and wrong.
• By discovering truths, students will have a firmer understanding for the reasoning behind why something is true.
• Too much student freedom may distract students from the learning outcomes.
• This can be a time-consuming technique as students discover information at their own pace. It can therefore be difficult to implement in education systems that are packed with curriculum outcomes that must be met.

Construcitivism: Students generate their own knowledge through engagement with their environment rather than having truths ‘told’ to them by an authority figure.

• Teacher places the appropriate resources in the classroom to allow students to discover truths themselves. These resources may include science experiment stations, newspaper articles, etc.
• Teacher transparently presents the lesson objectives to the students, i.e. “What is heavier – sand or water?”
• Students are given minimal guidance, but sent to the learning stations to try to answer the prompt themselves.
• Teacher provides minimal guidance, recognizing that making mistakes and trying the ‘wrong thing’ is also a part of the discovery experience.
• Students get together at the end of the class to discuss what they ‘discovered’.

High Expectations

Setting high expectation involves requiring students to put in maximum effort during their lessons. HIgh expectations does not mean expecting all students to meet a certain standard. Rather, it means expecting each student to try to beat their own personal best.

• High expectations are necessary to ensure students continue to strive for improvement. Without high expectations in the classroom, students can become lazy and lose respect for education.
• Teachers need to be aware that sometimes students have ‘off days’ where they cannot succeed at their normal level. This may be due to health, hunger, or environmental factors .
• Teachers need to balance high expectations with compassion for their students. Try not to let burnout occur due to strenuous demands.
• Measure students’ prior knowledge to ascertain their current developmental level.
• Have students aim to achieve at or above their current ability in a given task.
• If students underperform, provide formative feedback and insist they readdress their work to make edits and improvements.
• Allow students to progress to subsequent tasks only when their work has met or exceeded the minimum standard you set for that individual.

See my full article on High Expectations in the Classroom .

Parent and Community Engagement

Parent and community engagement involves bringing students together with their community. It can involve bringing parents and community members into the classroom, or bringing students out into the community on field trips.

• By engaging with the community, students come to see themselves as a member of their community.
• It can help students to get to know important members of their community to give them a sense of belonging, and help them see (and, in the future, seek) support networks.
• By bringing role models into the classroom (especially minority and female role models), students can come to see that they could potentially become female firefighters, politicians of color, etc.
• Students can learn from more than just one teacher to get a variety of perspectives.
• Safety concerns often require teachers and community members to fill-in forms and complete background checks before community engagement can occur.
• Finding members of the community willing to work with teachers can be difficult.

Bronfenbrenner’s Ecological Systems Theory: Students learn within family and community contexts (children’s ‘first teachers’) in order to respect and carry-on culturally engaged learning.

• Teacher does networking to find community members willing to come into the classroom.
• Teacher finds relevant curriculum links that community members can help them teach about.
• Teacher and community members meet to discuss a lesson idea.
• Community members and teachers team-teach in the classroom.
• Students are given the opportunity for one-on-one time with community members.
• Students present the results of their lesson to community members before community members leave.

Unconditional Positive Regard

Unconditional positive regard involves teachers consistently and unconditionally viewing students as capable and competent. When students make mistakes, fail, or misbehave, it is the teacher’s role to continue to let students know that they believe in the student and their abilities.

• Empowering: when students are given unconditional positive regard, they know that their teacher believes in their ability to constantly do better.
• Shows Empathy and builds Trust: children come to learn to respect and trust their teacher when they know their teacher is always on ‘their side’.
• Teachers need to ensure that they still let students know that inappropriate behavior or lack of effort is unacceptable. The teacher should follow-up their discipline with comments about positive regard.

Humanist theory of Education : Humanist Carl Rogers invented this approach. He believed unconditional positive regard was necessary for building students’ self-confidence.

• “Even though you did not do well today, I expect that you will come to school doing better tomorrow.”
• “The quality of your work does not match your potential. Let’s talk about some strategies for improvement before you go away and do it again.”

See my full post on the Humanist approach to Education .

Modeled Teaching

Modeled teaching is an instructional strategy that involves the teacher ‘showing’ students how to do a task. The teacher shows the task while also breaking it down into small steps. This helps students to see how to complete the task.

• A very effective way to introduce new topics.
• The teacher maintains control when introducing a new idea to ensure students have appropriate understanding and safety knowledge before trying for themselves.
• Shows that learning can occur passively – students can learn simply by watching.
• Not appropriate as a standalone strategy. Students need to eventually try things alone to show competency. Therefore, consider matching modeled teaching up with the I Do, We Do, You Do method

Bandura’s Behaviorism: Bandura blends behaviorism with constructivism by showing that learning can occur through observation only.

See my full post on Behaviorism in Education , which has a segment on Bandura’s modelled instruction approach.

I Do We Do You Do Method

The I Do, We Do, You Do method is a scaffolding strategy that provides gradual release of responsibility from the teacher to the student. It involves three steps: (1) I Do: Teacher models the task; (2) We Do: Student and teacher do the task together; (3) You Do: Student attempts to complete the task alone.

• Students are provided an appropriate balance of support and freedom.
• Teacher has ample time to assess students’ abilities to make adjustments to their pedagogy as they move through the 3 steps (particularly in step 2)
• In large groups, students may fall behind at Steps 2 and 3.

Sociocultural Theory: Students learn through social interaction with a more knowledgeable other (see: Lev Vygotsky).

• Teacher asks all students to sit on a mat at the front of the class.
• Teacher models the steps required to complete the day’s task (I Do).
• Teacher re-does the task. This time, instead of telling the students the steps, the teacher asks students to raise their hand and tell the teacher what to do next (We Do)
• Teacher asks students to complete the task in small groups. Teacher walks around providing support (We Do)
• Students complete the lesson by doing the task alone. Teacher only intervenes for the few students who are still struggling (You Do)

See my full guide on implementing the I Do, We Do, You Do method .

Guided Practice / Cognitive Apprenticeship

Students follow along with their teacher as an ‘apprentice’. By working side-by-side, they learn the subtle little things (‘ tacit knowledge ’) required to know in order to master a skill.

• Students get very close one-to-one interaction with an expert, helping them learn.
• By learning-by-doing, the student learns not only the theory but also the skills required to complete tasks.
• An approach predominantly used for young children in Indigenous communities, which is not applicable on a wide scale in Western mass education systems.
• Requires one-to-one support, which is not often available.

Socio-Cultural Theory: Rogoff studied Guatemalan Indigenous teaching methods to come up with this approach. It fits under the socio-cultural theory because its emphasis is on social interaction between master and apprentice.

Common in trade schools for students studying to be mechanics, engineers, etc.

See my full guides on the Guided Practice teaching strategy and cognitive fexibility .

Scaffolding

Scaffolding involves providing support to students while they cannot complete a task alone. Then, when the student can complete the task alone, the teacher withdraws their support.

• Students feel supported while learning tasks that are just outside of their grasp at the present time.
• A clear way of guiding students towards new skills.
• May require a lot of one-to-one support, which can be difficult to provide in a classroom environment.

Socio-Cultural Theory: Scaffolding was invented by Jerome Bruner ( not Vygotsky).

• The teacher models a task before students try it themselves.
• The teacher provides the student with a visual aid (the scaffold, in this instance) that breaks the task down into small parts.
• After 15 minutes of practice with the visual aid, the aid is withdrawn and the students try the task alone.

Direct Instruction (a.k.a Explicit Teaching)

Direct instruction (also known as explicit teaching) is a teacher-centered approach that involves the teacher using simple straightforward language to explain concepts to students.

• Provides clear and direct knowledge to students
• Is sometimes the only way to teach something, particularly when introducing a new idea.
• Students cannot consolidate their knowledge with direct instruction alone. Explicit teaching should be followed-up with other teaching strategies that involve more active learning so students can practice and demonstrate their knowledge.

Behaviorism: Traditionally, direct instruction was embraced by behaviorists who believed in teacher-centered teaching. Today, it is used in most teaching approaches.

Repetition (Rote Learning)

Repetition involves giving students time to retry tasks over and over again until it is consolidated in their minds. The information should be safely in a student’s long-term memory before moving on.

• Repetition commits information to memory, and is often one of the only ways to ensure something is truly remembered long-term.
• Repetitive rote learning that lacks contextual background is hard to remember. Sometimes, giving context through doing tasks through real-life scenarios can be better for memory long-term.
• Repetition can disengage students and demotivate them.
• Doesn’t account for social and cognitive aspects of learning.

Behaviorism: Repetition is central to a behaviorist approach. Pavlov, a famous behaviorist found that he could teach his dog through repetitively associating a bell with food. The dog came to learn through repetition that the bell meant ‘food’.

See my full post on Behaviorism in Education.

Spaced Repetition

Spaced repetition builds on simple repetition. Spaced repetition involves gradually increasing the space between times you repeat something. Repetition of a task should be very common. Over time, the task should be re-examined less and less often.

The idea behind spaced repetition is that the concept being learned is re-engaged with just before it is forgotten so that it is consistently recalled into memory and gradually sedimented into long-term memory.

• Provides long-term support to ensure students remember information over a sustained period of time.
• Perfect for revision and standardized test preparation.
• Can be disengaging and boring for students who tend to prefer active learning.

Behaviorism: Spaced repetition was invented by behaviorist theorist Ebbinghaus in 1885.

• Provide students with a sprinkle of review tasks as a part of their weekly homework.
• Start lessons (or set aside some time each week) with revision of tasks from months previously to jog students’ memory.

Prompting involves providing students with nudges, guides and questions that will help them to move closer towards an answer. A prompt is a suggestion to a student that they pay attention to a particular aspect of a task that will help them get closer to the answer.

• Prompts are used regularly by teachers to get beyond blocks in student learning. Without prompts, students may never develop or improve.
• It is hard to know exactly how much prompting to give and at what stage. Students need time to think things through and make mistakes. Too much prompting too soon can prevent students from thinking for themselves.

Social Constructivism: Social constructivists believe teachers have a role in helping students to build knowledge in their minds. Teachers’ interventions can help spur knowledge development.

• A teacher might ask a question to get the student to look at the task from a different perspective.
• A teacher may point at a section of a diagram and ask them about that section.
• A teacher might start a sentence and ask a student to finish it.

Differentiation

Differentiation is a teaching strategy that requires teachers to change their teaching styles and educational materials to meet the diverse needs of students within a classroom. It generally involves grouping students into several sub-groups in the classroom based on ability, skillset or learning preferences.

• Enables the teacher to more effectively address the diverse needs of students in a large classroom.
• Ensures learning is more personalized in the hope that no child will be left behind in a lesson.
• Differentiation is often used as an excuse to dumb down a task – differentiated instruction should be paired with high expectations to ensure all students are working to their maximum potential.

Socio-cultural Theory: This approach acknowledges that all students have different social and cultural backgrounds. Therefore, each student requires a personalized learning approach. It realizes that one size fits all will not work because all students are different.

• Separate students into three ability groups: Advanced, Middle, and Lower. The advanced students can be provided with project-based learning tasks to complete while the teacher works with the middle and lower groups to provide additional support.
• Provide students with a range of tasks that addresses the same learning outcome. Students can choose between different tasks depending on their learning preferences.

Manipulatives

Manipulatives are physical educational toys (or: ‘tools’) which are used to support learning. Providing students with physical manipulatives during learning enables them to visualize their learning in a 3D space.

• Students can learn more actively when they have manipulatives than when learning through teacher-centered direct instruction methods.
• Helps students who need to visualize information to learn.
• Creation of physical models helps students to form mental models (‘ cognitive schemata ’).
• It can be expensive to gather enough materials for all students in a classroom.
• Providing students with toys can distract them from the task. Strong classroom management skills are required.

Constructivism: Constructivists including Freidrich Froebel and Maria Montessori have advocated for the use of educational toys to help students to explore and discover in student-led active learning contexts.

• Base Tens ‘Dienes Cubes’ are cubes that can be bunched into singles, groups of ten, groups of 100, and groups of 1000 to help students visualize the decimal system of counting.
• Colored beads can be used to help students in early childhood learn to recognize patterns.
• Froebel’s Gifts are 9 manipulative toys that students can use to solve developmentally appropriate puzzles.

Prior Knowledge Assessment

Prior knowledge assessment entails assessing students’ knowledge at the beginning of a unit of work in order to teach students at an appropriate level. If prior knowledge does not take place, teachers may teach content at a level that is either above or below a class’s optimal learning level.

• Ensures the content being taught is at an appropriate level.
• Respects the fact that students come into the classroom with pre-existing knowledge.
• Identifies misconceptions students may have about a topic.
• Enables teachers to take into account students’ cultural knowledge when preparing a unit of work.
• Ensure you assess prior knowledge well in advance so you can plan lessons based on prior knowledge. I’ve assessed prior knowledge at the start of a class before and realized the lesson I planned was completely useless!

Student-Teacher Conference

A student-teacher conference is a one-on-one discussion between a student and a teacher to take stock of a student’s needs. The conference usually involves a discussion of both strengths as well as areas for improvement. The conference should conclude with a list of goals for the teacher and student to mutually strive toward.

• An opportunity for both the teacher and student to express concerns and anxieties
• Helps students to feel ‘seen’, valued and cared for by the teacher
• Hard to achieve in every lesson. Teachers could consider systematically conferring with one or two students per lesson until all students are met with.
• There is a power imbalance in the student-teacher relationship which may prevent students from speaking candidly.

Socio-Cultural Theory: Interactions between teachers and students are important to learning within the socio-cultural approach.

• Print a list of your students with a column for ‘achievements’, ‘goals’ and ‘struggles’. Over the course of a week, meet up with your students and discuss with them what they’ve achieved in the current unit of work, what their goals are, and what the barriers are to achieving those goals.

Fill-In the Gaps (Cloze Passages)

A simple teaching strategy that involves asking students to fill-in an incomplete piece of text. This can happen verbally (starting a paragraph and asking students to complete it) and in writing (a traditional cloze passage).

• Helps students to jog their own memories by prompting them slightly.
• Enables teachers to quickly assess students’ knowledge (just-in-time assessment).
• Cannot be a consistently used strategy as students also need to learn through more challenging approaches such as discovery learning and project-based learning.
• Paper cloze passages involving a story in which the key phrases are removed.
• Prompting questions like: “Can you finish this sentence? The first king of England was …”

Peer Assisted Learning (PAL)

Has the teacher step aside and allows students to take charge of the learning environment.

• Students can often explain concepts to one another in a clear way because they’re on the same level and closer in their learning journey than the teacher, who probably learned the content years ago!
• Peer assisted learning is not the same as the students doing the teaching. Students should continue to view each others as partners in learning.

Socio-Cultural Theory: students learning through collaborative discussion fits firmly into the sociocultural theory of education .

• Invite students from a grade level above to come into the classroom and act as moderators of discussions on topics of interest.
• Pair stronger students with weaker students. Have the stronger students demonstrate their knowledge by supporting the weaker students. I find this works really well because children can often explain things in a clear language that other children can understand.

Poster Presentations

A poster presentation is a great way to demonstrate knowledge at the end of a lesson or unit of work. Provide the students with posters, pens, and printing materials if required.

• A fast, effective way of presenting knowledge to the class.
• Allows students to practice demonstration skills.
• Ends up with a physical product that can be photographed and added to the student’s portfolio to prove that outcomes have been met.
• Can be a lazy way to achieve presentation of knowledge. Ensure the focus remains on the content and not the coloring-in or drawing pretty pictures.
• Not useful for all lessons: when students can create a working model, diagram, etc. this would be preferred.
• Have students work in groups to write up their knowledge in a visually engaging way.
• Then, have each group verbally present their poster to the class.

Two-Minute Presentation

Two Minute verbal presentations, like posters, are an effective way of having students demonstrate their knowledge at the end of a lesson or unit of work. Each student gets two minutes to present their knowledge on a topic to the rest of the class.

• An effective, fast way of doing summative assessment.
• It is an inefficient use of other students’ time having them listen to 20 other two-minute presentations when they could be engaging in higher-order learning during that time. Students find it very boring and frustrating to sit through the assessment of other students.
• Use the two-minute presentation method for the final lesson in a series of lessons on one topic.
• Have students read over their notes from previous classes and write a summary of the top 10 points.
• Have students prepare their two-minute presentations by adding the notes to palm cards. With 10 points, students have about 12 second per point!
• Ensure students have time to practice with one another and instruct them on how to take additional notes on their palm cards for points they forgot during practice.
• If each student has a different topic or angle to present engagement may be enhanced during the class presentations.

De Bono’s 6 Thinking Hats

De Bono’s 6 thinking hats strategy asks students to look at an issue from multiple perspectives. It can be used for groups or individuals. Depending on the hat a student is provided, they have to think from a different perspective.

The Six Hats

• White hat: Provide the facts.
• Yellow hat: Explore the positives.
• Black hat: Explore the negatives (devil’s advocate).
• Red hat: Express your feelings and intuitions . Include concerns, dislikes and likes.
• Green hat: Be creative. Come up with new ideas and alternatives.
• Blue hat: The manager who ensures all the hats are sticking to their lane.
• Helps students to think outside of their own perspectives.
• Encourages students to attack an issue from many different angles.
• Teachers group work skills if used in a group.
• I often find it’s hard to get groups of 6, so sometimes one student has to use two hats.
• Introduce a contentious topic with a video or reading.
• Distribute hats to the students.
• Have students spend some time brainstorming what they would say on the issue from their perspective. If you have a large class, group all the white hats together, red hats together, etc. to work in groups for this part.
• Then rearrange students into groups where there is one colored hat per group (groups of 6 is ideal, or 5 with one person taking the role of blue hat as well).
• At the end of the class, have a whole group discussion summing up our points and list the details of the topic on the white board. Hopefully students will see that the issue is a very complex one!

A pop quiz is a short test that takes place with no prior warning. The quiz can be formative or summative. Link the quiz to rewards to keep students motivated to do well and be prepared at any moment.

• Can be motivating for students who enjoy the challenge of competing with themselves or others.
• Keeps students on their toes which encourages ongoing review and homework on the part of the students.
• May worry some students who are unprepared.

Democratic Vote

Taking a democratic vote is a progressive education strategy that attempts to empower students in the classroom. Have students vote on what or how they will learn within the classroom. This can be done at a small scale in a lesson plan by asking students to vote on how a lesson will progress, for example.

• Can empower students, giving them a sense of ownership over the classroom.
• Can build trust and rapport between the students and the teacher.
• Helps the teacher take the pulse of the class and understand what they want and need.
• Teachers may lose their power and control over the class if they overuse this approach.
• Just because the majority supports something, it doesn’t mean it’s best. A small group of students may fall behind and have their voices drowned out by the majority.

Progressive Education: Progressive educators such as Alfie Kohn advocate for empowering students through increased democracy in the classroom.

See my full post on Citizenship Education .

Non-Verbal Gestures

Using non-verbal gestures are powerful ways to help students learn, as well as to manage the classroom. Educators can explicitly teach signs or use gestures common in society.

• Teachers can give individual students instant feedback that is subtle and does not disrupt the rest of the class.
• Students feel acknowledged when small gestures are used just for them.
• It is a non-intrusive way of prompting students.
• Cultural sensitivity required. Different cultures ascribe different meanings to non-verbal gestures.
• Nods of approval can let a student know you have recognized their good work without disrupting the flow of the lesson.
• Pointing can be used to direct students’ attention toward prompts around the room or on worksheets that may help stimulate thinking.
• Tapping a watch can remind students to pay attention to time limitations of a lesson.

Environmental Manipulation

Environments have a strong impact on learning. Temperature, lighting, seating plans , colors and posters on the walls can all affect learning.

• A non-intrusive way of supporting learning.
• Helps students feel more comfortable in the classroom.
• Your classroom has limitations which may prevent the ideal environmental settings.
• Different students may work better in different environments (e.g. heat settings)

Humanism: Teachers pay attention to the conditions required for creating an optimal learning environment.

Classical Conditioning (Behaviorism): Students are ‘conditioned’ by cause-and-effect mechanisms that are subtle and that they aren’t even aware of.

For more, see my full post on behaviorism in education.

• When a class is too loud, try subtly turning off the fan. It’s amazing how often this small environmental manipulation can quiet down a class.
• Ensure the classroom is not too dark. A dark classroom can impede reading, especially for students who do not have perfect eyesight.
• Heat and noise can both prevent learning.
• Calm colors on the walls can help students relax into the learning environment.

Associative Learning

Associative learning takes place when several ideas are introduced to a student that are mutually reinforcing. In the classroom, this means presenting students with several stimulus materials that help a student to recall a fact.

• Is very effective during revision for an exam.
• Has questionable long-term benefits as at this stage the concept is not yet solidly consolidated in long-term memory. The recall of information is dependant on other associated information.

Behaviorism (Pavlov’s Dog): Most famously, Pavlov managed to get a dog to associate the ringing of a bell with food. The dog would salivate whenever the bell rang, whether or not there was food around.

Cognitive Constructivism: while associative learning is most commonly associated with Pavlov, constructivists also have an explanation. The more associations someone has with a topic, the more neural pathways are created connecting ideas. This helps improve memory recall.

See Also: Non-Associative Learning

• The teacher presents students with rhyming pairs to help a student associate one word with another. This can be effective in teaching vocabulary.
• When attempting to recall a fact, you can try to reflect on where you were and what else you were talking about when that fact was first introduced to you.

Cooperative Learning (Group Work)

Cooperative learning is a teaching strategy that involves having students work together rather than in competition. Usually, this takes place in small groups where the success of the group is dependant on the students working together to achieve a common goal (also known as positive interdependence). See more: Cooperative learning examples .

• Minimizes destructive competitiveness in the classroom which may undermine a collaborative and collegial atmosphere.
• Requires students to talk to one another which can help them learn from each other’s perspectives.
• Students need to be explicitly taught group work skills before participating.
• Some students may become lazy and let others do the work for the whole group.

Sociocultural Theory: Learning is stimulated when students converse with one another. They get to see others’ viewpoints which may help each student build upon or challenge their existing views.

Agenda Setting

The teacher presents the students with the agenda at the start of the day. The use of visual aids may be helpful here, allowing students to see a timeline of the day’s events on the board at the front of the classroom.

• Very effective for students with autism who often feel calmed knowing there is some structure to their day.
• Helps relax students into a day or even a lesson by giving them certainty about what’s to come.
• Any benefits that may arise lack scientific backing.
• Download a card set of images that represent different lesson types and activities. Use this card set to lay out a visual timeline for the students every morning.

Team Teaching

Instead of one teacher delivering a lesson to a group of students, several teachers get their classes together to teach one lesson to a larger group.

• Teachers can be more flexible. One teacher may take the role of presenter while the other acts as a support with students falling behind.
• Teachers can share the workload, particularly for preparation.
• Large groups may lead to some students falling behind without the teachers realizing.
• There is the potential for more noise distractions and subversive behavior in large groups.
• Teachers need to have the same work ethic for this to be effective.
• Large class sizes required.
• Consider having one teacher take the lead on all mathematics lessons and the other take the lead on all literature lessons. This enables each teacher to become more expert on their topic.

Directing Attention

Directing attention involves diverting students away from negative non-learning behaviors and towards positive behaviors by presenting them with engaging learning materials or ideas.

• Prevents negative behaviors without confrontation.
• Focuses on creating engaging lessons.
• Can be done multiple times in one lesson whenever a teacher sees a student is distracted.
• Tends to be more effective with younger children than older children.
• Use visual aids, worksheets and manipulatives to help direct and maintain students’ attention on something physical. With adults, I use flipchart paper (also known as butcher’s paper) as the prop to direct attention.

Allowing students to sit where they choose, rather than having assigned seating, has had a resurgence in popularity in the past decade. A flexible seating classroom often has a range of differently organized workstations, allowing students to select a spot to sit that’s most comfortable for them and which best suits the style of learning that will be occuring in that lesson.

• Can reduce sedentary periods of time by allowing students to move around more during a lesson.
• Enables students to sit at a table that best suits their learning (computer table, group table, individual table, on a bean bag, etc.)
• There is often not enough space at workstations, meaning students end up not actually sitting where they choose.
• Often students like to have a spot they can call their own. It helps give students a sense of place and belonging.
• This approach is very common in the Agile Learning Spaces and Flexible Classrooms movement.

See my full post on the Common Classroom Seating Arrangements .

Formative assessment involves assessing students’ learning throughout the learning process, not just at the end. Formative assessments can take place at one point in a unit of work or regularly throughout a lesson.

• Allows teachers to adjust their teaching if students are not quite up to where you expected, or if they are exceeding your expectations.
• Students get feedback on their progress before the summative assessment, allowing them to adjust.
• Gives the teacher a better understanding of their students. If a student fails a summative assessment but the teacher knows the student could do the task at the formative stage, more investigation can take place to see why there is a discrepancy.
• Can be time consuming to constantly assess students’ abilities.
• Formative assessments often lack the authority of summative assessment pieces.
• Formative assessments can be simple stops to get feedback and ongoing questioning of students.
• They can also take the form of pop quizzes or student-teacher conferences.

Summative assessments take place at the end of a unit of work and are often the formal final / overall grading of a student’s knowledge.

• Summative assessments are necessary for providing a final grade for a student and are often required by school boards.
• Summative assessments give students something to strive toward which may keep them motivated and encourage them to study.
• They are seen as too high-stakes and can cause stress for students.
• If a student does poorly, the assessment is right at the end, so the teacher and student often don’t have any more time address the problems and help progress the student’s learning.
• Standardized tests.
• Assessments for student portfolios.
• End-of-year exams.
• Entry exams.

Gamification involves implementing elements of gameplay in your lessons. This can be as simple as creating a competition out of a mathematics quiz.

Recently, computer software such as excel and programming languages have been used in the classroom as elements of ‘digital’ gamification.

Don’t confuse gamification with game-based learning, which is discussed next.

• Gamification can make boring lessons fun , thereby increasing the engagement and motivation of students.
• Teachers must not lose focus on the learning outcomes that must be met. ‘Fun’ is not the goal, it is the means for achieving the goal, which is always learning .
• Get your students into two groups and have them compete in a trivia contest based on your lesson content.
• Give students table groups and reward tables with points depending oh how well they do.

Not to be confused with gamification, game-based learning involves the use of actual games (board games, computer games, sports games, etc.) into a lesson.

While gamification involves using elements of gameplay into lessons (points, competitions), game-based learning involves using actual games in a lesson.

• Students often love video games at home, so they get excited that they can play them in school as well.
• Games can also support cognition by prompting students to complete and practice tasks to win games. See also: cognitive tools.
• Parents may feel playing games in the classroom is not acceptable. Make sure parents know your reasoning behind using games.
• Ensure the focus remains on the learning outcomes, not just on ‘having fun’.
• Minecraft is a very popular computer game that is used in classrooms.
• Sim City is a popular game for city design courses.
• Use card games to teach counting. I teach ESL students counting using the game UNO.

See my full article on game-based learning as well as my explanations about how to use minecraft and sandbox games in the classroom .

A coach does not stand in front of players and simply tell them what the ‘facts’ are. A coach stands behind a player. He watches the player and gives feedback on their performance. His job is to encourage, suggest adjustments and be the support network for the player.

Coaching is one of the great metaphors for teaching . A teacher who uses coaching as a strategy tried to emulate the role of the coach: observing and offering support and suggestions for adjustments.

• Student-centered : the student is the focus and the teacher is the supporter.
• Personalized: each student will get unique feedback based on their performance.
• Sometimes the teacher needs to introduce new ideas, meaning coaching may not be as useful as another approach such as modeling or direct instruction.

Sociocultural Theory: In sociocultural theory, teachers tend to encourage active learning and provide social support.

Inquiry-based learning involves the teacher presenting a problem for the students to solve by making their own inquiries. It is similar to discovery learning, but is different in that inquiry based learning generally involves the teacher setting out a puzzling problem to solve at the start of the lesson.

• Students ‘find’ the answers rather than being given them by teachers.
• Answers emerge out of exploration, problem solving and discovery, meaning students learn why something is true, not simply what is true.
• Significant support is required to help guide students through their inquiry. Students need to be taught how to inquire and given the right inquiry tools (such as books, appropriate websites, etc.)

Constructivism: Students learn through constructing ideas in their heads rather than being told the facts.

Reciprocal teaching involves having students facilitate their own small group lessons. It is usually used in reading lessons.

The teacher first models how to guide group discussions before sending students off to facilitate their own lesson. In groups of four, students usually take the roles of: questioner, clarifier, summarizer and predictor. Students read stimulus materials then self-facilitate a group discussion about the text.

• Students learn self-regulation learning skills which are essential for later in their lives.
• When students are trained up, the classes work very effectively and the teacher can fade into the background.
• Students learn group work, communication and negotiation skills. They also learn how to speak up in a group.
• Students learn to be mature even when the teacher isn’t looking. By taking on responsibility as ‘teachers’, students should rise to the challenge.
• Requires a lot of pre-teaching so students have the required skills for these sorts of lessons to work.

Sociocultural theory: working in groups, communicating and sharing ideas help stimulate thinking and encourages students to challenge their own ideas in order to improve them.

Example (Modelled off the I Do, We Do, You Do approach)

• The teacher should model the four roles required in front of the whole class, with several volunteers to act as the demonstration group.
• The teacher assigns groups and the four group roles: questioner, clarifier, summarizer and predictor.
• When students do the activity in small groups for the first time, explicitly walk the students through the steps. Use a bell or similar audible cue to cycle students through the group work steps.
• Allow the students to work in independent groups – walk around and help groups who are struggling.

Blended learning involves a mix of online instruction and face-to-face learning. This strategy can be employed by giving students part of their instruction as homework online and part of it in class. It differs from flipped learning because a flipped classroom involves at-home instruction and in-class practice. Blended learning can have both practice and instruction occuring at home and/or in class

• Gives the teacher flexibility to teach partially during homework time and partially in class.
• Students need access to technology at home unless the at-home parts are only reading and printouts.
• Usually only suitable for university students who are short on time. Blended learning allows them to do some of the learning in their own time.
• Used regularly for distance learning students and rural and remote students.
• Used regularly at university level.
• If using this method, I recommend taking a look at the flipped learning model for some ideas of how to split your distance and in-class segments efficiently.

See my List of 10 Pros and Cons of teaching Online .

A growth mindset focuses on teaching students that they have the power to improve and succeed if they put their effort into it. The opposite would be students refusing to try because they don’t think they have the power in their own hands to succeed.

Teaching growth mindsets is all about modelling positive behaviors. Include growth mindset in your lesson plans by finding points in the lesson to discuss specific strategies to move toward success, strategies for studying, and positive thinking.

• Focuses on helping students see that they have ‘ agency ’ (in other words, they are capable of improving their lives)
• Motivates students to improve their own lives
• Many students have many barriers to success. If you ignore those barriers and simply say ‘you can work harder’, this will make students feel disempowered. Teachers need to show students the pathways to success.
• Ensure the content is actually achievable for your students.
• Break down tasks into manageable chunks so that students know the steps toward success. Then, use encouragement to motivate students to put in their effort.
• Celebrate success to show students that they are competent and capable.

Culturally responsive teaching is an instructional strategy that involves ensuring students’ cultures are integrated into lessons. This includes celebrating students’ cultural backgrounds when relevant and using learning styles that are dominant within your students’ cultures.

• Includes children from cultures that have been traditionally marginalized within the classroom.
• Minimizes the impact of Westernization of education.
• May make new students from cultures that are different to the majority in the class to feel a sense of inclusion and belonging in the classroom.
• Helps all students see the world from a variety of perspectives and learn to respect pluralism.
• Teachers need to be sensitive to cultures different to their own.
• Teachers should consult parents and community members about best strategies for the cultural needs of the students in the class.

Sociocultural theory: sociocultural theory believes

• Have role models from minority backgrounds come into the classroom to share their backgrounds.
• Consult with parents about ideal teaching methods within their culture.
• Avoid nonverbal gestures that have different meanings in different cultures.
• Another example: eye contact is considered respectful in Western cultures but acts of defiance in Indigenous Australian culture.

Mastery learning and teaching is a strategy for ensuring all students meet a certain standard of understanding or ability before moving on.

Teachers set a benchmark of knowledge 9r ability for students to meet. Then, all assessment in this method is formative, where students are given feedback and as much time as possible to improve before progressing.

• Students are not left behind and gaps in their knowledge are not overlooked.
• Students may feel less stressed or rushed with this approach.
• There is no talk of inability or failure in this method as teachers and students keep working away at the task until success is achieved.
• There is not enough time in traditional school systems for this approach.
• The difference in abilities between students means some students will get a long way ahead while others remain a long way behind.

Humanism: there are elements of unconditional positive regard in this approach (see Carl Rogers).

• An example may be that all students must get 80% on a test to progress to the next unit of work.
• This approach is common for getting a “handwriting license” in primary / elementary school.

Stimulus materials are tools that a teacher provides during lessons to spur students into engaging with the lesson or thinking more deeply about the content provided. They include videos, educational toys (manipulatives), worksheets, visual prompts, objects from outside the classroom, and so on.

Without stimulus materials, the classroom feels empty and detached from real life. Bring stimulus materials into the classroom to help students make stronger connections to things going on outside.

• Provides something for students to focus on which can focus students’ minds.
• Helps students to learn actively if they have the opportunity to touch and manipulate the props.
• Can inspire and draw-in students at the start of the lesson.
• Stimulus materials can be very expensive.
• Students can get distracted playing with the materials rather than listening to their peers or the teacher.
• Students need to learn to share materials.

Constructivism: constructivists encourage the use of props so that students can ‘learn by doing’ and be ‘hands on’ in their learning.

• Place several props into a bag. Have the students put their hands in the bag and see whether they can guess what the props are.
• Place an unusual prop related to your lesson in the middle of the classroom. Get the students to guess what it is before beginning the lesson.

Service learning involves having students meet learning outcomes while contributing to and ‘giving back to’ their community. This often involves volunteer work, internships and placements within the community where assistance is needed.

• Students can increase their sense of belonging within the community.
• Connections between learning and life are made explicit in this sort of learning.
• Learning moves from the theoretical to the practical.
• Students can come to see how they are connected to a wider ecosystem, and that they have an important part to play in serving that ecosystem for the good of all.
• It can be hard to place all your students in a service learning placement if there are many students to allocate.
• It may be impractical given safety and security requirements.

Bronfenbrenner’s Ecological Systems Theory: EST highlights that people are situated within community from whom they get their values and beliefs. By being more connected to the community, students learn who they are and how they’re connected to a society and culture that surrounds them.

• Prepare your students in the classroom. Consider having organizers or community members come into the classroom to tell the students what to expect.
• Have students write preparatory notes about what the intend to learn, who they intend to speak to, and what their day-by-day goals will be whilst doing the service learning.
• Have students complete their service learning / voluntary work in groups or individually.
• Meet with the students intermittently during the service learning and have student-teacher conferences on how it is progressing. Intervene where needed.
• Have students come together at the end of the project to reflect on what was learnt and how their understanding of their place in the community has evolved. Discuss possible future involvement and engagement in the community to emphasize that community involvement is an ongoing project.

Invented by Lave and Wegner, situated learning involves learning by being embedded within a professional environment and slowly picking up the ways of doing and speaking within that context.

It has similarities to other instructional strategies outlined in this article such as service learning and cognitive apprenticeships. However, its defining feature is the slow absorption of knowledge through prolonged exposure to an authentic professional setting.

• Students learn the most important practical information required for a job.
• Students learn the ways of speaking and behaving that are required within a professional situation.
• Not practical as a teaching strategy in classrooms. It works best as an apprenticeship model for new graduates from university.

Sociocultural theory: the situated learning approach emphasizes the importance of learning from ‘more knowledgeable others’.

The sixty second strategy involves having students review one another’s work in three steps which take 60 seconds each. The steps are: respond, reflect and review. This usually takes place after a student presentation where the students give a cumulative 3 minutes of feedback and reflection on the presentation.

The goal is not just to give feedback to the presenter, but for the listeners to also think about how they would have done the presentation and what their own thoughts on the topic are.

• Students learn how to give feedback to others in positive and constructive ways.
• It is a great way for students to actively engage with other students’ presentations.
• Students need to know how to be positive in feedback and not be hurtful.
• Have the student who is presenting their work give their presentation.
• The students who watched the presentation have 60 seconds to write their thoughts on the topic that was presented.
• Next, the students have 60 seconds to write down feedback on the presenter’s work.
• Then the students have 60 seconds to provide positive affirmation and praise.
• At the end, have the students share their feedback with the presenter in small groups so that the environment is not so intimidating for the presenter.

Thumbs down, thumbs up is a simple strategy for getting immediate feedback from students. During a lesson, pause after each step to get instant thumbs down, thumbs up feedback on whether students understand the previous step.

If there are thumbs down, the teacher should ask those students if they have direct questions or whether they might want that section to be covered again in different language or more slowly.

• Enables the teacher to gauge students’ reactions in real time.
• Gives the students an opportunity to give the teacher feedback immediately so that they don’t fall behind or become frustrated.
• If the majority of students give thumbs up but only one or two give thumbs down, this is not endorsement to move on. Rather, the teacher should make sure no students fall behind.

For this teaching strategy, either the teacher or student summarizes something someone previously said in their own words in order to ensure they understanding each other without any misconceptions.

• In having a student repeat the teacher’s statement in their own words, the teacher can see whether students actually understand something.
• In repeating a student’s statement in different language, the teacher can see whether they truly understand what the student means.
• The biggest risk here is in the teacher ‘putting words in the student’s mouth’. This may give the student a free pass.
• The teacher explains a concept, then asks the student to repeat it without using the same words. A pause of a few minutes between the teacher’s explanation and the student’s response can be helpful in preventing the student from directly copying the teacher’s language. As time passes, the meaning should stay but the exact words should be forgotten.
• Alternatively, the student makes a statement, and the teacher translates it in their own words and finishes with “Is that what you meant?”

Demonstration involves showing the students a practical example of something that is being learned in class.

The difference between demonstration and modeling is that a demonstration usually:

• does not involve explicit explanation of all the steps, and
• is usually not followed by students having a go themselves.

Demonstration (rather than modelling) may be necessary when the concept being demonstrated is dangerous or requires expertise.

• Having something complex or theoretical demonstrated can be exciting to link theory to practice.
• Demonstrations may require expensive field trips or inviting experts and expert equipment into the classroom.
• A demonstration could be as complex as going to watch a space rocket launch or as simple as a ranger demonstrating how to use bear spray.

Role modelling involves demonstrating the requisite behaviors or ideal way of acting within a learning environment. Role modelling has the intention of positively influencing students into copying the teacher’s positive learning behaviors.

• Students are socialized into behaving and learning in socially appropriate ways.
• A teacher who sets personal high expectations for their own learning will have those high expectations flow on toward the students.
• A teacher needs to be aware that all of their behaviors rub off on students. This means they need to ‘put on their happy face’ despite what’s going on in their private lives.

Bandura (Social learning theory): Albert Bandura believed that observation was important in influencing how people will behave and learn. See his famous Bobo doll experiment where children were more aggressive toward a doll when they observed an adult being aggressive toward it.

• Male teachers may role model positive masculinity, such as politeness and respect to all people regardless of gender.
• A teacher can be a role model my demonstrating engagement and volunteering within the community, insisting on respectfully welcoming guests when they enter the classroom, or having high regard and respect for reading, learning, and apologizing.

Predicting involves asking students to make predictions or ‘guestimates’ before a study is undertaken. The teacher may make a prediction for the students to respond to, or ask students to make predictions themselves.

• It stimulates students to think about the logical flow-on effects of the things they are learning about (such as in science: gravity, momentum, etc.)
• Students are asked to think forward rather than simply react in the learning environment.
• At the start of a lesson (before introducing too much information), ask students what they think will happen during the lesson.
• Show the students a diagram or comic strip demonstrating sequence of events with the last few events missing. Have students fill-in the gaps.

The teacher inserts intentional mistakes into their teaching materials (such as misspellings in their presentations) or their speech in order to:

• Check students’ depth of knowledge,
• Make memorable teaching moments, or
• Keep students critically engaged.
• It keeps students on their toes throughout the lesson, particularly during the boring parts.
• It can make learning into a game if you let the students know to look out for the mistakes in advance. You could also offer a reward for the person who identifies the mistake.
• It can lead to critical discussion about common mistakes that students make in a topic.
• You may risk having students believe you had made the mistakes intentionally.
• Students may believe the mistakes are truths and end up believing things that are untrue.
• Create intentional spelling errors in your worksheets and powerpoint presentations.
• Mispronounce a word and see if students realize.
• Flip two words in a sentence and see if anyone realizes.

Immediate feedback is any feedback that takes place during a lesson rather than after a lesson or exam has been completed.

There are two primary types of immediate feedback: feedback from students to teachers, and feedback from teachers to students.

The feedback’s purpose should be to make impromptu changes during the lesson before it is too late.

• Teachers can adjust their teaching methods in the moment to ensure the lesson is a success.
• Students can adjust the ways they are going about completing a task to ensure it is successful.
• In large groups, one-to-one feedback can be difficult.
• Teachers need to be able to think on their feet to make immediate adjustments.

David Schon’s ‘Reflection in Practice’: According to Schon, successful practitioners reflect in practice rather than just on practice. Reflection in practice requires practitioners to reflect on what they’re doing while they’re doing it.

• Asking for a thumbs up / thumbs down from students to see if they understand something.
• Looking over the shoulder at children’s work to see how they’re coming to their conclusions.
• Accepting ‘hands up’ questions at any point during an explanation or lecture.

A whole group class discussion gets all students in the class talking to one another in one group. When I use this strategy, I try to get students sitting in a conversation circle. The benefits of students sitting in a circle include:

• There is a neutral power structure with no one at the head of the discussion.
• All students can see one another.
• Whole class discussions encourage all students to develop the confidence to share their own views publicly.
• If the whole class gets into it, there can be a lot of great back-and-forth.
• Often, the loudest and most confident students dominate the discussion.
• Some students are too shy to speak up.
• It is easy to embarrass a student, so be careful to be sensitive.
• Use a speaking stick so only one person speaks at a time. The only person who can speak is the person with the speaking stick.
• Use discussion circles so that all students can see each other when talking.
• If conversation is slow to start, consider asking individual students direct questions.
• Use open-ended questioning to force students to answer in full sentences.

Concentric circles is a method that builds on the whole group circle time discussion. Students sit in two concentric circles with the inner circle facing the outer circle. The students in the inner circle should be paired one-to-one with a student in the outer circle (like speed dating).

The teacher poses a question and the pairs are given 60 seconds to discuss the problem. Then, the students from the inner circle rotate one person to the right so they are facing a new partner for the next question.

• Disagreements about pairing and students working with their friends are resolved because each student gets a turn working with another student.
• Students get to learn and communicate with other students they don’t usually spend time with.
• Discussion can help students see perspectives that they did not come up with on their own.
• There needs to be an even number of students in the class so each student has a partner to work with.

Sociocultural theory: students learn by interacting with others to help them test, challenge and extend their own ideas.

One student takes the role of a character from a book, history, etc. They dit in front of the class and get interviewed by their classmates. The student must stay in character and answer the questions from the perspective of that character.

• Students explore topics from perspectives other than their own, helping them to develop lateral thinking skills .
• Students need time to research their character and brainstorm their character’s perspectives on various topics before being put in the hot seat.
• Shy students or students who are not confident with the material may be intimidated by this instructional strategy.
• This strategy can be linked up with strategies like De Bono’s thinking hats where students would answer questions from a particular perspective.

Graphic organizers are visual aids in the classroom designed to help students visualize and conceptualize ideas and their relationships with other ideas. Examples of graphic organizers include flowcharts, mind maps and venn diagrams. Use them to help students think more deeply about topics.

• Very useful for students who are visual learners.
• Provides a framework for deeper and critical thinking.
• Provides structure to help students who are unsure of how to proceed with critical thinking.
• Don’t stick to just one framework as the frameworks narrow the scope of thinking in exchange for depth. Mix up your graphic organizers.

Cognitive Constructivism: cognitive constructivists such as David Jonassen believe graphic organizers help students to share their cognitive load with the organizer, helping them to organize and sort ideas in their heads more effective.y

• Flow charts
• Venn diagrams
• Concept maps
• Network or family tree
• Spider diagram
• Compare-contrast matrix
• Series of events chain
• Character charts

This is one of the simplest, most frequently used, but also most effective classroom teaching strategies. Students think about a topic on their own. Then, they pair up with a partner and discuss, compare and contrast their thoughts together. Thirdly, the pair share what they discussed with the whole class.

• Moves students from individual thinking to social thinking in a clear process.
• Helps students to vocalize their own thoughts in small and large groups.
• Helps students to see other people’s perspectives by encouraging communication, compare and contrast.
• Students need the confidence to speak up in front of the whole class. I have found some students like to have the comfort of flip chart (butcher’s) paper as a prop when presenting their discussions to the class.

Sociocultural theory: learning through conversation allows students to see diverse perspectives and therefore improve on their own perspectives.

• Step 1: Think. Students are given 2 minutes to think about the topic on their own and take 5 bullet points on their own.
• Step 2: Pair. Students get together in pairs (or groups of 3 if appropriate) to compare and contrast their own ideas. Students discuss the ideas and come up with a collective group of ideas.
• Step 3: Share. Each group shares their own thoughts with the whole class. As each group presents, other classmates can challenge ideas or take additional notes to add to their own group’s thoughts.

Assigning group roles for students who are doing small group work is another simple instructional strategy to try. There are many group role types to be found online. I tend to use the roles of: timekeeper, moderator, notekeeper, and collector. All students should be equal discussion contributors, and this is managed by the moderator.

• Helps to structure the activity, give students certainty in what they are doing, and reduce the uncertainty from group work.
• Encourages communication to get students hearing other students’ ideas and perspectives
• Students must be explicitly taught the group roles and need time to practice them.

Sociocultural Theory: By communicating with peers, students widen their perspectives and (with more knowledgeable peers) have their knowledge scaffolded.

• Ensure you model the group roles before beginning the activity. Consider using a fishbowl method by having a sample group sit in the middle of a circle modeling the roles to the rest of the class.
• For the class’s first attempt at group roles, structure it very clearly by getting the students to follow a clear step-by-step guide. Slowly release responsibility to students when they are ready.

The barometer method gets a measure of students’ opinions by asking them to stand on a line from 0 to 10 (1 = strongly disagree, 5 = unsure or conflicted, 10= strongly agree).

• Students tend to find this a non-intimidating way of sharing their opinions.
• Can be a good way of getting students talking. Once they stand on the line, you can ask them to explain why they stood where they did.
• It may be beneficial to prevent students from taking a neutral “I don’t know” stance without sufficient defence of this position.

Critical theory : The barometer could be paired with critical theory if students critique assumptions in society with a focus on the perspectives of marginalized groups.

• Introduce a complex or controversial issue through a book, video or class discussion.
• Ask students to stand on an imaginary line from 0 to 10 representing their opinion.
• Place students into three groups based on their position in the line: agree, unsure and disagree. Have the three groups present their 5 best arguments to the class.

Cognitive tools are educational technologies designed to promote thinking beyond what a student can do without the technology. This might include using wearable technologies to help students map out their own movements to then test their knowledge of geography, use of excel sheets to create financial estimations, etc.

• Educational technologies can help us do things we couldn’t do without them.
• Can engage students who love computers and technology in learning tasks.
• Teachers must ensure technology use is focused on helping students learn more or at a higher level of critical thinking than if they didn’t have technology.

Cognitive Constructivism: this approach, invented by david Jonassen, emphasizes that computer technologies should be used to extend and promote higher-order cognition.

See my full article: Examples of Congitive Tools in Education .

Anticipation and guestimation is an instructional strategy designed to get students thinking about the consequences or flow-on effects of actions. Teachers ask students to make predictions based on limited knowledge about a topic

• Students often have to use mathematics and logical reasoning to succeed in this task.
• Students are required to be resourceful and seek clues that will show them the possible consequences of action.
• It is important to strike a balance between giving enough information to make informed guesses and not too much information that the students can deduce the full answer.

A silent conversation is a way of getting students to communicate without having them speak up in front of the class. Students write their responses to a prompt on sheets of paper but cannot speak while doing so. They should then also write responses to one another’s points so that they are ‘conversing’ through writing.

• Students who are shy to speak up my be more willing to participate, especially if their written response can stay anonymous.
• It can often be easier to respond in writing than speaking because students have time to reflect and think about the wording of their response before writing it.
• Only one student at a time can write their response. Consider what other students will be doing during this time.
• Students must be competent writers.

Sociocultural theory: we learn and extend our knowledge through social interaction. By seeing others’ points, we can improve or amend our own.

• One way to do this is to have a flip chart paper sheet (butcher’s paper) on a wall with a discussion prompt written above. Have students walk up to the paper intermittently thought a lesson to write responses to the prompt. After the first few students write their responses, the rest of the students must respond not to the prompt but to the answers written by previous students – how can they add to or challenge what someone else has already said?
• The second common way of having a silent conversation is to pass a piece of paper around the class and have students write their responses to conversation chains on the piece of paper.

A devil’s advocate is someone who argues for an opposing point of view in order to stir up an argument and poke holes in other points of view. The devil’s advocate does not necessarily need to believe the points they are arguing. Either the teacher or students can be the devil’s advocate I’m this teaching strategy.

• Encourages students to see their own blind spots or misunderstandings.
• Helps students to see a diversity of points of view.
• Improves students’ debating skills.
• Students and parents may interpret you devil’s advocate position as an attempt to teach unsavory views in the classroom.

Critical theory: A devil’s advocate can help students with skills desirable within critical theory, like seeing views of people who are not commonly heard in society and the capacity to critique dominant narratives in society.

• The teacher can note in their lesson plan moments when they believe there are opportunities to play devil’s advocate role promote debate.
• The teacher can give students debating points where one person acts as devil’s advocate and another as the person defending the dominant perspective.

Strategic pauses are one of the most important tools in a teacher’s toolbox of teaching strategies. A strategic pause is a gap between statements to let a point sink in or linger, or to give students a moment to think about an answer before the teacher moves on.

•  An excellent classroom management strategy
• Encourages students to think and not rely on teacher prompting
• Emphasizes important points
•  Can leave students confused
• Requires follow-up and knowledge testing

Cognitive load theory: Too much information at one time can cause a student to lose track. Time is required for the mind to interpret, sort, stack, save and withdraw information in their mind (‘create cognitive schemata’).

• Pause after a question for 10 seconds before discussing the answer.
• If the class has started getting unsettled, often a pause in the teacher’s speaking is enough to settle them again and remind them to re-engage with the learning materials.
• Slow speech with sufficient pauses between ‘chunks’ of information (seeL ‘chunking’ strategy) can help students arrange information in their minds appropriately.

Chunking involves presenting information in manageable ‘chunks’ to allow students to sufficiently process information before moving on to the next section of a lesson or task.

Teachers should present only a manageable amount of information to students before giving them a chance to consolidate the information and practice their new knowledge.

Without giving sufficient time to consolidate information before giving new information to a student, the student will struggle to keep up with the information and old information may fall away before it is secured into their memory.

• Less students will be left behind, confused and disillusioned in the classroom if they are given consolidation time.
• There is often not enough time in a crowded school curriculum to chunk information well enough.
• It is hard to tell how much is ‘too much’ information, and how long is long enough before knowledge is consolidated into memory.

Cognitive Overload Theory: If students are given too much information, their mind becomes ‘overloaded’ and they are unable to process more information. We only have a limited amount of working memory space in our minds. See: John Sweller’s cognitive overload theory .

• Only teach two or three key points per lesson.
• Provide a lot of discussion and practice time before moving on to presenting new information.
• Consistently use formative assessment and reflection in action during the lesson to see when is the ideal time to move on.

Snowball discussions are another twist on the think-pair-share method. For snowball discussions, students start in pairs and share their thoughts and ideas together. Then, the pairs join up with another pair to create a group of four. These four people share thoughts together, compare notes, debate ideas, and come up with an agreed list of points on a topic.

Then, groups join up again to make groups of eight. The groups of eight compare points and perspectives, then join up to create groups of 16, etc. until it ends up being a whole class discussion.

• An effective strategy for promoting discussion between students. It can be useful for getting students to compare how different groups of students approach points from different perspectives.
• The class group needs to be large (20+) for enough rounds of this strategy to happen.

Sociocultural theory: social interaction helps students see perspectives that are not their own and challenge their own views. This helps them pick holes in their own points and improve their misconceptions.

Yes, homework is a teaching strategy! A traditional approach to homework sees it as an opportunity for students to consolidate information that was taught in class. Studying for upcoming exams is often also an important part of homework.

Other homework strategies like flipped classroom are possible – see the flipped classroom discussion earlier in this article.

• Help students to consolidate information learned in class.
• Ensures students have an opportunity to keep information fresh in their minds and be reminded of information learned in previous months.
• Excessive homework can impede students’ rights to enjoyment, sports and extracurricular activities out of school.
• Students often do not have support at home if they get stuck.

Behaviorism: repetition over time helps memory retention.

Active listening involves using strategies to pay close attention to what someone is saying. Teachers can explicitly model active listening by giving students strategies like pointing their bodies at the speaker, keeping their eyes on the speaker, nodding when they agree, and putting hands up to ask questions or clarification.

• Active listening encourages respect in the classroom.
• It could help students to remember better because it minimizes distractions.
• Students may be more likely to contribute questions if they are paying more attention.
• Some students (such as students with autism) need stress balls, fidget toys, etc to help them concentrate.

Examples that show active listening include:

• Facing the speaker square-on
• Eye contact
• Asking questions
• Repeating, paraphrasing or summarizing the speaker’s statement.

The “connect, extend, challenge” teaching strategy is a three-step strategy designed to get student thinking about how their knowledge is progressing.

In step 1, students ‘connect’ what they’re learning to their prior knowledge. In step 2, students think about how the new knowledge ‘extends’ what they already knew. In step 3, students reflect on what ‘challenges’ they still face: what is still confusing to them?

• This is a framework that gets students to explicitly think about how they are progressing in their learning.
• The clear steps give students guidelines to help them achieve success.
•  Requires prompting and scaffolding

Social Constructivism: This strategy has implicit links to Vygotsky’s sociocultural theory. Students look at how their backgrounds impact their thinking, what level they are at, and what is still sitting in their ‘zone of proximal development’ (.e.g what they need to learn next).

• Split a piece of paper into three columns to help students in this task: one column for ‘connect’, one for ‘extend’, and one for ‘challenge’.

While a seemingly simple activity, this instructional strategy gets students to refine the topic they’re exploring down to one simple sentence that catches the essence of the issue.

For this strategy, have students come up with a headline for the lesson as if they’re a journalist reporting on the issue at hand. Get them to think about how it can be catchy, explain the problem at hand, and provide an engaging ‘hook’ to draw readers in.

• Helps students identify the key point of a lesson, forcing them to think about what is really important in the lesson.
• Some issues are complex and refining it down to one sentence may risk simplification.

To extend this activity, have students write a journalistic piece to go under the headline.

Being transparent about a lesson objective is a teaching strategy designed to help students understand the purpose of the lesson. By knowing the objective from the outset, the students are less likely to get confused about the purpose and direction of their lesson.

• Students are aware of the purpose of the lesson, which may make it more relevant .
• Students can more objectively measure how successful they have been in the lesson.
• Lesson objectives are often worded for adults not children, so the wording may just confuse the students at times.
• Write your lesson objectives on the first slide of lecture slides if relevant.

Open-ended questioning involves asking questions that require an elaboration in the response. In other words, it cannot be a question that can be answered with “yes” or “no”.

• Students are required to provide explanations and justifications for the points they make.
• Teachers get a more detailed appreciation of students’ levels of knowledge .
• Make a habit of using open ended questions when talking to students about their work.
• Write all assessment tasks with open ended questions.
• Pose open ended questions as stimulus prompts.

The fishbowl strategy gets a small group of students to sit in a circle in the center if the classroom with the rest of the class sitting in a circle around the group.

The students in the middle of the circle complete a discussion or task as a demonstration for the students observing.

• Teachers can use advanced students in the middle of the group as a way of modeling skills or behaviors for the remainder of the class.
• More knowledgeable students can model behavior for less knowledgeable students.
• Students get a chance at performing in front of others.
• Many students will find doing a task I’m front of their peers intimidating.

Bandura’s observational learning : Bandura argues that students can learn from observing the modeling of others.

• Get older students from higher grades to sit in the middle of the fishbowl.
• Or, use the fishbowl as the “we do” step in the I do, we do, you do method.

Use the four corners of the classroom as different stations for answering questions proposed by a teacher.

The stations may have answers like: strongly agree, agree, disagree, strongly disagree. Another example may be periods of time for a history exam: the 50s, 60s, 70s, 80s. Or, the corners may have specific answers in the corners related to the questions being asked.

• This activity may be appealing for kinesthetic learners who want to move about to stay engaged.
• Provides a visual comparison between different views of students in the class.
• When students head to the corners, the teacher needs to ask students to explain their decisions to ensure depth is achieved in the lesson.

Multiple Intelligences: The lesson can help students who are kinesthetic learners.

This strategy involves getting students to trade ideas with one another.

Students write down their answer or thoughts to a TEACHER’S question. Then, they pair up. The students give their answer to their partner and take their partner’s answer. They discuss the differences between and merits of each answer.

Students then split up and find a new partner to repeat the activity.

• Writing down an answer ensures all students participate and that all students provide an explicit response.
• Seeing other people’s answers helps students get a broader perspective on a topic.
• Pre-plan for what to do when you don’t have an even number of students in the class.

Sociocultural theory: students learn from their peers through discussion. Discussion can help broaden horizons and allows students to see multiple perspectives on an issue.

• Present a discussion topic or question to the class.
• Have each student write down 3 points on a piece of paper to answer the question.
• Pair students up to discuss their answers. Get them to consider similarities and differences as well as pros and cons of each answer.
• Have students break apart and trade answers in another pair.

Brainstorming involves asking students to come up with their initial thoughts on an issue. The thoughts do not have to be refined or correct. Instead, the students should use the brainstorming time to get their mind flowing and discussion started. Usually, this activity takes place using flip chart / butcher’s paper.

• A good way to start discussion among students, especially if they don’t know each other well or are shy.
• The students may need to assign some roles to group members. Consider rotating the role of ‘writer’ between students (usually one person writes an idea for the whole group on the brainstorming paper).
• A good way of doing this activity is to place students in small groups and provide them a large sheet of paper to write down all their initial thoughts.
• Students can then report all their thoughts back to the class.

The expert jigsaw method teaching method involves having students split into groups of ‘experts’ and then ‘topics’.

First, each ‘expert’ group focuses on a sub-area of a topic to develop their ‘expertise’ as a group.

Once the initial group work discussion has concluded, the ‘expert groups’ split.

The teacher then forms new ‘topic groups’ with one student from each of the original expert groups in the new groups.

The idea is that each group in the second part of the lesson will have an ‘expert’ on a particular area of a topic. Every expert will be able to contribute their perspective to the group

For example, if the topic is dinosaurs, the initial ‘expert groups’ may get together to discuss separate issues: Group 1 will discuss extinction, Group 2 will discuss bones, Group 3 will discuss diets, and Group 4 will discuss geographical locations.

When the ‘topic groups’ converge, they should contain one expert on extinction, one expert on bones, one expert on diets and one expert on geographical locations. The topic group will therefore have a broad range of expert knowledge to discuss and share.

• Gives each student a sense that they have something meaningful to contribute because they will be an expert on something when converging in the ‘topic’ groups.
• Encourages collaboration and positive interdependence in group work.
• Requires forethought and organization by the teacher.

Social Constructivism: social interaction helps students construct ideas in their minds. Each student gets to hear the expert perspective of another student who is a ‘more knowledgeable other’, while also acting as the more knowledgeable other when it is their turn to share their expertise.

A KWL chart is a type of graphic organizer that can be used throughout the course of a lesson to help students keep track of their learning.

The chart can be on a simple piece of paper split into three columns: (K) What I already know; (W) What I want to know in this lesson; (K) What I learned.

At the start of the lesson the students can fill out the first two columns. The first column will help the teacher assess prior knowledge. The second column will help the teacher and students guide the lesson by outlining what they want out of it.

At the end of the lesson, the third column can be filled-in: (L) What I learned in the lesson. This helps students reflect on the lesson to show them that they did actually learn something!

• Students can keep track of their own learning.
• There is physical evidence of what was learned that teachers can use in students’ final report card comments and teaching portfolios.
• It is a good structured tool to help guide a lesson.
• It would be good if there was a fourth column for ‘what I still want to know’ so student can leave the lesson with more questions that can be addressed in future classes.
• Students sometimes place topics in the (W) What I want to know column that are relevant but not covered in a pre-made lesson plan. This can require the student to get a bit creative in re-arranging their lesson on the fly.

A SWOT analysis is a teaching tool used to help students identify their own Strengths , Weaknesses , Opportunities , and Threats .

It is often used at the beginning of a term or unit of work to help students self-identify how best to proceed in their studies.

A SWOT analysis starts with a piece of paper split into four quadrants. The top-left has ‘Strengths’, top-right has ‘Weaknesses’, bottom-left has ‘Opportunities’ and the bottom-right has ‘Threats’.

There are plenty of templates online you could download also.

Students then fill out the SWOT sheet, identifying their strengths and weaknesses (e.g. ‘I am organized’ or ‘I am time poor’) and opportunities and threats (e.g. ‘I have the opportunity to work with my peers to improve’ or ‘I have an upcoming swim meet that will take up more of my time’).

• Students are taught to self-assess and plan ahead to avoid upcoming challenges in their lives.
• Students can balance affirming statements about their own skills with honest recognition of their weaknesses.
• I often find students use generic phrases copied from their neighbors. It’s a good idea to insist on depth of engagement and thinking when doing this strategy .

Read aloud is a strategy that involves the teacher reading a text out loud to students. The strategy relies on the teacher using strategic pauses, pitch and tone changes, pace and volume changes, and questioning and comments. These reading aloud strategies help students to become more engaged in a lesson and get more out of the reading experience.

• Can be more engaging than getting students to read to themselves.
• By using strategic pauses and asking questions of students, the text can both be read and analyzed at the same time. This may improve comprehension.
• I’ve found many pre-service teachers get nervous doing this task. Remember that people of all ages love being read to.

A SIT analysis asks students to list aspects of a lesson that were surprising, interesting and troubling. It is useful following the viewing of a short film or reading a book about a topic that seems bizarre or a fact that is counterintuitive.

Like a KWL chart, you could do this task by splitting paper into three columns: one for ‘surprising’, one for ‘interesting’ and one for ‘troubling’.

• Gets students to take a critical stance and make judgements (particularly for ‘troubling’)
• Is a good way to take stock of students’ interests in order to create follow-up lessons based on topics the students have already demonstrated concern for.
• The ‘troubling’ part is often hard for students to complete – consider explicitly modeling a sample response before asking students to complete it alone.

Critical theory: students can use a SIT analysis to critique the justice or inequality issues presented in a text.

When writing a lesson plan, it’s often a very good idea to note any time you’re encouraging higher order thinking – especially if there’s a column in your lesson plan for ‘teaching strategies’. This help people reading the lesson plan to see that you’ve been intentional about promoting higher order thinking.

Following Bloom’s taxonomy, higher order thinking usually includes tasks that involve verbs like : Judge, Appraise, Evaluate, Compare, Criticize, Assess, Estimate, Deduce, Hypothesize and Generalize.

• Helps a teacher to be more explicit in their language and to ensure a lesson is challenging for students.
• Ensures students are practicing their critical thinking skills rather than just repeating a teacher’s ‘facts’.
• For higher order thinking tasks, it’s important that you don’t give students the answers. Instead, give them hints, pointers and resources that will help them to come up with the answers on their own.

Constructivism: Bloom was a constructivist who believed learning happens when students build knowledge in their mind rather than just copying facts from an authority figure in the classroom.

Getting students to debate an idea is a great way of getting them to build coherent and logical arguments in defence of a position. It requires them to gather, analyze and sort facts before they present them to an audience.

• Students learn to identify positive arguments on a topic even if they disagree with it, helping them to see things from multiple perspectives.
• Students may require resources to do background research to come up with strong points for or against a position.
• Split the class into two groups and assign each group a position for or against a statement.
• Give each group 15 minutes to come up with some arguments for their side of the argument. Each student in the group should have one argument to make for the team. The student writes their argument down on a piece of paper.
• Line the two groups of students up facing one another.
• Go down the lines getting each student to make their point for or against the position. Zig-zag from one group to the next as you go down the line
• Once the students have completed, do an anonymous poll of the class to find out which position is most convincing. For the poll, students do not have to vote for their team’s position.

Note taking involves getting students to actively listen out for key points in a speech or video and synthesize it into key points for remembering later.

A popular framework for not taking is the Cornell method. This involves splitting a page into two columns.

The column on the left is a ‘Cue’ column. In the cue column write key words, phrases or Quotes as if they were headings or headline points to remember.

The column on the right is the note taking column. This column is larger and allows space to add detail and diagrams explaining the ‘cues’ that were written on the left in more detail.

• Turns passive learning during a didactic explicit instruction lesson into a more active learning environment.
• Helps students organize and synthesize their thoughts.
• Helps with studying for exams later on.
• Teachers may talk too fast for students to take detailed notes. Remember to use strategic pauses and remind students at strategic times that they need to be taking notes.
• Feel free to download cornell method worksheets off the internet. Just look for them on your favorite search engine!

Recording a lesson involves using either video, audio or Screencast technology to save the lesson for revision later on.

• This method is very useful for students with learning disabilities who may require more time to process information. They can rewatch later on and make use of pause, rewind and slow functions during the revision.
• Great for when students miss a day so they can catch up.
• Whenever you work with technology, be prepared for issues to arise that may delay the lesson.
• Use Screencasts when teaching a lesson online.
• Screencasts can also save your work when writing on an Interactive Whitenoard. Revision at a later date will show the steps you took in doing the ‘working out’.

Word walls are sections on the walls of a classroom where teachers and students can record new vocabulary, quotes or key terms they encounter during a unit of work.

• Word walls can be visible evidence of progression through a unit.
• Students can refer to the word walls when trying to explain their points and ideas to the class.
• During exams, remember to cover the word walls so students can’t cheat by looking over at the answers.
• Word walls can be great props for refreshing students’ memories at the start of a lesson. Start the lesson by reviewing the vocabulary learned in the previous lesson.

Goal setting involves explicitly instructing students on how to set short (within a lesson), medium (within a unit of work) and long term (through the year) personal targets for success.

The goals can be for a whole group or individual.

• Goal setting gives students something to strive toward.
• It is a way of gamifying education. Students can challenge themselves to reach their step by step goals.
• It helps students understand where they are headed and what the purpose of the lesson is.
• Ensure goals are achievable lo that students do not become disillusioned.
• Have students prepare their daily goals at the end of the previous day or start of the current day.
• Reflect on medium-term goals weekly.

A worked example is a completed piece of work that students can look to as models for their own work.

A worked example could be a sample of a completed diagram our 3D model, a completed essay or anything else that is a finished product of something the students are about to attempt.

• Students feel more secure knowing what they are working toward.
• Students can get ideas from the worked sample that they can adapt for their Ken work.
• Sometimes students copy the sample too closely rather than using their own thinking. Consider using a sample that requires similar skills and processes but a different end product.
• Make sure you spend time discussing the steps it takes from going from nothing to the completed product.
• Provide students with past examples of creative writing pieces and discuss the strategies used by the authors.
• Show samples that are good and poor. Get students to discuss how the poorer samples could be improved.

Students have different learning styles (or more accurately, different learning preferences ).

One theory proposes that there are eight ‘intelligences’. A student may have one that is dominant and others that are weaker.

The eight intelligences are:

• Visual-Spatial : Prefers learning through images and visual arts. Uses diagrams to model relationships between concepts.
• Linguistic-Verbal : Prefers learning through storytelling, reading and writing.
• Interpersonal : Good at working in social situations, gets energy from social interaction, and can empathize with others easily. Enjoys group work.
• Intrapersonal : An introverted person who prefers learning alone. They do a lot of thinking and reading but mostly like to think through things in their own time (see: intrapersonal skills ).
• Logical-Mathematical : Sees patterns easily. Enjoys mathematical puzzles.
• Musical : Enjoys learning through music, songs and rhymes.
• Bodily-Kinesthetic : Learns through movement. Prefers lessons that require moving about.
• Naturalistic : Has an affinity with nature. Learns well in calm natural environments.

A teacher can integrate different activities into a lesson plan that appeal to different people’s learning preferences. In this way, they create a more inclusive classroom for multiple different types of learners.

• Inclusion: Teachers can use this theory to engage students who do not learn well in traditional lessons.
• Attempts to be student-centered and teach in ways that are appealing to students.
• In 2004, a detailed study in Scotland found no evidence or scientific toxic basis for the theory that different people have learning styles. Furthermore, it argued that the 8 styles in the multiple intelligences model were a arbitrarily contrived. Thus, learning styles may simply be learning preferences.
• It is unclear whether a teacher should create lessons catered to a student’s learning preference or help students strengthen their skills in areas students identify as their weaknesses.
• If students are not given a chance to practice all “styles” (not just their preferences) they may miss important skills, such as mathematical skills or literacy skills.

Howard Gardner: The theory of multiple intelligences was invented by Howard Gardner in the United States.

Non-interventionism involves a teacher taking the role of ‘unobtrusive observer’ while students learn. The students are left to come to their own conclusions, face up to their own challenges, and ‘struggle’ through the lesson.

The teacher’s intervention may come through changing what they plan for the next lesson based on what they see, or lightly intervening after the students have struggled for some time.

Other reasons for intervention may be for safety or fairness reasons.

• Struggling to find an answer is Important for learning. Students can make mistakes and learn why the mistakes are wrong instead of just being told what us correct.
• Without a teacher imposing their views, students can come up with creative and thoughtful solutions to problems that the teacher dis not foresee.
• Students develop independent minds.
• Many parents and mentors watching your lesson may come away with a sense that you were lazy or did not do enough to help the students. This approach needs to be clearly explained and justified in lesson plans (I’d recommend referring to Montessori in your justification) and situations when you would go from observer to intervener should be spelled out in advance.
• If students are struggling too much, learning may not occur – there is a limit to this approach!

Montessori Classrooms: The role of the teacher as “unobtrusive observer” was pioneered by Maria Montessori.

Montessori argued that children learn best when placed in resource rich environments and left to explore. Our interventions may impede creativity, self-belief, autonomy and self-discovery.

Constructive alignment involves explicitly linking the lesson assessment tasks to the compulsory learning outcomes in the curriculum.

This is an impressive thing to see in a lesson plan.

Use language (including verbs and nouns) from the learning outcome in the assessment task. Furthermore, make sure to provide a criteria for what constitutes pass or fail.

• Teachers can easily justify their lesson choices to their boss or assessor.
• The assessment tasks are always relevant and focused.
• Students can see the relevance of the assessment task to their learning goals.
• If the language of the curriculum objectives are complex or obtuse, it may just confuse students to use that language in their assessment task.

Biggs: Constructive alignment was invented by John Biggs who designed this method to ensure all lessons are relevant and move students a step closer to completing all learning outcomes.

The ‘ zone of proximal development ‘ is a phrase used to explain the ideal difficulty level for a lesson.

A lesson that is too easy won’t help a student progress.

A lesson that is too hard will disengage a student who just won’t be able to do the task.

But a lesson that is difficult but achievable with effort will push a student forward. These lessons that are just hard enough but not too hard are lessons in the “zone of proximal development”.

• Students get lessons catered to their own needs.
• There is always catered support for any student in the class.
• By creating lessons that are always challenging, you are setting high expectations for all students.
• Differentiation like this can lead to bug Differences in ability levels across the whole class.
• You’re often under pressure to teach content that is too hard for students to meet standardized curriculum requirements

Sociocultural theory: Lev Vygotsky, one of the most famous educational psychologists, invented this approach to help teachers provide lessons that are at the right level for progressing a student’s learning.

• Weave the ZDP into a lesson plan by stating that you will assess a student’s current ability then teach them the thing that is the logical next.step.
• Another way to do this is create three student worksheets for three different ability levels. State in your lesson plan that you will assess each student’s ability and give them the appropriate worksheet. Each worksheet should build on the previous to help students move through their ZPD one step at a time.

Positive reinforcement is the use of praise, stickers, candy or other rewards to show students that they have done a good job.

Teachers can stack positive reinforcements so students can take steps to get small, medium and large rewards to encourage students to keep on trying and working hard consistently.

• Students get clear signals to know when they have done well.
• Students get encouragement to keep going and keep trying in order to get the reward.
• Too much positive reinforcement can come across as insincere and lose students’ respect. Furthermore, students may become desensitized to praise if it occurs too much. Praise ‘scarcity’ makes occasional praise more valuable.
• Explicit reinforcements are extrinsic motivation . The best sort of motivation is intrinsic motivation (wanting to do something for the pleasure of doing it). For more, see my full guide on intrinsic vs extrinsic motivation .

Behaviorism: Positive reinforcement is believed to be beneficial for changing behavior over time. See: John Watson’s operant conditioning examples .

• Sticker charts
• A subtle nod or wink
• Certificates and awards

Negative reinforcement involves the removal of a privilege, points or tokens when a student gets an answer wrong.

This is often confused with punishments. For me, negative reinforcements should not punish but be used in limited learning scenarios as part of the learning ‘game’.

An example might be losing points in a gamified lesson so the student is less likely to win against their opponents. Students know it is part of the game and not a punishment designed to distress the student.

• Provides very clear messages to students about what is correct and incorrect, helping them to learn quickly.
• Parents often do not like any negative reinforces, so be very careful to set clear guidelines and use this strategy in limited circumstances.
• Be careful not to embarrass students in front of their classmates.

Behaviorism: Watson brought negative reinforcements into education, arguing that repeated use of them can change students’ behaviors.

• Losing points in a class contest.
• Failing a level in an educational computer game.

Drop everything and read (DEAR) involves getting students to stop what they are doing and read for 10 minutes.

It is a strategy that helps build students’ literacy skills (especially when students can choose their own book). However, it is also useful for helping students get more depth of knowledge on a topic being taught when you give them all an article or book to read to help them have more knowledge for subsequent parts of the lesson.

• An effective way of getting students to spend intense time learning about a topic.
• Helps integrate literacy into your daily activities.
• There will always be a small group of students who squirm and struggle when asked to read. Consider alternatives like the Read Aloud strategy or using videos instead if DEAR doesn’t work for your class.
• Make sure to follow up DEAR time with discussion and comprehension tasks.
• Introduce a topic with initial information to engage the class.
• Set a 10 minute silent reading task based on the topic.
• Discuss what was read with comprehension prompts.

A gallery walk involves a teacher placing stimulus questions on flip chart paper (butcher’s paper) around the walls of the classroom.

The charts the teacher has put up are stations that students will stop at during the activity.

The teacher places students into groups. If there are 5 stations around the room, the teacher will create 5 groups.

Students get a set amount of time at each station to read the prompt questions. The students can write on the chart paper with their group response and also respond to other groups who have already written their points.

Once all students have rotated through the stations, the students end up back at the station where they began. The teacher the. gives each group 3 minutes to present to the class a summary of the comments written on the paper at their station.

• Students get to learn from others and see other groups’ responses.
• The students are up and moving about which may help the concentration of bodily-kinesthetic learners.
• Some students may not participate fully. Consider getting students to rotate who writes on the paper at each station to mitigate this challenge a little.

Note whenever you would encourage metacognition in a lesson within your lesson plan. This will help anyone reading it know that you’ve thought about giving students strategies for “thinking about thinking”.

Metacognition is about thinking about how you think. Strategies include:

• Thinking aloud
• Writing your steps to reach an answer
• Explaining your thought processes
• Reflecting on your learning and considering faster ur more efficient processes
• Helps students understand the processes required for thinking deeply about an issue.
• Gives students the strategies and skills to learn any task, not just the ones at hand.
• Metacognition is difficult because it requires explanation of your thinking. However, it is necessary if people want to know how to think .

Case studies are in-depth examples of an issue being examined. A case study should show how an issue or theory looks in real life. Teachers can present case studies through videos, newspaper articles, magazine articles, guests coming into the classroom, etc.

• Case studies help students to see how theories and ideas look in real life. This can also help a student understand the relevance of the topic being studied.
• A case study may help students make sense of a complex idea by putting it in real concrete terms.
• Case studies might not be representative of a generalized issue – they may be outliers or flukes. Pick your case study carefully and discuss whether it is a typical or outlier sample.
• A case study of city planning may be an innovative city that has recently been designed.
• A case study in mathematics may include looking at the mathematics underpinning a famous bridge’s construction.
• A case study during a unit of work on refugees might look at the experiences of one real-life refugee.

Educators can create ‘mystery’ in their classroom by carefully structuring lessons that give ‘clues’ to a mystery that needs to be solved by the students. Ask the students to act as detectives and place clues around the classroom (like a gallery walk). Have students move around the classroom taking notes on the mystery which will reveal an answer after thorough investigation.

• Creates a sense of excitement in the classroom, helping students to engage.
• Forces students to use critical, logical and lateral thinking in order to find the answer.
• Ensure the mystery is not too far outside a student’s zone of proximal development so that the mystery can be solved.

Storytelling in the classroom involves teaching through narrative-style stories rather than telling (‘didactic learning’). Teachers can tell stories by reading books (see: Read Aloud strategy), turning a dry explanation into an allegorical story off the cuff, or bringing people into the classroom who have an engaging personal story to tell.

• Stories can draw students into a topic through the creation of a sense of excitement and entertainment.

Steiner-Waldorf Schools: Rudolf Steiner called the teacher the ‘chief storyteller’ whose role is to create a sense of enchantment around learning through stories.

• Invite guests into the classroom who have stories to tell.
• Use stories that have a moral of the the story, then analyze the moralistic message.

Use newspaper clippings to link topics and theories to current affairs. Teachers can bring in recent newspapers to let students search through them for relevant stories or use old newspapers to search for how a topic was discussed in the past. Alternatively, teachers can get students to search for newspaper articles online.

Teachers could also assign reading through newspapers and bringing newspapers to class as a part of their homework.

• Newspaper stories can show students how the topic being discussed plays out in real life.
• They also show students how the topic is relevant to the present-day lives of people in the community,
• Newspapers are increasingly uncommon – consider adjusting this to use online news sites and printing out articles from the web.
• Some topics won’t have relevant news articles associated with them. Do a search in newspapers and online yourself for articles before using this teaching strategy.

Self-paced learning involves letting students progress from activity to activity in their own time. For this approach, a teacher lays out a list of 10 – 20 lessons that students can work on at their own pace. Students work on the activities while the teacher walks around and gives support.

• Students are encouraged to reflect on their own learning development and only move on when they are confident that they have consolidated the knowledge from an assessment.
• Less students will fall behind if the teacher doesn’t pressure them to move on.
• Teachers have time to work one-on-one with students while students work away at student-led tasks.
• Fast students will need extension tasks or personal projects to complete once they have finished and are waiting for slower students.
• There is often not enough time for slower students to finish.

Visual aids are any objects used in the classroom to attract students’ eyes and therefore immerse them more into a lesson. Visual aids can have both cognitive benefits (see: cognitive tools) and engagement benefits.

• Engagement: students are more likely to pay attention if they have something to look at.
• Cognition: some students may benefit from visualizing a concept to help them order ideas in their minds.
• Visual learning : some learners prefer learning visually than aurally (see: learning styles).
• A visual aid needs an educational purpose. Consider why you are using the visual aid before deciding to use it.
• Graphic Organizers
• Educational toys (see: Manipulatives)

Related Article: 25 Teaching Styles Examples

These teaching strategy examples are clearly not the only ones out there – there are probably thousands! But, in my time teaching, these have been the most effective and common teaching strategies that I have come across. Use this teaching strategies list for your own lesson plans to demonstrate pedagogical knowledge and depth of understanding of how to educate a range of different learners.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
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4 thoughts on “List of 107 Classroom Teaching Strategies (With Examples)”

this is valuable in my course production of Instructional materials in social studies. maraming Salamat!

Thank you very much for these valuable teaching strategies & techniques which can be used to enliven the classroom atmosphere, encourage students to do their tasks and learn more in the process. God bless!

As a student of Curriculum and Pedagogic Studies and also the Curriculum Lead in my school, this is best of resources I have had on the subject of teaching strategies. Thanks so much.

Thank you so much, these are very helpful and remind me that some of my teaching styles are already mentioned here.

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44 Powerful Instructional Strategies Examples for Every Classroom

So many ways to help students learn!

Looking for some new ways to teach and learn in your classroom? This roundup of instructional strategies examples includes methods that will appeal to all learners and work for any teacher.

What are instructional strategies?

In the simplest of terms, instructional strategies are the methods teachers use to achieve learning objectives. In other words, pretty much every learning activity you can think of is an example of an instructional strategy. They’re also known as teaching strategies and learning strategies.

The more instructional strategies a teacher has in their tool kit, the more they’re able to reach all of their students. Different types of learners respond better to various strategies, and some topics are best taught with one strategy over another. Usually, teachers use a wide array of strategies across a single lesson. This gives all students a chance to play to their strengths and ensures they have a deeper connection to the material.

There are a lot of different ways of looking at instructional strategies. One of the most common breaks them into five basic types. It’s important to remember that many learning activities fall into more than one of these categories, and teachers rarely use one type of strategy alone. The key is to know when a strategy can be most effective, for the learners or for the learning objective. Here’s a closer look at the five basic types, with instructional strategies examples for each.

Direct Instruction Instructional Strategies Examples

Direct instruction can also be called “teacher-led instruction,” and it’s exactly what it sounds like. The teacher provides the information, while the students watch, listen, and learn. Students may participate by answering questions asked by the teacher or practicing a skill under their supervision. This is a very traditional form of teaching, and one that can be highly effective when you need to provide information or teach specific skills.

This method gets a lot of flack these days for being “boring” or “old-fashioned.” It’s true that you don’t want it to be your only instructional strategy, but short lectures are still very effective learning tools. This type of direct instruction is perfect for imparting specific detailed information or teaching a step-by-step process. And lectures don’t have to be boring—just look at the success of TED Talks .

Didactic Questioning

These are often paired with other direct instruction methods like lecturing. The teacher asks questions to determine student understanding of the material. They’re often questions that start with “who,” “what,” “where,” and “when.”

Demonstration

In this direct instruction method, students watch as a teacher demonstrates an action or skill. This might be seeing a teacher solving a math problem step-by-step, or watching them demonstrate proper handwriting on the whiteboard. Usually, this is followed by having students do hands-on practice or activities in a similar manner.

Drill & Practice

If you’ve ever used flash cards to help kids practice math facts or had your whole class chant the spelling of a word out loud, you’ve used drill & practice. It’s another one of those traditional instructional strategies examples. When kids need to memorize specific information or master a step-by-step skill, drill & practice really works.

Indirect Instruction Instructional Strategies Examples

This form of instruction is learner-led and helps develop higher-order thinking skills. Teachers guide and support, but students drive the learning through reading, research, asking questions, formulating ideas and opinions, and more. This method isn’t ideal when you need to teach detailed information or a step-by-step process. Instead, use it to develop critical thinking skills , especially when more than one solution or opinion is valid. ADVERTISEMENT

Problem-Solving

In this indirect learning method, students work their way through a problem to find a solution. Along the way, they must develop the knowledge to understand the problem and use creative thinking to solve it. STEM challenges are terrific examples of problem-solving instructional strategies.

Project-Based Learning

When kids participate in true project-based learning, they’re learning through indirect and experiential strategies. As they work to find solutions to a real-world problem, they develop critical thinking skills and learn by research, trial and error, collaboration, and other experiences.

Learn more: What Is Project-Based Learning?

Concept Mapping

Students use concept maps to break down a subject into its main points and draw connections between these points. They brainstorm the big-picture ideas, then draw lines to connect terms, details, and more to help them visualize the topic.

Case Studies

When you think of case studies, law school is probably the first thing that jumps to mind. But this method works at any age, for a variety of topics. This indirect learning method teaches students to use material to draw conclusions, make connections, and advance their existing knowledge.

Reading for Meaning

This is different than learning to read. Instead, it’s when students use texts (print or digital) to learn about a topic. This traditional strategy works best when students already have strong reading comprehension skills. Try our free reading comprehension bundle to give students the ability to get the most out of reading for meaning.

Flipped Classroom

In a flipped classroom, students read texts or watch prerecorded lectures at home. Classroom time is used for deeper learning activities, like discussions, labs, and one-on-one time for teachers and students.

Learn more: What Is a Flipped Classroom?

Experiential Learning Instructional Strategies Examples

In experiential learning, students learn by doing. Rather than following a set of instructions or listening to a lecture, they dive right into an activity or experience. Once again, the teacher is a guide, there to answer questions and gently keep learning on track if necessary. At the end, and often throughout, the learners reflect on their experience, drawing conclusions about the skills and knowledge they’ve gained. Experiential learning values the process over the product.

Science Experiments

This is experiential learning at its best. Hands-on experiments let kids learn to establish expectations, create sound methodology, draw conclusions, and more.

Learn more: Hundreds of science experiment ideas for kids and teens

Field Trips

Heading out into the real world gives kids a chance to learn indirectly, through experiences. They may see concepts they already know put into practice or learn new information or skills from the world around them.

Learn more: The Big List of PreK-12 Field Trip Ideas

Games and Gamification

Teachers have long known that playing games is a fun (and sometimes sneaky) way to get kids to learn. You can use specially designed educational games for any subject. Plus, regular board games often involve a lot of indirect learning about math, reading, critical thinking, and more.

Learn more: Classic Classroom Games and Best Online Educational Games

Service Learning

This is another instructional strategies example that takes students out into the real world. It often involves problem-solving skills and gives kids the opportunity for meaningful social-emotional learning.

Learn more: What Is Service Learning?

Interactive Instruction Instructional Strategies Examples

As you might guess, this strategy is all about interaction between the learners and often the teacher. The focus is on discussion and sharing. Students hear other viewpoints, talk things out, and help each other learn and understand the material. Teachers can be a part of these discussions, or they can oversee smaller groups or pairings and help guide the interactions as needed. Interactive instruction helps students develop interpersonal skills like listening and observation.

Peer Instruction

It’s often said the best way to learn something is to teach it to others. Studies into the so-called “ protégé effect ” seem to prove it too. In order to teach, you first must understand the information yourself. Then, you have to find ways to share it with others—sometimes more than one way. This deepens your connection to the material, and it sticks with you much longer. Try having peers instruct one another in your classroom, and see the magic in action.

Reciprocal Teaching

This method is specifically used in reading instruction, as a cooperative learning strategy. Groups of students take turns acting as the teacher, helping students predict, clarify, question, and summarize. Teachers model the process initially, then observe and guide only as needed.

Some teachers shy away from debate in the classroom, afraid it will become too adversarial. But learning to discuss and defend various points of view is an important life skill. Debates teach students to research their topic, make informed choices, and argue effectively using facts instead of emotion.

Learn more: High School Debate Topics To Challenge Every Student

Class or Small-Group Discussion

Class, small-group, and pair discussions are all excellent interactive instructional strategies examples. As students discuss a topic, they clarify their own thinking and learn from the experiences and opinions of others. Of course, in addition to learning about the topic itself, they’re also developing valuable active listening and collaboration skills.

Learn more: Strategies To Improve Classroom Discussions

Socratic Seminar and Fishbowl

Take your classroom discussions one step further with the fishbowl method. A small group of students sits in the middle of the class. They discuss and debate a topic, while their classmates listen silently and make notes. Eventually, the teacher opens the discussion to the whole class, who offer feedback and present their own assertions and challenges.

Learn more: How I Use Fishbowl Discussions To Engage Every Student

Brainstorming

Rather than having a teacher provide examples to explain a topic or solve a problem, students do the work themselves. Remember the one rule of brainstorming: Every idea is welcome. Ensure everyone gets a chance to participate, and form diverse groups to generate lots of unique ideas.

Role-Playing

Role-playing is sort of like a simulation but less intense. It’s perfect for practicing soft skills and focusing on social-emotional learning . Put a twist on this strategy by having students model bad interactions as well as good ones and then discussing the difference.

Think-Pair-Share

This structured discussion technique is simple: First, students think about a question posed by the teacher. Pair students up, and let them talk about their answer. Finally open it up to whole-class discussion. This helps kids participate in discussions in a low-key way and gives them a chance to “practice” before they talk in front of the whole class.

Learn more: Think-Pair-Share and Fun Alternatives

Independent Learning Instructional Strategies Examples

Also called independent study, this form of learning is almost entirely student-led. Teachers take a backseat role, providing materials, answering questions, and guiding or supervising. It’s an excellent way to allow students to dive deep into topics that really interest them, or to encourage learning at a pace that’s comfortable for each student.

Learning Centers

Foster independent learning strategies with centers just for math, writing, reading, and more. Provide a variety of activities, and let kids choose how they spend their time. They often learn better from activities they enjoy.

Learn more: The Big List of K-2 Literacy Centers

Computer-Based Instruction

Once a rarity, now a daily fact of life, computer-based instruction lets students work independently. They can go at their own pace, repeating sections without feeling like they’re holding up the class. Teach students good computer skills at a young age so you’ll feel comfortable knowing they’re focusing on the work and doing it safely.

Writing an essay encourages kids to clarify and organize their thinking. Written communication has become more important in recent years, so being able to write clearly and concisely is a skill every kid needs. This independent instructional strategy has stood the test of time for good reason.

Learn more: The Big List of Essay Topics for High School

Research Projects

Here’s another oldie-but-goodie! When kids work independently to research and present on a topic, their learning is all up to them. They set the pace, choose a focus, and learn how to plan and meet deadlines. This is often a chance for them to show off their creativity and personality too.

Personal journals give kids a chance to reflect and think critically on topics. Whether responding to teacher prompts or simply recording their daily thoughts and experiences, this independent learning method strengthens writing and intrapersonal skills.

Learn more: The Benefits of Journaling in the Classroom

Play-Based Learning

In play-based learning programs, children learn by exploring their own interests. Teachers identify and help students pursue their interests by asking questions, creating play opportunities, and encouraging students to expand their play.

Learn more: What Is Play-Based Learning?

More Instructional Strategies Examples

Don’t be afraid to try new strategies from time to time—you just might find a new favorite! Here are some of the most common instructional strategies examples.

Simulations

This strategy combines experiential, interactive, and indirect learning all in one. The teacher sets up a simulation of a real-world activity or experience. Students take on roles and participate in the exercise, using existing skills and knowledge or developing new ones along the way. At the end, the class reflects separately and together on what happened and what they learned.

Storytelling

Ever since Aesop’s fables, we’ve been using storytelling as a way to teach. Stories grab students’ attention right from the start and keep them engaged throughout the learning process. Real-life stories and fiction both work equally well, depending on the situation.

Learn more: Teaching as Storytelling

Scaffolding

Scaffolding is defined as breaking learning into bite-sized chunks so students can more easily tackle complex material. It builds on old ideas and connects them to new ones. An educator models or demonstrates how to solve a problem, then steps back and encourages the students to solve the problem independently. Scaffolding teaching gives students the support they need by breaking learning into achievable sizes while they progress toward understanding and independence.

Learn more: What Is Scaffolding in Education?

Spaced Repetition

Often paired with direct or independent instruction, spaced repetition is a method where students are asked to recall certain information or skills at increasingly longer intervals. For instance, the day after discussing the causes of the American Civil War in class, the teacher might return to the topic and ask students to list the causes. The following week, the teacher asks them once again, and then a few weeks after that. Spaced repetition helps make knowledge stick, and it is especially useful when it’s not something students practice each day but will need to know in the long term (such as for a final exam).

Graphic Organizers

Graphic organizers are a way of organizing information visually to help students understand and remember it. A good organizer simplifies complex information and lays it out in a way that makes it easier for a learner to digest. Graphic organizers may include text and images, and they help students make connections in a meaningful way.

Learn more: Graphic Organizers 101: Why and How To Use Them

Jigsaw combines group learning with peer teaching. Students are assigned to “home groups.” Within that group, each student is given a specialized topic to learn about. They join up with other students who were given the same topic, then research, discuss, and become experts. Finally, students return to their home group and teach the other members about the topic they specialized in.

Multidisciplinary Instruction

As the name implies, this instructional strategy approaches a topic using techniques and aspects from multiple disciplines, helping students explore it more thoroughly from a variety of viewpoints. For instance, to learn more about a solar eclipse, students might explore scientific explanations, research the history of eclipses, read literature related to the topic, and calculate angles, temperatures, and more.

Interdisciplinary Instruction

This instructional strategy takes multidisciplinary instruction a step further, using it to synthesize information and viewpoints from a variety of disciplines to tackle issues and problems. Imagine a group of students who want to come up with ways to improve multicultural relations at their school. They might approach the topic by researching statistical information about the school population, learning more about the various cultures and their history, and talking with students, teachers, and more. Then, they use the information they’ve uncovered to present possible solutions.

Differentiated Instruction

Differentiated instruction means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. Teachers can customize the content, process, product, and learning environment to help all students succeed. There are lots of differentiated instructional strategies to help educators accommodate various learning styles, backgrounds, and more.

Learn more: What Is Differentiated Instruction?

Culturally Responsive Teaching

Culturally responsive teaching is based on the understanding that we learn best when we can connect with the material. For culturally responsive teachers, that means weaving their students’ various experiences, customs, communication styles, and perspectives throughout the learning process.

Learn more: What Is Culturally Responsive Teaching?

Response to Intervention

Response to Intervention, or RTI, is a way to identify and support students who need extra academic or behavioral help to succeed in school. It’s a tiered approach with various “levels” students move through depending on how much support they need.

Learn more: What Is Response to Intervention?

Inquiry-Based Learning

Inquiry-based learning means tailoring your curriculum to what your students are interested in rather than having a set agenda that you can’t veer from—it means letting children’s curiosity take the lead and then guiding that interest to explore, research, and reflect upon their own learning.

Learn more: What Is Inquiry-Based Learning?

Growth Mindset

Growth mindset is key for learners. They must be open to new ideas and processes and believe they can learn anything with enough effort. It sounds simplistic, but when students really embrace the concept, it can be a real game-changer. Teachers can encourage a growth mindset by using instructional strategies that allow students to learn from their mistakes, rather than punishing them for those mistakes.

Learn more: Growth Mindset vs. Fixed Mindset and 25 Growth Mindset Activities

Blended Learning

This strategy combines face-to-face classroom learning with online learning, in a mix of self-paced independent learning and direct instruction. It’s incredibly common in today’s schools, where most students spend at least part of their day completing self-paced lessons and activities via online technology. Students may also complete their online instructional time at home.

Asynchronous (Self-Paced) Learning

This fancy term really just describes strategies that allow each student to work at their own pace using a flexible schedule. This method became a necessity during the days of COVID lockdowns, as families did their best to let multiple children share one device. All students in an asynchronous class setting learn the same material using the same activities, but do so on their own timetable.

Learn more: Synchronous vs. Asynchronous Learning

Essential Questions

Essential questions are the big-picture questions that inspire inquiry and discussion. Teachers give students a list of several essential questions to consider as they begin a unit or topic. As they dive deeper into the information, teachers ask more specific essential questions to help kids make connections to the “essential” points of a text or subject.

Learn more: Questions That Set a Purpose for Reading

How do I choose the right instructional strategies for my classroom?

When it comes to choosing instructional strategies, there are several things to consider:

• Learning objectives: What will students be able to do as a result of this lesson or activity? If you are teaching specific skills or detailed information, a direct approach may be best. When you want students to develop their own methods of understanding, consider experiential learning. To encourage critical thinking skills, try indirect or interactive instruction.
• Assessments : How will you be measuring whether students have met the learning objectives? The strategies you use should prepare them to succeed. For instance, if you’re teaching spelling, direct instruction is often the best method, since drill-and-practice simulates the experience of taking a spelling test.
• Learning styles : What types of learners do you need to accommodate? Most classrooms (and most students) respond best to a mix of instructional strategies. Those who have difficulty speaking in class might not benefit as much from interactive learning, and students who have trouble staying on task might struggle with independent learning.
• Learning environment: Every classroom looks different, and the environment can vary day by day. Perhaps it’s testing week for other grades in your school, so you need to keep things quieter in your classroom. This probably isn’t the time for experiments or lots of loud discussions. Some activities simply aren’t practical indoors, and the weather might not allow you to take learning outside.

Come discuss instructional strategies and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, check out the things the best instructional coaches do, according to teachers ..

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• BookWidgets Teacher Blog

20 interactive teaching activities for in the interactive classroom

Interactive teaching is all about instructing the students in a way they are actively involved with their learning process. There are different ways to create an involvement like this. Most of the time it’s through

• teacher-student interaction
• student-student interaction
• the use of audio, visuals, video
• hands-on demonstrations and exercises

You encourage your students to be active members of your class, thinking on their own, using their brains, resulting in long-term memory retention . Not only the students’ knowledge will improve, but their interest, strength, knowledge, team spirit and freedom of expression will increase as well.

In this blog post, I will talk about the use of interactive methods for teaching, encouraging more dedication towards the lesson material. We will see some interactive teaching tools, interactive teaching ideas, and interactive teaching games. Not only will I talk about the use of interactive methods of teaching, but I’ll also give you some examples of methods used in the present classroom as well.

Ready? Let’s find out some interactive classroom activities to engage your pupils!

3 Effective interactive teaching strategies to encourage speech in your classroom

First, I want to put some activities in the spotlight. The following interactive student activities are three of the most effective ways to encourage more speech in your classroom.

1. Think, pair and share

2. Brainstorming

3. Buzz session

Of course, there are many other interactive teaching ideas as well. I split up the activities in different categories:

Individual student activities

Student pair activities, student group activities, interactive game activities, 4. exit slips.

5. Misconception check

6. Circle the questions

Create corners concerning different questions that were circled. Let your students work on the extra exercises and explanation in the corners, individually. As your students will all have circled different questions, you have to give each student a different and personalized order to visit the corners.

7. Ask the winner

8. Pair-share-repeat

9. Teacher and student

10. Wisdom from another

11. Forced debate

Variation: one half of the class takes one position, the other half takes the other position. Students line up and face each other. Each student may only speak once so that all students on both sides can engage the issue.

12. Optimist/Pessimist

13. Peer review writing task

14. Board rotation

15. Pick the Winner

16. Movie Application

Create an interactive classroom full of interactive learning games. Games are so much fun for students since it doesn’t feel like learning. With BookWidgets, you can make interactive learning games like crossword puzzles, pair matching games, bingo games, jigsaw puzzles, memory games, and many more in minutes (and there’s a Google Classroom integration as well).

17. Crossword puzzle

18. Scrabble

19. Who/what am I?

Want to create a bingo game yourself? You can start for free right here:

Create a Bingo Game

That’s it! Like in any list, you could add many other interactive lesson ideas. I could go on for quite a while myself. But what about you? Share your creative, interactive classroom ideas in our Facebook Group . This way, we can build out this article with many more great ideas!

One more thing… Don’t forget to follow us on Twitter ! 😉

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7 Effective Teaching Strategies for Today’s Classrooms [2024]

• February 5, 2024
• Student Engagement

Did you know that the selection of teaching strategies can greatly impact the success of your classroom instruction? It’s true! At Teacher Strategies™, we understand the importance of using effective teaching strategies to engage students and promote meaningful learning experiences. In this article, we will explore seven powerful teaching strategies that can transform your classroom and help your students thrive. So, let’s dive in and discover the strategies that will take your teaching to the next level!

Table of Contents

Quick answer, quick tips and facts, background: the role of teaching strategies in classroom instruction, strategy 1: differentiated instruction, strategy 2: project-based learning, strategy 3: cooperative learning, strategy 4: experiential learning, strategy 5: student-led classroom, strategy 6: inquiry-based learning, strategy 7: technology integration, recommended links, reference links.

The selection of teaching strategies is crucial for engaging learners and connecting content with students. Effective teaching strategies help students participate, connect, and add excitement to the learning process. By incorporating a variety of strategies, educators can cater to the diverse learning needs of their students and create a dynamic and inclusive classroom environment.

• CHECK PRICE on: Differentiated Instruction | Project-Based Learning | Cooperative Learning | Experiential Learning | Student-Led Classroom | Inquiry-Based Learning | Technology Integration
• Effective teaching strategies engage students and promote meaningful learning experiences.
• Differentiated Instruction provides personalized learning strategies for every student.
• Project-Based Learning helps students gain knowledge and skills through real-world projects.
• Cooperative Learning encourages collaboration and supports overall student success.
• Experiential Learning involves a cycle of experience, reflection, and review.
• Student-Led Classroom empowers students to take ownership of their learning.
• Inquiry-Based Learning encourages students to explore topics of interest and ask questions.
• Technology Integration enhances learning experiences and prepares students for the digital age.

Teaching strategies play a vital role in classroom instruction. They are the tools and techniques that educators use to engage students, deliver content, and facilitate learning. Effective teaching strategies not only help students acquire knowledge but also foster critical thinking, problem-solving, and collaboration skills. By employing a variety of strategies, educators can create a dynamic and inclusive learning environment that caters to the diverse needs of their students.

Differentiated Instruction is a powerful teaching strategy that recognizes and supports the unique learning needs of every student. It involves tailoring instruction to meet students’ individual strengths, interests, and learning styles. By providing personalized learning experiences, educators can engage students at their level and promote academic growth.

Differentiated Instruction Rating Table

Design: Differentiated Instruction offers a well-designed framework that allows educators to create individualized learning experiences for their students. It provides a structured approach that ensures all students receive appropriate instruction.

Flexibility: This teaching strategy offers flexibility in terms of content, process, and product. Educators can modify the curriculum, instructional methods, and assessment to meet the diverse needs of their students.

Effectiveness: Differentiated Instruction has been proven to be highly effective in promoting student engagement, motivation, and academic achievement. It helps students take ownership of their learning and fosters a positive classroom environment.

Engagement: By tailoring instruction to students’ interests and learning styles, Differentiated Instruction enhances student engagement. It creates a sense of relevance and personal connection to the content being taught.

Differentiation: The core principle of Differentiated Instruction is differentiation. It recognizes that students have different learning needs and provides multiple pathways for students to achieve learning goals.

In-depth analysis of each rated feature:

Design: The design of Differentiated Instruction is well-structured and provides educators with a clear framework for implementing personalized learning experiences. It offers guidelines and strategies for adapting instruction to meet the diverse needs of students.

Flexibility: Differentiated Instruction offers flexibility in terms of content, process, and product. Educators can modify the curriculum to suit the interests and abilities of their students. They can also adapt instructional methods and assessment strategies to meet individual learning needs.

Effectiveness: Research has shown that Differentiated Instruction is highly effective in promoting student engagement, motivation, and academic achievement. It helps students take ownership of their learning and fosters a positive classroom environment.

Differentiation: The core principle of Differentiated Instruction is differentiation. It recognizes that students have different learning needs and provides multiple pathways for students to achieve learning goals. By differentiating instruction, educators can meet the diverse needs of their students and promote academic growth.

CHECK PRICE on: Differentiated Instruction

Project-Based Learning is an immersive teaching strategy that engages students in real-world projects. It involves students working collaboratively to solve complex, authentic problems over an extended period. Project-Based Learning promotes critical thinking, problem-solving, and communication skills while providing students with a deeper understanding of the subject matter.

Project-Based Learning Rating Table

Design: Project-Based Learning offers a well-designed framework that guides students through the process of solving real-world problems. It provides a structured approach that ensures students develop essential skills and knowledge.

Authenticity: This teaching strategy promotes authenticity by connecting learning to real-world problems and challenges. Students engage in meaningful tasks that have relevance beyond the classroom.

Collaboration: Project-Based Learning encourages collaboration among students. It fosters teamwork, communication, and problem-solving skills as students work together to achieve project goals.

Critical Thinking: By engaging in complex, authentic projects, students develop critical thinking skills. They learn to analyze information, evaluate evidence, and make informed decisions.

Engagement: Project-Based Learning promotes high levels of student engagement. Students are motivated by the opportunity to work on real-world projects and see the impact of their work.

Design: Project-Based Learning offers a well-designed framework that guides students through the process of solving real-world problems. It provides a structured approach that ensures students develop essential skills and knowledge. The design of Project-Based Learning allows for flexibility and creativity while maintaining a clear focus on learning goals.

Authenticity: Project-Based Learning promotes authenticity by connecting learning to real-world problems and challenges. Students engage in meaningful tasks that have relevance beyond the classroom. This authenticity enhances student motivation and engagement.

Collaboration: Project-Based Learning encourages collaboration among students. It fosters teamwork, communication, and problem-solving skills as students work together to achieve project goals. Collaboration is an essential skill in the 21st century, and Project-Based Learning provides opportunities for students to develop and practice this skill.

Critical Thinking: By engaging in complex, authentic projects, students develop critical thinking skills. They learn to analyze information, evaluate evidence, and make informed decisions. Project-Based Learning promotes higher-order thinking skills and helps students become independent and critical thinkers.

Engagement: Project-Based Learning promotes high levels of student engagement. Students are motivated by the opportunity to work on real-world projects and see the impact of their work. This engagement leads to deeper learning and a greater sense of ownership over the learning process.

CHECK PRICE on: Project-Based Learning

Cooperative Learning is a teaching strategy that involves structured group work. Students work together in small groups to achieve a common goal. Cooperative Learning promotes collaboration, communication, and mutual support among students, leading to greater overall outcomes.

Cooperative Learning Rating Table

Design: Cooperative Learning offers a well-designed framework that structures group work in the classroom. It provides guidelines and strategies for creating effective cooperative learning experiences.

Collaboration: This teaching strategy promotes collaboration among students. It encourages students to work together, share ideas, and support each other’s learning.

Communication: Cooperative Learning enhances communication skills. Students learn to express their ideas, listen to others, and engage in meaningful discussions.

Engagement: By working together in small groups, students are actively engaged in the learning process. Cooperative Learning promotes participation and involvement among all students.

Support: Cooperative Learning provides support for students who may struggle with certain concepts or skills. Peers can offer assistance and guidance, creating a supportive learning environment.

Design: Cooperative Learning offers a well-designed framework that structures group work in the classroom. It provides guidelines and strategies for creating effective cooperative learning experiences. The design of Cooperative Learning ensures that all students have opportunities to contribute and learn from each other.

Collaboration: Cooperative Learning promotes collaboration among students. It encourages students to work together, share ideas, and support each other’s learning. Collaboration is an essential skill in the 21st century, and Cooperative Learning provides opportunities for students to develop and practice this skill.

Communication: Cooperative Learning enhances communication skills. Students learn to express their ideas, listen to others, and engage in meaningful discussions. Effective communication is crucial for academic and personal success, and Cooperative Learning provides a supportive environment for students to develop these skills.

Engagement: By working together in small groups, students are actively engaged in the learning process. Cooperative Learning promotes participation and involvement among all students. This engagement leads to deeper learning and a greater sense of ownership over the learning process.

Support: Cooperative Learning provides support for students who may struggle with certain concepts or skills. Peers can offer assistance and guidance, creating a supportive learning environment. This support helps students build confidence and develop a growth mindset.

CHECK PRICE on: Cooperative Learning

Experiential Learning is a teaching strategy that involves a cycle of experience, reflection, and review. Students engage in hands-on activities, reflect on their experiences, and draw conclusions. Experiential Learning promotes active learning and helps students apply their knowledge and skills to real-world situations.

Experiential Learning Rating Table

Design: Experiential Learning offers a well-designed framework that guides students through the process of hands-on learning experiences. It provides a structured approach that ensures students engage in meaningful activities.

Engagement: This teaching strategy promotes high levels of student engagement. Students are actively involved in hands-on activities, which enhances their motivation and interest in the subject matter.

Reflection: Experiential Learning emphasizes the importance of reflection. Students are encouraged to reflect on their experiences, analyze their learning, and make connections to real-world situations.

Application: By engaging in experiential learning activities, students have the opportunity to apply their knowledge and skills to real-world situations. This application of learning enhances understanding and retention.

Real-World Relevance: Experiential Learning promotes real-world relevance. Students engage in activities that have practical applications and connections to their lives outside of the classroom.

Design: Experiential Learning offers a well-designed framework that guides students through the process of hands-on learning experiences. It provides a structured approach that ensures students engage in meaningful activities. The design of Experiential Learning allows for flexibility and creativity while maintaining a clear focus on learning goals.

Engagement: Experiential Learning promotes high levels of student engagement. Students are actively involved in hands-on activities, which enhances their motivation and interest in the subject matter. This engagement leads to deeper learning and a greater sense of ownership over the learning process.

Reflection: Experiential Learning emphasizes the importance of reflection. Students are encouraged to reflect on their experiences, analyze their learning, and make connections to real-world situations. Reflection enhances metacognitive skills and helps students develop a deeper understanding of the content.

Application: By engaging in experiential learning activities, students have the opportunity to apply their knowledge and skills to real-world situations. This application of learning enhances understanding and retention. Students see the practical relevance of what they are learning and can transfer their knowledge to new contexts.

Real-World Relevance: Experiential Learning promotes real-world relevance. Students engage in activities that have practical applications and connections to their lives outside of the classroom. This relevance enhances student motivation and helps students see the value and importance of what they are learning.

CHECK PRICE on: Experiential Learning

In a student-led classroom, students take ownership of their learning and become leaders in the classroom. This teaching strategy empowers students to make decisions, set goals, and take responsibility for their education. Student-led classrooms promote communication skills, critical thinking, and self-confidence.

Student-Led Classroom Rating Table

Design: The design of a student-led classroom is well-structured and provides a framework for students to take ownership of their learning. It offers guidelines and strategies for creating a student-centered learning environment.

Student Empowerment: This teaching strategy empowers students to make decisions, set goals, and take responsibility for their education. Students have a voice in the classroom and are actively involved in the learning process.

Communication: Student-led classrooms promote communication skills. Students engage in discussions, collaborate with peers, and present their ideas to the class. Effective communication is essential for academic and personal success.

Critical Thinking: By taking ownership of their learning, students develop critical thinking skills. They learn to analyze information, evaluate evidence, and make informed decisions. Critical thinking is a valuable skill that prepares students for future success.

Engagement: Student-led classrooms promote high levels of student engagement. Students are actively involved in the learning process and have a sense of ownership over their education. This engagement leads to deeper learning and a greater sense of responsibility.

Design: The design of a student-led classroom is well-structured and provides a framework for students to take ownership of their learning. It offers guidelines and strategies for creating a student-centered learning environment. The design of a student-led classroom allows for flexibility and creativity while maintaining a focus on student empowerment.

Student Empowerment: This teaching strategy empowers students to make decisions, set goals, and take responsibility for their education. Students have a voice in the classroom and are actively involved in the learning process. Student empowerment fosters a sense of ownership and self-confidence.

Communication: Student-led classrooms promote communication skills. Students engage in discussions, collaborate with peers, and present their ideas to the class. Effective communication is essential for academic and personal success. Students develop the ability to express their ideas, listen to others, and engage in meaningful conversations.

Critical Thinking: By taking ownership of their learning, students develop critical thinking skills. They learn to analyze information, evaluate evidence, and make informed decisions. Critical thinking is a valuable skill that prepares students for future success. Students become independent thinkers and problem solvers.

Engagement: Student-led classrooms promote high levels of student engagement. Students are actively involved in the learning process and have a sense of ownership over their education. This engagement leads to deeper learning and a greater sense of responsibility. Students are motivated to learn and take pride in their accomplishments.

CHECK PRICE on: Student-Led Classroom

Inquiry-Based Learning is a teaching strategy that encourages students to explore topics of interest, ask questions, and draw conclusions independently. It promotes curiosity, critical thinking, and problem-solving skills. Inquiry-Based Learning offers two methods: Confirmation Inquiry and Guided Inquiry.

Inquiry-Based Learning Rating Table

Design: Inquiry-Based Learning offers a well-designed framework that guides students through the process of exploring topics of interest. It provides a structured approach that ensures students engage in meaningful inquiry.

Curiosity: This teaching strategy promotes curiosity among students. It encourages them to ask questions, seek answers, and explore new ideas. Curiosity is a driving force for learning and discovery.

Critical Thinking: Inquiry-Based Learning promotes critical thinking skills. Students learn to analyze information, evaluate evidence, and draw conclusions based on evidence. Critical thinking is a valuable skill that prepares students for academic and personal success.

Problem-Solving: By engaging in inquiry-based activities, students develop problem-solving skills. They learn to identify problems, generate solutions, and evaluate the effectiveness of their solutions. Problem-solving is an essential skill in the 21st century.

Engagement: Inquiry-Based Learning promotes high levels of student engagement. Students are actively involved in the learning process and have the opportunity to explore topics of interest. This engagement leads to deeper learning and a greater sense of curiosity.

Design: Inquiry-Based Learning offers a well-designed framework that guides students through the process of exploring topics of interest. It provides a structured approach that ensures students engage in meaningful inquiry. The design of Inquiry-Based Learning allows for flexibility and creativity while maintaining a focus on student curiosity and critical thinking.

Curiosity: This teaching strategy promotes curiosity among students. It encourages them to ask questions, seek answers, and explore new ideas. Curiosity is a driving force for learning and discovery. Inquiry-Based Learning provides opportunities for students to pursue their interests and develop a love for learning.

Critical Thinking: Inquiry-Based Learning promotes critical thinking skills. Students learn to analyze information, evaluate evidence, and draw conclusions based on evidence. Critical thinking is a valuable skill that prepares students for academic and personal success. Inquiry-Based Learning fosters a culture of inquiry and critical thinking in the classroom.

Problem-Solving: By engaging in inquiry-based activities, students develop problem-solving skills. They learn to identify problems, generate solutions, and evaluate the effectiveness of their solutions. Problem-solving is an essential skill in the 21st century. Inquiry-Based Learning provides opportunities for students to develop and practice problem-solving skills.

Engagement: Inquiry-Based Learning promotes high levels of student engagement. Students are actively involved in the learning process and have the opportunity to explore topics of interest. This engagement leads to deeper learning and a greater sense of curiosity. Students become active participants in their own learning and develop a sense of ownership over their education.

CHECK PRICE on: Inquiry-Based Learning

Technology Integration is a teaching strategy that involves incorporating technology into classroom instruction. It enhances learning experiences, engages students, and prepares them for the digital age. By integrating technology, educators can create interactive and dynamic learning environments that promote collaboration and creativity.

Technology Integration Rating Table

Design: Technology Integration offers a well-designed framework that guides educators in incorporating technology into classroom instruction. It provides guidelines and strategies for creating interactive and dynamic learning experiences.

Engagement: This teaching strategy promotes high levels of student engagement. Technology engages students by providing interactive and multimedia-rich learning experiences. It captures students’ attention and motivates them to learn.

Collaboration: Technology Integration enhances collaboration among students. It provides tools and platforms for students to work together, share ideas, and collaborate on projects. Collaboration is an essential skill in the digital age, and Technology Integration prepares students for future success.

Creativity: By integrating technology, educators can foster creativity among students. Technology offers a wide range of tools and resources that allow students to express their ideas and showcase their creativity.

Real-World Relevance: Technology Integration promotes real-world relevance. It connects learning to the digital age and prepares students for the technological demands of the future. Students develop digital literacy skills and learn to navigate and utilize technology effectively.

Design: Technology Integration offers a well-designed framework that guides educators in incorporating technology into classroom instruction. It provides guidelines and strategies for creating interactive and dynamic learning experiences. The design of Technology Integration allows for flexibility and creativity while maintaining a focus on student engagement and learning goals.

Engagement: This teaching strategy promotes high levels of student engagement. Technology engages students by providing interactive and multimedia-rich learning experiences. It captures students’ attention and motivates them to learn. Technology Integration enhances student motivation and interest in the subject matter.

Collaboration: Technology Integration enhances collaboration among students. It provides tools and platforms for students to work together, share ideas, and collaborate on projects. Collaboration is an essential skill in the digital age, and Technology Integration prepares students for future success. Students develop teamwork, communication, and problem-solving skills through collaborative technology-based activities.

Creativity: By integrating technology, educators can foster creativity among students. Technology offers a wide range of tools and resources that allow students to express their ideas and showcase their creativity. Students can create multimedia presentations, design digital artwork, and develop innovative solutions to problems.

Real-World Relevance: Technology Integration promotes real-world relevance. It connects learning to the digital age and prepares students for the technological demands of the future. Students develop digital literacy skills and learn to navigate and utilize technology effectively. Technology Integration helps students see the practical applications of technology in their lives and future careers.

CHECK PRICE on: Technology Integration

What are the proper ways of selecting teaching strategies?

When selecting teaching strategies, it is important to consider the needs and interests of your students. Here are some proper ways to select teaching strategies:

Know your students: Understand the diverse learning needs and preferences of your students. Consider their strengths, interests, and learning styles when selecting teaching strategies.

Set clear learning goals: Identify the learning goals you want to achieve with your students. Choose teaching strategies that align with these goals and promote meaningful learning experiences.

Consider the content: Different subjects and topics may require different teaching strategies. Consider the nature of the content and choose strategies that are most effective for delivering and engaging students with that content.

Be flexible: Be open to trying new teaching strategies and adapting them to meet the needs of your students. Flexibility allows you to cater to the diverse learning needs of your students and create a dynamic learning environment.

Why is it important to choose teaching strategies?

Choosing effective teaching strategies is important for several reasons:

Engagement: Effective teaching strategies engage students and promote active participation in the learning process. Engaged students are more motivated, focused, and eager to learn.

Differentiation: Teaching strategies allow educators to differentiate instruction and meet the diverse learning needs of their students. By choosing strategies that cater to different learning styles and abilities, educators can ensure that all students have opportunities to succeed.

Critical Thinking: Effective teaching strategies promote critical thinking skills. They encourage students to analyze information, evaluate evidence, and draw conclusions. Critical thinking is a valuable skill that prepares students for academic and personal success.

Retention: Well-chosen teaching strategies enhance learning retention. When students are actively engaged in the learning process, they are more likely to remember and apply what they have learned.

Real-World Relevance: Teaching strategies that connect learning to real-world situations and challenges help students see the practical applications of their learning. This relevance enhances student motivation and prepares them for future success.

What are the 5 factors to consider when choosing instructional strategy?

When choosing an instructional strategy, consider the following five factors:

Learning Goals: Identify the specific learning goals you want to achieve with your students. Choose an instructional strategy that aligns with these goals and promotes meaningful learning experiences.

Student Needs: Consider the diverse learning needs and preferences of your students. Choose an instructional strategy that caters to different learning styles, abilities, and interests.

Content: Different subjects and topics may require different instructional strategies. Consider the nature of the content and choose a strategy that is most effective for delivering and engaging students with that content.

Resources: Assess the resources available to you, including technology, materials, and support. Choose an instructional strategy that can be effectively implemented with the resources you have.

Assessment: Consider how you will assess student learning and progress. Choose an instructional strategy that allows for ongoing assessment and feedback to inform instruction and support student growth.

How do you choose learning strategies?

Choosing learning strategies involves considering the needs and preferences of your students, the nature of the content, and the desired learning outcomes. Here are some steps to help you choose learning strategies:

Know your students: Understand the diverse learning needs and preferences of your students. Consider their strengths, interests, and learning styles when choosing learning strategies.

Identify learning goals: Determine the specific learning goals you want to achieve with your students. Choose learning strategies that align with these goals and promote meaningful learning experiences.

Consider the content: Different subjects and topics may require different learning strategies. Consider the nature of the content and choose strategies that are most effective for engaging students with that content.

Promote active learning: Choose learning strategies that promote active participation and engagement. Look for strategies that encourage students to think critically, solve problems, and apply their knowledge.

Assess and reflect: Continuously assess student learning and reflect on the effectiveness of the learning strategies you have chosen. Make adjustments as needed to ensure that students are achieving the desired learning outcomes.

Read more about “What is a Key Teaching Strategy? …”

Incorporating effective teaching strategies into your classroom instruction can transform the learning experience for your students. By using strategies such as Differentiated Instruction, Project-Based Learning, Cooperative Learning, Experiential Learning, Student-Led Classroom, Inquiry-Based Learning, and Technology Integration, you can engage students, promote critical thinking, and create a dynamic and inclusive learning environment. Each strategy offers unique benefits and opportunities for student growth. So, why wait? Start implementing these strategies in your classroom today and watch your students thrive!

• Further Reading: Instructional Coaching | Classroom Management | Differentiated Instruction | Early Childhood Education
• Related Article: What are the Four Basic Steps in the Teaching Process? 2023
• Effective Teaching Strategies Used in Today’s Classrooms
• GraduateProgram.org

Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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17 Learning Strategies to Implement In Your Classroom

Learning strategies are a critical element in ensuring students grasp course concepts and are especially important in blended and online learning environments

Danielle Leboff

Learning strategies are methods used by instructors to initiate students into effective learning by using a variety of engaging learning techniques, activities and practices. These methods are all derived from years of meticulous research into how people learn best.

In any lesson plan, instructors can incorporate multiple learning strategies. By catering to different learning styles and varying your approach, you can better engage students while helping them master new concepts.

Top Hat’s 2021 Online Teaching Toolkit gives you easy-to-use teaching templates, active learning strategies and more to engage your students in an online or hybrid learning environment. Get free access today.

Why are learning strategies important?

Learning strategies are an essential component of creating an effective learning experience. They can help learners develop proficiency in various subject matter areas and develop new skill sets. They also help learners develop confidence in their own knowledge, proficiency and learning abilities.

The following describes some common strategies for achieving various learning outcomes, along with practical examples you can incorporate directly into your learning environment.

Think-pair-share

This active learning exercise is designed to activate any prior knowledge a student may have on a subject by having them share their thoughts and beliefs with their fellow learners.

A think-pair-share exercise is structured to help students first organize their thoughts, then share these with a partner followed by the broader class.

• Think : Students take a moment to contemplate the new concept or idea on their own. They can also write down their thoughts to help develop their note-taking skills.
• Pair : Students break off into pairs to share their thoughts and beliefs on the topic with another learner.
• Share : Students then share their takeaways from this conversation with one or more successively larger groups, up to and including the whole class.

Putting think-pair-share into action

To execute think-pair-share in your class, define the exercise for the group and display the prompts you’d like to pose for discussion. Once students have completed the exercise, you can then facilitate a larger class discussion.

Make a point of listening to student responses before offering your own ideas. You can also pose probing questions while encouraging other students to offer their own responses and reactions to each other’s ideas.

Tests and quizzes

There are several ways instructors can use tests and quizzes as effective strategies for learning.

Individual plus group quizzes : Have learners complete independent quizzes for grading. Following this, place learners into small groups and give them the same quiz as a form of cooperative learning. This time, allow the groups to discuss their answers and come up with an answer for each question. Then, grade the group as a whole on their collective performance.

Not every student likes group assignments, since this may raise concerns about their individual grades. To avoid penalizing more diligent learners, take an average of each student’s two scores if the group score is higher than their individual score. If the student’s individual score is higher than the group score, let that individual score stand as the average. This process encourages students to be accountable for their own learning while helping develop their test-taking and collaboration skills.

Tests and quizzes with distractors : Distractors are common preconceptions or misconceptions about a topic. Have students answer various questions and, then, discuss their answers with a fellow student. After this discussion, have each student answer the same question again and see if their answers are any different. To close off the activity, initiate a group discussion about why the correct answer is actually the correct one. This acts as a form of metacognition by encouraging students to think about their own learning.

Retrieval practice

The process of bringing information to mind, or retrieval practice, is an effective strategy in boosting learning. In these exercises, students put away all learning materials and answer questions or discuss a topic purely based on their own recall of the information. Students can then refer to learning to evaluate how accurately they conveyed the information. Retrieval practice exercises also work well using the think-pair-share format.

Elaboration

In elaboration, students demonstrate the depth of their knowledge of a given topic by describing and explaining as much as they know about it, including as many relevant details as they can call to mind. This strategy extends the concept of rote memorization by encouraging students to draw connections within the content and between the content and other knowledge they already possess.

Interleaving

Interleaving is the process by which students mix multiple subjects or topics while they study. This allows students the opportunity to practice different modes of thinking and problem-solving as opposed to ‘blocked practice,’ which involves studying one topic thoroughly before moving on to the next.

Interleaving has been shown to improve test scores in a number of studies. As a best practice, it is important to use interleaving for related topics. For example, interleaving works well when switching between different algebra problems but is not nearly as effective when switching between radically different subject matter areas, such as literature and math equations.

Muddiest point

This form of assessment helps educators understand which elements of their course pose difficulties that may impede student progress and performance.

In this exercise, instructors ask students to note the “muddiest points” of the lesson, or the most confusing or difficult to grasp. Have students rate their degree of understanding and capture where the difficulty lies.

While the exercise shouldn’t take more than a few minutes, it has additional benefits beyond helping the instructor understand where the obstacles are for students. It also helps students more effectively analyze their own learning and to zero in on the exact issue that may be holding them back.

Peer instruction

Also known as ‘reciprocal teaching,’ this structured teaching practice asks students to reflect on new concepts they may be confused about and then share their responses to those prompts with a small group. Each group then derives a consensus response to share collectively with the rest of the class.

Peer instruction offers a number of benefits, including:

• Increasing a student’s problem-solving skills and conceptual understanding abilities
• Deepening student understanding of a topic and encouraging greater knowledge retention
• Bolstering student engagement and raising student course satisfaction

Not only does this exercise call upon students to explain their thinking, it asks them to defend it against alternative arguments and modes. This helps reveal for students as much about how they think and process information as it does about the information itself.

Differentiated instruction

Not all students learn the same way. Differentiated instruction recognizes and accommodates for this by tailoring the learning process to individual needs. This is accomplished by altering the content, process, product or the learning environment itself.

With differentiated instruction, instructors consider the different learning styles of their students before devising their teaching strategies. That way, they can incorporate multiple modalities to allow all students to succeed equally in learning the material.

Some other ways to implement differentiated learning include:

• Grouping students together for assignments by shared topics, interests, learning abilities or styles
• Using formative assessment tools to assess individual student learning styles and progress and then adjusting lesson plans accordingly
• Using classroom management tools to create safe and supportive learning environments for all students

Gamification

Sometimes turning a lesson into a game can better engage students in learning and comprehending the material. Gamification essentially incorporates reward-based activities and teaching tools into the lesson plan. Examples of gamification include:

• Earning points for finishing tasks
• Competing against peers toward a goal
• Playing games that teach particular academic skills

Project-based learning

Through project-based learning, students work together on a project over an extended period, generally between one week and an entire semester. The project ideally involves solving a real-world problem or addressing a complex question. The finished product is a public presentation or product they can present to a live audience.

Problem-based learning

Problem-based learning involves incorporating real-world situations as a vehicle to help students apply course concepts in a practical application. This helps make learning more relevant by connecting concepts to the world outside the classroom and can add variety to the learning process itself.

Formative assessments

Formative assessments are designed to monitor learning and provide feedback on each student’s progress on an ongoing basis. The steady stream of feedback allows instructors to refine and improve their teaching strategies to keep the class on track. At the same time, students can practice their test-taking skills, improve information recall while honing in on their areas of strength and weakness.

Formative assessments are typically considered “low stakes.” The primary goal is not a letter grade but generating feedback for the instructor and the student. Examples of formative assessments include:

• Self-assessments
• Entry and exit slips
• Low-stakes polls and quizzes
• Exercises incorporating art or other visual representations of learning content
• Misconception and errors
• Interview assessments

Summative assessments

Instructors use summative assessments to evaluate how thoroughly students learned an area of study. Summative assessments usually come upon the completion of an instructional unit and compare student knowledge and achievement against a previously determined set of benchmarks.

Considered “high stakes,” summative assessments are commonly used to determine a student’s subsequent course work and educational progress. Examples of summative assessments include:

• Final projects
• Term papers
• Midterm, final or standardized exams
• Performance or recital

Educators may sometimes use summative assessments in a formative manner to guide student activities and efforts throughout their coursework.

Quick write

In this exercise, pose a prompt to the group to respond to in writing. Only allow five minutes for this exercise, so students can quickly reflect on their initial thoughts on a subject.

Uses and benefits of a quick write include helping to:

• Determine whether students completed their assigned homework
• Prime students to think about topics to be introduced or developed in the upcoming lesson
• Give students the chance to access previous knowledge they may have on a subject
• Instructors can opt to grade the quick write or simply collect it as a means of confirming attendance.

Pose a question to be answered or explained, and then take an anonymous poll to see how many students favor particular answers or explanations to the question.

Afterward, initiate a group discussion of the question and the poll’s results to see why students voted the way they did. Following the discussion, take the same poll again to gauge whether any students changed their answers and, if so, to what extent and why.

Hearing why students chose a particular explanation or answer helps the instructor understand how students think about that topic. It also helps them determine if additional explanation or clarification may be required before moving on in the lesson plan.

Turn and talk

In this exercise, instructors pose a question to the group, then instruct students to choose a partner to discuss their thoughts on the question with. This can create a comfortable atmosphere for sharing ideas before bringing ideas before the whole group.

Make sure the questions students are asked to discuss are clear and that the understanding of each participant is there in order to contribute to the conversation both as a speaker and listener.

This exercise is performed in small groups in which students read a preselected passage of course material. Students in each group divide up the material so that each member reads a portion of it silently and then shares what they’ve learned with the rest of the group.

Some questions participants can use as points of focus include:

• What’s the big idea here?
• What do you believe it means, and why does it matter?
• How can someone apply this idea to help understand a larger topic?
• What part(s) of the reading do you agree and/or disagree with?
• What questions does the reading raise for you?

Instructors can implement jigsaws in a number of ways. In an ‘expert and cooperative group’ format, assign different groups different pieces of the material to read individually and discuss. Each group then becomes the expert group on that portion of the material. Following this, groups are redivided so that each new cooperative group contains one or two representatives from each of the previous expert groups. Each cooperative group then reviews the material with the expert representative. The jigsaw method is a great way to get students up to speed quickly on material while honing their critical thinking and communication skills.

Learning strategies help you better engage students in active learning by using a variety of activities such as reading, writing, discussion or problem-solving. Easy to execute, these activities promote analysis, synthesis, and the evaluation of class content. Equally important, they provide students with opportunities for feedback on how well they understand course material, ensuring they are making meaningful progress toward achieving course objectives.

Recommended Readings

The Ultimate Guide to Metacognition for Post-Secondary Courses

25 Effective Instructional Strategies For Educators

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Teaching Methods and Strategies: The Complete Guide

You’ve completed your coursework. Student teaching has ended. You’ve donned the cap and gown, crossed the stage, smiled with your diploma and went home to fill out application after application.

Suddenly you are standing in what will be your classroom for the next year and after the excitement of decorating it wears off and you begin lesson planning, you start to notice all of your lessons are executed the same way, just with different material. But that is what you know and what you’ve been taught, so you go with it.

After a while, your students are bored, and so are you. There must be something wrong because this isn’t what you envisioned teaching to be like. There is.

Figuring out the best ways you can deliver information to students can sometimes be even harder than what students go through in discovering how they learn best. The reason is because every single teacher needs a variety of different teaching methods in their theoretical teaching bag to pull from depending on the lesson, the students, and things as seemingly minute as the time the class is and the subject.

Using these different teaching methods, which are rooted in theory of different teaching styles, will not only help teachers reach their full potential, but more importantly engage, motivate and reach the students in their classes, whether in person or online.

Teaching Methods

Teaching methods, or methodology, is a narrower topic because it’s founded in theories and educational psychology. If you have a degree in teaching, you most likely have heard of names like Skinner, Vygotsky , Gardner, Piaget , and Bloom . If their names don’t ring a bell, you should definitely recognize their theories that have become teaching methods. The following are the most common teaching theories.

Behaviorism

Behaviorism is the theory that every learner is essentially a “clean slate” to start off and shaped by emotions. People react to stimuli, reactions as well as positive and negative reinforcement, the site states.

Learning Theories names the most popular theorists who ascribed to this theory were Ivan Pavlov, who many people may know with his experiments with dogs. He performed an experiment with dogs that when he rang a bell, the dogs responded to the stimuli; then he applied the idea to humans.

Other popular educational theorists who were part of behaviorism was B.F. Skinner and Albert Bandura .

Social Cognitive Theory

Social Cognitive Theory is typically spoken about at the early childhood level because it has to do with critical thinking with the biggest concept being the idea of play, according to Edwin Peel writing for Encyclopedia Britannica . Though Bandura and Lev Vygotsky also contributed to cognitive theory, according to Dr. Norman Herr with California State University , the most popular and first theorist of cognitivism is Piaget.

There are four stages to Piaget’s Theory of Cognitive Development that he created in 1918. Each stage correlates with a child’s development from infancy to their teenage years.

The first stage is called the Sensorimotor Stage which occurs from birth to 18 months. The reason this is considered cognitive development is because the brain is literally growing through exploration, like squeaking horns, discovering themselves in mirrors or spinning things that click on their floor mats or walkers; creating habits like sleeping with a certain blanket; having reflexes like rubbing their eyes when tired or thumb sucking; and beginning to decipher vocal tones.

The second stage, or the Preoperational Stage, occurs from ages 2 to 7 when toddlers begin to understand and correlate symbols around them, ask a lot of questions, and start forming sentences and conversations, but they haven’t developed perspective yet so empathy does not quite exist yet, the website states. This is the stage when children tend to blurt out honest statements, usually embarrassing their parents, because they don’t understand censoring themselves either.

From ages 7 to 11, children are beginning to problem solve, can have conversations about things they are interested in, are more aware of logic and develop empathy during the Concrete Operational Stage.

The final stage, called the Formal Operational Stage, though by definition ends at age 16, can continue beyond. It involves deeper thinking and abstract thoughts as well as questioning not only what things are but why the way they are is popular, the site states. Many times people entering new stages of their lives like high school, college, or even marriage go through elements of Piaget’s theory, which is why the strategies that come from this method are applicable across all levels of education.

The Multiple Intelligences Theory

The Multiple Intelligences Theory states that people don’t need to be smart in every single discipline to be considered intelligent on paper tests, but that people excel in various disciplines, making them exceptional.

Created in 1983, the former principal in the Scranton School District in Scranton, PA, created eight different intelligences, though since then two others have been debated of whether to be added but have not yet officially, according to the site.

The original eight are musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal and naturalistic and most people have a predominant intelligence followed by others. For those who are musically-inclined either via instruments, vocals, has perfect pitch, can read sheet music or can easily create music has Musical Intelligence.

Being able to see something and rearrange it or imagine it differently is Spatial Intelligence, while being talented with language, writing or avid readers have Linguistic Intelligence. Kinesthetic Intelligence refers to understanding how the body works either anatomically or athletically and Naturalistic Intelligence is having an understanding of nature and elements of the ecosystem.

The final intelligences have to do with personal interactions. Intrapersonal Intelligence is a matter of knowing oneself, one’s limits, and their inner selves while Interpersonal Intelligence is knowing how to handle a variety of other people without conflict or knowing how to resolve it, the site states. There is still an elementary school in Scranton, PA named after their once-principal.

Constructivism

Constructivism is another theory created by Piaget which is used as a foundation for many other educational theories and strategies because constructivism is focused on how people learn. Piaget states in this theory that people learn from their experiences. They learn best through active learning , connect it to their prior knowledge and then digest this information their own way. This theory has created the ideas of student-centered learning in education versus teacher-centered learning.

Universal Design for Learning

The final method is the Universal Design for Learning which has redefined the educational community since its inception in the mid-1980s by David H. Rose. This theory focuses on how teachers need to design their curriculum for their students. This theory really gained traction in the United States in 2004 when it was presented at an international conference and he explained that this theory is based on neuroscience and how the brain processes information, perform tasks and get excited about education.

The theory, known as UDL, advocates for presenting information in multiple ways to enable a variety of learners to understand the information; presenting multiple assessments for students to show what they have learned; and learn and utilize a student’s own interests to motivate them to learn, the site states. This theory also discussed incorporating technology in the classroom and ways to educate students in the digital age.

Teaching Styles

From each of the educational theories, teachers extract and develop a plethora of different teaching styles, or strategies. Instructors must have a large and varied arsenal of strategies to use weekly and even daily in order to build rapport, keep students engaged and even keep instructors from getting bored with their own material. These can be applicable to all teaching levels, but adaptations must be made based on the student’s age and level of development.

Differentiated instruction is one of the most popular teaching strategies, which means that teachers adjust the curriculum for a lesson, unit or even entire term in a way that engages all learners in various ways, according to Chapter 2 of the book Instructional Process and Concepts in Theory and Practice by Celal Akdeniz . This means changing one’s teaching styles constantly to fit not only the material but more importantly, the students based on their learning styles.

Learning styles are the ways in which students learn best. The most popular types are visual, audio, kinesthetic and read/write , though others include global as another type of learner, according to Akdeniz . For some, they may seem self-explanatory. Visual learners learn best by watching the instruction or a demonstration; audio learners need to hear a lesson; kinesthetic learners learn by doing, or are hands-on learners; read/write learners to best by reading textbooks and writing notes; and global learners need material to be applied to their real lives, according to The Library of Congress .

There are many activities available to instructors that enable their students to find out what kind of learner they are. Typically students have a main style with a close runner-up, which enables them to learn best a certain way but they can also learn material in an additional way.

When an instructor knows their students and what types of learners are in their classroom, instructors are able to then differentiate their instruction and assignments to those learning types, according to Akdeniz and The Library of Congress. Learn more about different learning styles.

When teaching new material to any type of learner, is it important to utilize a strategy called scaffolding . Scaffolding is based on a student’s prior knowledge and building a lesson, unit or course from the most foundational pieces and with each step make the information more complicated, according to an article by Jerry Webster .

To scaffold well, a teacher must take a personal interest in their students to learn not only what their prior knowledge is but their strengths as well. This will enable an instructor to base new information around their strengths and use positive reinforcement when mistakes are made with the new material.

There is an unfortunate concept in teaching called “teach to the middle” where instructors target their lessons to the average ability of the students in their classroom, leaving slower students frustrated and confused, and above average students frustrated and bored. This often results in the lower- and higher-level students scoring poorly and a teacher with no idea why.

The remedy for this is a strategy called blended learning where differentiated instruction is occurring simultaneously in the classroom to target all learners, according to author and educator Juliana Finegan . In order to be successful at blended learning, teachers once again need to know their students, how they learn and their strengths and weaknesses, according to Finegan.

Blended learning can include combining several learning styles into one lesson like lecturing from a PowerPoint – not reading the information on the slides — that includes cartoons and music associations while the students have the print-outs. The lecture can include real-life examples and stories of what the instructor encountered and what the students may encounter. That example incorporates four learning styles and misses kinesthetic, but the activity afterwards can be solely kinesthetic.

A huge component of blended learning is technology. Technology enables students to set their own pace and access the resources they want and need based on their level of understanding, according to The Library of Congress . It can be used three different ways in education which include face-to-face, synchronously or asynchronously . Technology used with the student in the classroom where the teacher can answer questions while being in the student’s physical presence is known as face-to-face.

Synchronous learning is when students are learning information online and have a teacher live with them online at the same time, but through a live chat or video conferencing program, like Skype, or Zoom, according to The Library of Congress.

Finally, asynchronous learning is when students take a course or element of a course online, like a test or assignment, as it fits into their own schedule, but a teacher is not online with them at the time they are completing or submitting the work. Teachers are still accessible through asynchronous learning but typically via email or a scheduled chat meeting, states the Library of Congress.

The final strategy to be discussed actually incorporates a few teaching strategies, so it’s almost like blended teaching. It starts with a concept that has numerous labels such as student-centered learning, learner-centered pedagogy, and teacher-as-tutor but all mean that an instructor revolves lessons around the students and ensures that students take a participatory role in the learning process, known as active learning, according to the Learning Portal .

In this model, a teacher is just a facilitator, meaning that they have created the lesson as well as the structure for learning, but the students themselves become the teachers or create their own knowledge, the Learning Portal says. As this is occurring, the instructor is circulating the room working as a one-on-one resource, tutor or guide, according to author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. For this to work well and instructors be successful one-on-one and planning these lessons, it’s essential that they have taken the time to know their students’ history and prior knowledge, otherwise it can end up to be an exercise in futility, Alonso said.

Some activities teachers can use are by putting students in groups and assigning each student a role within the group, creating reading buddies or literature circles, making games out of the material with individual white boards, create different stations within the classroom for different skill levels or interest in a lesson or find ways to get students to get up out of their seats and moving, offers Fortheteachers.org .

There are so many different methodologies and strategies that go into becoming an effective instructor. A consistent theme throughout all of these is for a teacher to take the time to know their students because they care, not because they have to. When an instructor knows the stories behind the students, they are able to design lessons that are more fun, more meaningful, and more effective because they were designed with the students’ best interests in mind.

There are plenty of pre-made lessons, activities and tests available online and from textbook publishers that any teacher could use. But you need to decide if you want to be the original teacher who makes a significant impact on your students, or a pre-made teacher a student needs to get through.

Read Also: – Blended Learning Guide – Collaborative Learning Guide – Flipped Classroom Guide – Game Based Learning Guide – Gamification in Education Guide – Holistic Education Guide – Maker Education Guide – Personalized Learning Guide – Place-Based Education Guide – Project-Based Learning Guide – Scaffolding in Education Guide – Social-Emotional Learning Guide

Similar Posts:

• Discover Your Learning Style – Comprehensive Guide on Different Learning Styles
• 35 of the BEST Educational Apps for Teachers (Updated 2024)
• 20 Huge Benefits of Using Technology in the Classroom

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Teaching and Learning Strategies: A classroom guide

January 4, 2022

Which classroom teaching and learning strategies are worth embedding in your school? Find out here.

Main, P (2022, January 04). Teaching and Learning Strategies: A classroom guide. Retrieved from https://www.structural-learning.com/post/teaching-and-learning-strategies-a-classroom-guide

What are the teaching and learning strategies?

Teaching strategies are the techniques and methods that a teacher applies to support student learning . A teacher selects the teaching strategy most suited to the current level of knowledge of the students, the concept being studied, and the stage in the learning journey of the students.

A learning strategy is a learner's way to organize and use a specific range of skills to learn curriculum content or complete other tasks more efficiently and effectively in a classroom setting as well as in non-academic settings.

An effective teacher applies the most innovative and creative teaching methods to teach academic concepts and meet the individual needs of students. However, the demands of ever-expanding curricular means that educators often stick to their favoured teaching methodology . We all have our preferred teaching methodology but it is important to explore evidence-informed pedagogical ideas that have the potential to expand our repertoire in the classroom .

What are some of the popular teaching and learning strategies?

It can be hard to know which teaching strategy will work the best with a particular student. So, below is a list of teaching strategies teachers can use to enhance their teaching methodologies:

• Visualization : Visualization is a useful technique to process or summarize the knowledge that has been instructed in class. When students receive the information through visual means , they are more able to retain both the previous learning and new information for a longer time. Visualization is also a helpful learning process for lower-attaining learners to receive the information in a simpler, clear and systematic way. Thus, an effective teacher would use visual tools such as flow charts, graphic organizers, concept maps and Venn diagrams, that allow students to grasp information more effectively through visual memory .

• Teamwork: Dividing the class into groups to complete a task is a teaching strategy that does wonders . It is recommended to encourage learners of mixed abilities to work with one another. By doing so, those who have more knowledge of the subject can share their knowledge and help their peers understand the topic better. Studies of classroom instruction show that the teachers can promote cooperative learning by splitting the class into small groups and dividing different tasks amongst students. For example, in Science class one student can experiment, another would read the instructions and someone else will write notes about the learning process. Previous studies reveal that group assignments improve teamwork and help students to succeed. For some educators, this is not a preference for teaching strategies. Group work needs to be well-managed and requires a level of independence.
• Inquiry-Based Teaching: Encouraging learners to ask a lot of questions is an effective teaching strategy that does not only motivate students to think more practically but also helps them to become independent learners . Inquiry-Based learning motivates students to ask questions and work with one another to solve any problem. Through this strategy, students tend to show more interest in the learning process such as formative assessments . Inquiry-based learning provides student experience of working with one another as a class and also allows students to revise previous learning and retain new learning in a better way.
• Student-led Classroom : Studies of classroom instruction reveal that giving more power to students allows them to become self-aware of their strengths . To facilitate Student-led instructions , teachers encourage learners to ask many questions and provide more frequent feedback . In a student-led classroom , teachers encourage students to perform their research online and bring their learning outcomes to the classroom. A student-led teaching strategy is widely used to build greater confidence in students. Previous studies show that this approach allows students to take more responsibility for their learning and bring long-term advantages such as higher levels of soft skills .

• Implementing Technology in the Classroom: The productive use of technological tools as active learning strategies i n educational institutions may develop a vibrant learning community, help educators prepare and improve their lesson plans . Using technology in the classroom is a valuable tool that prepares students to learn 21st-century skills. Use of PowerPoint presentations, videos, virtual classrooms, robots and augmented reality (AR) does not only add liveliness to the classroom but may also lead to a more inclusive and effective learning environment that improves inquisitiveness and collaboration between the students and allow educators to compile data on student performance. When classrooms around the world were forced to participate in online learning, schools had to re-examine their institutional teaching methods.
• Some of the student feedback surrounding the sudden use of technology was very positive. In certain parts of the world, student engagement increased. If however, your home did not have suitable technology, the student experience of home learning was not so positive .

Active Learning: Promoting Student Participation and Interaction

The integration of technology in today's classrooms has the potential to elevate education by fostering collaborative learning, enhancing oracy, and promoting dialogic teaching .

In this digital age, the myth of learning styles has been debunked , paving the way for a more holistic approach that accommodates the diverse range of cognitive thinking skills and multiple intelligences that students possess . Just as an orchestra harmoniously blends the unique sounds of various instruments, technology allows educators to embrace neurodiversity and orchestrate a cohesive learning experience for all.

However, it is essential for teachers to be mindful of the challenges that technology can present, such as social loafing , wherein some students may disengage from collaborative learning environments. To combat this issue, educators can employ digital tools that encourage active participation and foster a sense of accountability within group settings.

Research by Mercer (2008) and Dillenbourg (1999) highlights the power of dialogic teaching and collaborative learning in enhancing students' cognitive skills and overall academic performance.

By harnessing the capabilities of digital tools, teachers can create an inclusive and dynamic learning environment that caters to the diverse needs of their students, fostering a culture of collaboration, communication, and critical thinking that will prepare them for the challenges of the 21st century.

Learning strategies for students

Previous studies show that students depend upon their senses to process knowledge around them. Most of the successful learners tend to use one of their senses more frequently than the others. Over the last few years, the concept of ' Preferred Learning Styles ' has been heavily criticised. According to recent literature in the field of education, the idea that a child has a learning style preference is a myth. In some schools throughout the UK during the early 2000's, children were effectively labelled either a: Visual learners , auditory learners, social learners or even naturalist learners.

This practice was misinformed and sidetracked teachers from engaging with more evidence-informed ideas . If you were a teacher trained in the late 90s you may well have been on a workshop where you explored whether your class were verbal learners or tactile learners. It is widely agreed that there is limited evidence for the concept of preferred learning modes. This article is not advocating the idea of having a dominant learning style but it is worth exploring how the different senses play a part in the knowledge acquisition process.

• Visual Strategies: Pupils learn and retain the knowledge better when it is presented to them in a pictorial form , such as diagrams, charts, arrows and symbols. This approach has been refined through the research into dual coding . Using clear visuals of information hierarchy as an approach to teaching practices is an accessible way of giving access to complex regular content. To apply this approach into the classroom management strategy, teachers can apply the following in the classroom learning environment:
• Use a wide range of visual aids such as pictures, charts, graphs, and illustrations;
• Include handouts and outlines for teaching various academic concepts;
• Show pictures and explain ;
• Remove potential distractions;
• Leave some space in handouts where students can write notes;
• Show clear screens while using multimedia;
• Use colourful illustrations and presentations .

• Auditory strategies: Creating learning experiences that involve listening and talking. Successful teachers need to apply the following instructional methods in their classroom:
• Begin new topic with the background of what academic concepts are coming;
• Use activities such as discussion groups or brainstorming ;
• Ask the learners to read aloud the question;
• Have learners sit in groups where vocal collaboration is possible;
• Conclude by summarizing what was taught.
• Reading & Writing - Using more traditional instructional methods such as rewriting their notes, reading textbooks, and note-taking. They tend to learn better by applying the following in their classroom:
• They must be provided with the written information on worksheets, and other text-heavy resources;
• Ask students to rewrite notes;
• Using bullet point lists;
• Turning charts and diagrams into words.
• They must be asked to reference written text.
• Kinaesthetic Learning [or embodied cognition] is also referred to as tactile learning . Kinesthetic learning is the most physical of all the learning styles, as kinesthetic or tactile learners grasp information best through the instructional strategy that involves the practical strategy of motion, movement and touch. The word kinaesthetic learners indicate students' ability to sense movement and body position in the learning environment . Student understanding of Tactile learners is enhanced by the physical activity such as touching, feeling and moving things . In recent years, the field of embodied cognition has received a lot of interest. The work of Barbara Tversky has shown us that being referred to as a 'kinaesthetic learner' probably describes most of us. The following are a selection of strategies used to teach kinaesthetic learners (or anyone else for that matter!):
• Involve physical movement in the teaching methods;
• Provide hands-on experience to the learners;
• Use flashcards to teach;
• Engage students in classroom activities that involve physical materials .
• Ask students to draw images of information in the formative assessments .

Other teaching and learning strategies you should research

At Structural Learning , we have been trying to uncover classroom ideas that are both evidenced informed and easy to implement. Organisations such as the EEF condense the findings of studies of classroom instruction. We can use this extensive evidence to make better decisions about how we can teach our lessons. Focusing on the pedagogy is with the highest impact is a good starting point for any school.

The strategies listed within these journals help classroom practitioners widen their range of skills. If you are thinking about making some pedagogical changes across your school, you may want to explore some of the following topics:

• Integrating formative assessment strategies in your classroom.
• Advancing critical thinking skills by using graphic organisers to help students organise their thinking .
• Provide playful learning experiences that promote divergent thinking.
• Utilise dual coding methods to make curriculum content easier to understand.
• Integrate responsive teaching as a whole school philosophy.
• Build the pillars of teaching by embracing Rosenshine's principles of instruction .
• Provide insightful student feedback that moves their thinking forward.
• Promote critical thinking skills by using Oracy or dialogic teaching methods .
• Make abstract concepts in maths more concrete by using physical materials.
• Develop intervention lessons into engaging experiences by using different learning tools.
• Make your assessment strategy more creative by giving summative assessments less priority.
• Only embrace evidence-informed ideas that have a clear impact.

Integrating Technology: Harnessing Digital Tools for Enhanced Education

The integration of technology into the educational landscape has opened the door to a multitude of creative teaching strategies, enabling teachers to craft immersive and dynamic learning experiences for their students.

Just as a chameleon adapts to its surroundings, educators must harness digital tools to facilitate personalized learning , addressing the unique needs and abilities of each individual. Through platforms that support game-based learning and asynchronous learning, students can engage with the curriculum at their own pace, fostering a sense of autonomy and ownership in their educational journey.

By drawing on Jerome Bruner's concepts of assimilation and accommodation , educators can use technology to enhance information-processing skills while also providing experiential learning opportunities.

This aligns with John Dewey's educational philosoph y, which emphasizes the importance of learning through experience and interaction with the environment. Technology-based learning tools act as a bridge between the abstract and the concrete, allowing students to actively engage with the subject matter and gain a deeper understanding of complex concepts .

In order to maximize the potential of technology for enhanced education, teachers should remain open to exploring new digital resources and incorporating them into their pedagogical approach.

Edutopia and the International Society for Technology in Education (ISTE) offer a wealth of resources and strategies for effectively integrating technology into the classroom, empowering educators to elevate their teaching practice and unlock their students' full potential.

Final thoughts on learning and teaching strategies

The above discussion shows that students don't always have a unique learning style preference . It can be challenging to create learning solutions that are universally accessible for the whole class. E ducational researchers believe that using a mixture of active learning strategies may help to improve the learning outcomes of each student and may motivate students to show deeper understanding. Thus, the best instructional methods for a teacher are a mixture of teaching strategies that will help learners to learn quickly and retain more.

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Classroom Practice

Active Learning

What is active learning.

Active learning is a term used to describe instructional strategies that promote students’ active participation in knowledge construction processes. Such strategies may include hands-on activities, brief writing and discussion assignments, problem solving tasks, information gathering and synthesis, question generation, and reflection-based activities, among others. Together, these approaches seek to engage learners’ higher order thinking skills through the production and articulation of knowledge, as opposed to through the passive transmission of facts and ideas.

Active learning strategies are built upon constructivist theories of learning, which emphasize the importance of building connections between one’s prior knowledge and new experiences and concepts. As such, active learning tasks are designed to tease out learners’ current understanding, make that understanding explicit, and then create opportunities for learners to integrate new knowledge into their understanding.

Typically, active learning strategies involve a mixture of individual and collaborative tasks, giving students the chance to reflect or predict outcomes, and then to share and discuss their ideas with peers. Activities can last anywhere from mere minutes to large segments of a class period; the point is simply to activate learners’ cognitive processes while they are in class. The information below will help you design and implement strategies that support this decidedly broad category of instructional methods.

What are the benefits?

Active learning helps students reflect on their understanding by encouraging them to make connections between their prior knowledge and new concepts. Often, active learning tasks ask students to make their thinking explicit, which also allows instructors to gauge student learning. Although most of the literature on active learning has focused on STEM disciplines, research suggests that active learning may benefit students in any field, particularly students who have had fewer educational opportunities, or encounters with active learning in high school. Several studies have shown that students in active learning classrooms have a lower rate of failure, and perform better on assessments than students in a traditional lecture.

Best practices

Because active learning encompasses so many different varieties of classroom activity, it is important to keep in mind a few core principles when designing active learning tasks:

• Active learning tasks should help your students meet their learning objectives
• Active learning tasks should create a low bar for student participation
• Active learning tasks should provide students with feedback on their learning

Help students meet their learning objectives

Above all, active learning tasks should target specific learning objectives. That is, they should help students develop the knowledge and skills that they are expected to acquire in your course. Identifying an argument, using evidence to support a claim, organizing information, and defining a given problem are all skills that support complex learning objectives, such as writing and problem solving. Active learning tasks should aim to provide students with opportunities to practice and gain proficiency in such skills.

Encourage student participation

Active learning tasks should provide a low barrier-to-entry, and invite involvement among all students. Therefore, tasks should be simple or discrete. For more complex tasks, instructors should provide clear instructions that outline (and model) how students will participate in the activity. How will students engage with each other in the activity? What are the ground rules or guidelines for group interaction? Answering these questions explicitly will help students understand what is expected of their participation.

Provide opportunities for feedback and reflection

Ideally, feedback should not only target the skills and knowledge students are expected to acquire from the course learning objectives, it should clearly indicate how students can improve their performance or enhance their understanding of the topic at hand. While providing detailed, individual feedback is often time consuming for individual instructors, and therefore difficult to achieve in a single class period, feedback from an active learning task can come from a variety of sources. Personal Response Systems (e.g., “clickers”), for instance, can collect input on student thinking at large scale. Instructors can, in turn, compare this information with experimental data or examples of expert thinking to reveal “gaps” or discrepancies in student knowledge.

Peer-based discussions or review sessions in which students receive a rubric with which to assess their classmates’ learning also provide opportunities for students to both make their thinking explicit, and to obtain informal feedback. The purpose of feedback in such cases is to provide students with information on their understanding or performance that can guide them towards a desired learning goal. Whether it come from a digital tool such as a clicker, or from a classmate, active learning tasks should give students a sense of their learning progress, and help them hone further practice.

Examples of active learning

To be sure, there are many examples of classroom tasks that might be classified as “active learning.” Some of the most common examples include think-pair-share exercises, jigsaw discussions, and even simply pausing for clarification during a lecture. Members of the University of Michigan’s Center for Research on Learning and Teaching have created a useful list of active learning techniques , which they have sorted according to a “continuum” of complexity and time commitment. These techniques include:

• Minute Papers: at some point during lecture, students are asked to for one or two minutes on a given topic.
• Self-Assessment: similar to concept inventories and diagnostic assessments, these ungraded exercises, typically delivered at the beginning of a term or new unit, are used to help identify gaps in student understanding.
• Interactive Lectures: often in the form of brief polls, these activities take place during lectures, giving students a chance to make predictions, solve short problems, etc.
• Inquiry Learning: larger in scope, these exercises commonly involve having students conduct different aspects of scientific inquiry, such as observing phenomena, analyzing data, predicting outcomes, etc.
• Video demonstrating active learning techniques in a large enrollment STEM course here at BU: https://mymedia.bu.edu/media/Active+Learning+in+Large+Classrooms/1_645lb6rt

For a full list of techniques, download the UMich CRLT’s handout on active learning .

Quick tips for getting started with active learning

• What topics or ideas do students struggle with most in your course?
• What data or information will help you understand what students are learning?
• Which active learning strategies will provide this data, and ultimately help your students meet their learning objectives?
• Prepare a timeline to help you manage the activity. Will it take place in the classroom? How long will it last? What instructions will students need to participate in the activity?
• Establish ground rules for the activity. How should students interact with each other? What are they expected to do during the activity?
• Consider any roadblocks or challenges that you and your students experienced in carrying out the activity. How might these be overcome?
• Elicit feedback from students on whether or not the activity assisted in their learning. Did they find the activity helpful?
• Assess the usefulness of the information the activity provided you. Did the students improve their understanding of the topic or concept? Can you use data from the activity to make further improvements to future activities or instruction in general?

Additional Resources

Overview and Examples of Active Learning (Harvard Bok Center for Teaching and Learning)

Steps to Creating an Active Learning Environment (NYU Center for the Advancement of Teaching)

Active Learning Resources and Research (UMich Center for Research on Learning and Teaching

You may also be interested in:

Designing experiential learning projects, assessing learning, student engagement part 2: ensuring deep learning, experiential learning, service learning, reflection for experiential learning, teamwork and experiential learning, assessment for experiential learning.

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12 Effective Teaching Strategies for Every Teacher Toolkit

Teaching strategies are as varied as the classrooms they’re used in. There’s no “one size fits all” method for making learning happen.

But some teaching strategies reliably deliver the lightbulb moments.

We’ve compiled 12 of the most consistently effective teaching strategies here, so the next time you’re stuck for lesson ideas you’ll have a proven toolkit to turn to.

Station rotation

Station rotation gets your students out of their seats and moving between different learning activities. It’s so much more engaging than an hour spent sitting down at the same desk, and it allows them to experience the learning content in more ways than one.

Separate your classroom into learning stations with a different activity at each, and then have students rotate through them in groups.

The activities could use different modes (e.g. visual, text-based, digital), or they might be built around different problems ( hint: using varying levels of difficulty allows for differentiation ). Just make sure they’re all tied to the same learning goal.

Use station rotation for: differentiation, immersion in new content, cooperative learning.

Silent individual work has its place, but sometimes you want to hear excited, on-topic conversations instead. Use group work to get students talking, bouncing ideas off each other, and exploring new perspectives.

Here are a few models of group work:

Jigsaws: assign each group a different aspect of a common topic. Once they’ve researched it or completed the activity, they can share it with the rest of the class. Everyone ends up with a holistic understanding of the topic after hearing the findings of every group.

Pass-arounds: after an individual exercise, have students pass their work around the table to get feedback from multiple peers. Each group can then choose an exemplar to share with the whole class.

Group presentations: follow up a group exercise or discussion by getting groups to present their findings to the rest of the class. This encourages them to bring together their different perspectives, and it keeps them accountable during the task.

Use group work for: cooperative learning, projects, student-led inquiry.

Formative assessment

It’s easy to become fixated on summative assessments when you’ve got grades to give, but don’t forget about the formative ones, either. Formative assessments will clue you into student progress before the final test or assignment.

Formative assessment can be as simple or as detailed as you like — what matters is that they alert you to what has been understood, and what gaps need your attention.

Here are some potential strategies:

• low-stakes quizzes and questionnaires
• assignments via gamified learning programs
• asking open-ended questions in class to get a sense of student understanding
• self-assessment using a student-friendly rubric
• exit slips.

Use formative assessment for: diagnosing individual needs, assessing whole-class comprehension, checks for understanding.

Graphic organizers

Despite all the information we give in our lessons, it’s easy for students to walk away with nothing committed to paper.

Graphic organizers solve this problem by providing clear, logically structured spaces for students to record their thinking. They give students a tangible record of a learning activity and an opportunity to practice independent note taking.

Use text boxes and headings so students can see what information goes where and how it all connects. We’ve got some downloadable examples for science here .

Use graphic organizers for: mind-mapping or brainstorming activities, assessment planning, student note taking.

Response to intervention

When a student is falling behind or they just don’t “get it”, response to intervention strategies are the answer. These are the techniques you use to get struggling students back on track.

Depending on the level of student difficulty, response to intervention strategies can range in intensity. Here are some examples:

• small group pull-outs for students who need extra help
• partnering students with a peer or “learning buddy” who can help during in-class activity
• altering your own instructional strategies to re-engage students who are falling behind
• interviews with students and/or parents to discuss one-on-one support.

Read more about response to intervention in our article here .

Use RTI for: students needing extra support.

When we want our students to understand or do something, we often show it to them first. This is where modeling comes into play. It’s the process of demonstrating a skill or concept so learners can see it first-hand.

Sounds simple, but it’s easy for modeling to leave students more confused than confident — particularly when you’re demonstrating something you’ve done 1000 times without a second thought.

Effective modeling should be:

Appropriately paced: slow enough for learners to see in detail what you are doing, but not so slow that your students begin to tune out.

Broken down into steps: talk learners through the skill as a process . A good way to do this is by talking aloud (“now I’ve done x, I’m going to do y”).

Visual: let students see how you demonstrate the skill. This might be in the form of a live demonstration, a step-by-step guide, or a diagram.

Patient: remember, no matter how second nature it might seem to you, it will be new to your students. Demonstrate the skill multiple times and in different ways if you’re still getting confused looks.

High-order questioning

High-order questions are the ones that lead to whole class discussions, hands shooting up, debates, and digressions.

They get everyone participating — not just the usual suspects — and you’ll probably learn a thing or two from your students’ answers as well.

A high-order question should be:

Open-ended: avoid yes/no answers.

Authentic: ask because you want to know what your students think, not because you’re fishing for a specific answer.

Followed up with meaningful discussion: even if a student misses the mark with their answer, acknowledge it and use it to redirect the discussion (e.g. “I like the way you’re thinking, but there’s one thing we’re forgetting…”). Even better, try and join the dots between different students’ thinking to build the sense of a broader discussion (“Interesting, that comes back to what Jack said, but Julia seems to think differently…”).

Ask questions to: check for understanding, drive discussion, hook students with a new topic.

Scaffolding

A single, big learning goal can seem overwhelming for you as well as your students.

That’s why scaffolding is such an important teaching strategy. It’s the process of constructing learning bit by bit, as opposed to doing everything at once.

A good way to do this is via backward mapping : think of the final learning goal for a lesson and then work backwards through all the different steps learners will have to take to get there. Each one becomes a mini learning goal or “checkpoint” where you make sure students have understood everything so far.

Use scaffolding for  overall lesson and activity design.

Inquiry-based learning

If you’re running out of breath after taking charge of every learning activity, it might be time for some student inquiry. Your students will spend less time listening to you, and more time actively exploring worlds of knowledge on their own steam.

Inquiry-based learning starts with a question or problem students can investigate independently. For example:

• in science: “Why is soft drink fizzy?”
• in mathematics: “What can you buy for lunch with $10?”
• in English: “What makes a story?”

You might even instruct students to research a whole new subject independently before reporting back with their findings. In any case, the learning comes from student activity instead of teacher input.

Use inquiry-based learning for: new topics, projects, extension activities.

Direct instruction

If you’re starting a complex or unfamiliar topic, your students might need a firm grounding from you before getting hands on. This is where the classic strategy of direct instruction comes in handy.

Direct instruction starts with explicit teaching (e.g. a lecture), progresses to group practice, and then independent student work. To do it effectively make sure you:

Assess prior knowledge: start by finding out how much your students already know about the topic. This will give you an indication of how much input they really need.

Engage students: the teacher-centric aspect of direct instruction can be a drag for students if you’re not careful. Jazz up lectures and explanations with digital components, dynamic speaking, and strategies for student engagement .

Break it up: parcel your explicit instruction out bit by bit, instead of giving it all at once. This will make it much easier for students to digest, and they’ll be less likely to disengage.

Use direct instruction for: introducing unfamiliar material, revisiting challenging concepts.

Project-based learning

Projects are one of the easiest ways to personalize learning in your classroom. Let students choose what they want to produce and they’ll have the freedom to learn in a way that engages them and plays to their strengths.

Make this happen by loosening up your task briefs. Explain what you want to see in terms of criteria as opposed to a final product. For example, a research task on a given topic could take the form of an infographic pamphlet, podcast, or mini-documentary.

Use PBL for  personalized learning, summative assessments

Gamification

Looking to boost student engagement? Try gamifying aspects of the learning process. You’ll bring up the fun and energy levels while motivating students to try harder than ever before.

Take inspiration from the games that already have your students hooked. For example, you might create:

• a scoring system
• rewards for extrinsic motivation
• friendly competitions
• different “levels” for students to pass.

You could also trial a gamified learning program to make the experience even more engaging. In Mathletics, for example, students can compete in a live mathematics challenge against peers in class and around the world. The more points they score, the more in-game rewards they can purchase.

Whichever approach you choose, you can be confident that your students are getting more than just fun and games. There’s a growing body of research linking games to improved educational outcomes and cognitive abilities, too. Read up on our full guide to gamification here .

Use gamification for: revision, drill and practice, homework.

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10 Effective Differentiated Instruction Strategies For Elementary Classrooms

In the diverse landscape of elementary education, a one-size-fits-all approach is a relic of the past. Differentiated instruction, a teaching philosophy that acknowledges and respects the myriad ways in which our students learn, aims to meet the individual learning needs, styles, and paces of students.

It involves implementing a variety of teaching techniques, from flexible grouping and tiered assignments to the integration of technology. This blog post will delve into 10 effective strategies for differentiated instruction , providing educators with the tools to create an engaging, inclusive, and dynamic learning environment.

What is Differentiated Instruction?

Differentiated instruction is a method of adjusting your teaching to address the unique needs of the students in your classroom. It involves adjusting the content, processes, products, and learning environment based on ongoing formal and informal assessments, including observations.

Through differentiation, teachers strive to provide the most suitable learning experience for each student, considering their specific strengths and areas for growth. This ensures an effective educational experience for everyone in the classroom.

Why Should Teachers Differentiate Instruction?

Teachers should differentiate instruction because students learn at different paces and in different ways. Differentiated instruction allows for tailored educational experiences that help all students succeed.

Here are several reasons why teachers should differentiate instruction in their classrooms.

• It fosters an inclusive classroom environment .
• Students feel valued and understood.
• Students become more engaged and motivated.
• Students learn in a manner that resonates with them.
• It encourages a love for learning.
• It encourages critical thinking.
• It prepares students for real-world situations where adaptability and problem-solving are essential.

10 Ways to Differentiate Instruction in the Elementary Classroom

Here are 10 strategies to differentiate instruction in grades K-5. Some of these ideas will require more planning to implement and some will require some smaller changes to the way you teach. They all aim to create a dynamic, inclusive learning environment that supports each student’s unique needs and abilities.

1. Flexible Grouping to Meet the Needs of All Learners

Flexible grouping provides a dynamic and responsive learning environment. By grouping students based on their learning styles, academic ability within a subject, or interests, teachers can tailor their teaching approach to suit the group’s unique needs. This not only maximizes student engagement but also fosters a sense of community among learners who share similar interests or learning preferences.

Group by Learning Style

Grouping students according to learning style takes into account the varied ways students internalize and process information. Some students may be visual learners, preferring to see information in charts or diagrams, while others are auditory learners who benefit from listening to lectures or discussions.

Kinesthetic learners, on the other hand, learn best through physical activities or hands-on experiences. Teachers can create groups that cater to these different learning styles , allowing for instruction, activities, and assignments that align with each group’s preferred learning mode.

Our second through fifth-grade science stations are a great example of activities that target different learning styles. Each science station set has 8 activities that range from watching a video, playing a video game, and investigating or exploring a science concept. Diagraming and sorting activities are also included as are reading passages and comprehension questions.

Group by Academic Ability

Grouping by academic ability can also be a practical approach in differentiated instruction. This method involves creating groups based on students’ proficiency or skill level in a particular subject.

For example, you might group students into reading groups based on their phonics skills . The teacher can tailor instruction and reading texts to the appropriate difficulty level for each group. In doing so, students can work at an appropriate pace that matches their understanding and skill level, ensuring that they are neither bored nor overwhelmed.

Group by Interest in a Topic

Lastly, grouping by interest involves creating student groups based on shared interests or passions. This can be particularly effective in project-based learning or when exploring broader topics that can be approached from different angles.

For instance, in a science class studying ecosystems , one group of students interested in animals could focus on animal species within the ecosystem , another group interested in plants could study the flora, and a third group interested in climate could investigate the impact of weather patterns on the ecosystem. This approach engages students by tapping into their passions and curiosity, making learning more enjoyable and meaningful.

2. Tiered Assignments that Allow Students to Think Deeper

Tiered assignments are an effective strategy for accommodating different skill levels within the same class. These assignments, aligned with the same learning objectives, vary in complexity to match students’ proficiency levels. This enables all students to engage in meaningful learning, promoting individual growth and achievement.

Examples of Tiered Assessments

Tiered assessments can be implemented in a variety of ways across subjects and skills. For instance, in a math lesson on multiplication, students at a beginner level might be tasked with simple multiplication problems, such as multiplying single-digit numbers. At an intermediate level, students could tackle illustrating the problem in two or more ways. Students at an advanced level could be challenged by being asked to solve, illustrate, and explain multiplication word problems with different problem types .

Similarly, in a reading comprehension exercise, students at different proficiency levels could be assigned the same story but given different sets of questions. Beginners might answer questions about the basic plot and characters, intermediate students could discuss the themes and conflicts, and advanced learners might analyze the author’s use of language and literary devices. The aim is to ensure that each student is engaged, challenged, and making progress at their own pace.

While teachers can create three separate assessments, one per tier, all of these tiers can also be included in one assessment. Students can start out with the easier level and move through to the more difficult tired response, demonstrating the complexity of their thinking and depth of knowledge.

3. Independent Learning Centers for Early Finishers

Learning centers are dedicated areas within a classroom where students can focus on specific subjects or skills. This promotes student autonomy and engagement, as learners can explore and learn at their own pace, while also catering to their individual learning preferences.

Examples of these learning centers include science engineering tasks with supplies , mathematical logic puzzles , creative activities to help students start and write stories , and more!

4. Choice Boards to Create Student Buy-in

Choice boards offer students a menu of tasks from which they can choose , allowing them to engage with the material in a way that suits their learning style. This fosters student agency and enthusiasm for learning, as students take an active role in shaping their learning experience.

Choice boards address both learning styles and the complexity of assignments. For instance, a choice board for a language arts task might include options such as writing a creative story using the week’s vocabulary words, creating a comic strip to summarize a novel, or recording an audio retelling of a historical event. This allows students to choose the task that best suits their interests and strengths while still demonstrating their understanding of the material.

5. Manipulatives to Meet the Needs of Kinesthetic Learners

Manipulatives are hands-on tools used in teaching and learning. They offer an engaging and interactive way to explore concepts, catering especially to kinesthetic learners. Manipulatives can range from physical objects, such as blocks or beads, to digital tools, like interactive simulations.

Manipulatives are especially helpful in math , but they can be used in any subject. For example, in a science class, students could use physical models to understand the structure of atoms or images of plants and animals in a sorting activity about food webs. This hands-on approach allows kinesthetic learners to engage with and grasp abstract concepts more easily.

6. Scaffolded Instruction

Offer step-by-step guidance and support to students who need it while allowing more independent learning for those who can handle it. Scaffolding can take many different forms, such as graphic organizers , sentence stems , or guided practice activities .

For example, when teaching a writing lesson, students who struggle with organizing their thoughts could benefit from using a graphic organizer to map out their ideas before beginning to write . At the same time, advanced writers might only need a list of sentence starters to guide them in developing their stories. Still, other students will need highly structured sentence frames and writing models to successfully complete the writing task.

7. Compacting Curriculum by Using Pre-Assessments and Exit Tickets

Compacting curriculum involves pre-assessing students’ understanding of a particular topic and then allowing proficient students to skip materials they already know. This frees up time for these students to engage with more challenging materials or explore topics of interest, thus preventing boredom and disengagement.

Teachers can use pre-assessments to group students for instruction. If only a few students need to work on a specific skill, teachers can pull the small group to target instruction on that one area. Preassessment and exit tickets also help teachers identify misconceptions students might have about a topic. All of our 5E units come with lists of common misconceptions about the scientific concepts related to that topic.

8. Parallel Tasks to Support Learners Who Are at Different Places in Their Journies

Parallel tasks involve assigning different tasks to students that aim to achieve the same learning objectives but at varying complexity levels. This strategy ensures that all students are working towards the same goal, yet allows for differentiation based on student proficiency.

A great example of this is my numberless word problems . As a class, we all complete the same word problem. I teach students how to identify the parts of the word problem and how to solve it all without numbers. When it comes time for students to do the computation part of the problem, I provide different students with different numbers based on their ability level. Some students get single-digit numbers, some add tens, and some add across tens.

9. Technology Integration

Technology integration involves utilizing various technological tools that cater to different learning styles and paces. In this post, we discussed grouping for instruction and choice boards, both of which can utilize a technology component.

Technology integration in subject areas could include multimedia presentations for visual learners, podcasts for auditory learners , or interactive software for kinesthetic learners. Technology not only enhances the learning experience but also prepares students for the digital world.

Teachers can use technology for instruction, but students can also demonstrate their understanding through the use of technology.

10. Personalized Learning Plans Along with Continuous Feedback – Goal Setting in the Classroom

When we think of individualized learning plans, we think of IEPs for students with specific learning needs who require individualized instruction. However personalized learning plans also have a place in the general ed classroom with on-level and advanced students.

They can be used for students who are gifted and talented and would like to extend their learning about a topic. They can also be used for on-level students who want to work through a process of learning something different than the rest of the class. In fact, some schools are built around each student having a yearlong project or focus. Some classrooms even have a genius hour where students brainstorm and work on a special project for a period each week.

In addition to personalized learning plans, continuously providing feedback and adjusting instruction based on student’s progress and needs is a powerful approach to informing teachers’ instruction and help students make progress. This can involve regular check-ins, formative assessments, and one-on-one conferences.

Student Goal Setting

This is a great opportunity for student goal setting and creating action plans . Students can be a part of their learning and feedback process to analyze what they can do to reach their goals. Teachers can provide support and guidance as students set realistic goals and create a plan to achieve them. This not only helps students take ownership of their learning but also promotes self-reflection and goal-setting skills that are valuable in any subject.

Differentiated instruction is a powerful and versatile approach that empowers students and fosters a love for learning. By using strategies like flexible grouping, tiered assignments, choice boards, manipulatives, compacting curriculum, parallel tasks, goal setting, technology integration, and more, educators can create a dynamic and inclusive learning environment that caters to the diverse needs, interests, and capabilities of their students.

These strategies not only enhance academic achievement but also boost students’ motivation , engagement, and lifelong learning skills. Differentiated instruction is, indeed, a cornerstone of effective elementary education.

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Top 10 Teaching Strategies to Use in Your Classroom

A teaching strategy is the method you use to convey information to your students. There may be a particular strategy that works well with your   group of students   one year that won’t work with your students the next year. Because of this, it’s important to have lots of teaching strategies in your toolbox. Here are some of the top ideas for you to use.

1. Modeling

After telling students what to do, it’s important to show them exactly how to do it . Regardless of how clear your directions are, it’s a good idea to model how you expect them to complete an assignment, so they understand exactly what they’re supposed to do. This will be especially helpful for your students who are visual learners .

For example, if you assign a science lab, physically demonstrate each step of the lab before the students do it on their own. 

The same goes for actually solving a math problem step-by-step on the board before asking students to do similar problems on their own . 

Or, let’s say you’re in English teacher who wants your students to engage in actively annotating their assigned reading nightly. It would be easy to give them a key and example like this:

But it’s also really helpful to do a demonstration of annotating a passage in class so that students have an idea how to annotate meaningfully on their own. 

This is a great video on demonstrating annotations:

2. Addressing Mistakes

If you’ve ever accidentally spelled a word wrong on the board, you know that students love to identify mistakes. When you’re teaching a new skill, try providing an example that includes mistakes. Let students practice the skill by identifying and fixing the mistakes for you.

For example, many students cringe at learning grammar through traditional drills and lessons, but many can identify errors organically, even if they don’t know exactly how to fix them. Try passing out an assignment and deliberating including grammar errors, talk through the assignment in class, and see what students are able to catch. Then, have a discussion about why the mistakes might be wrong and see what students can come up with, then provide a mini lesson on the grammar errors at hand. 

Addressing mistakes is much more meaningful to students when there’s a broader context. It’s also really great to create a classroom atmosphere where making mistakes is part of the learning process and students, making less students less intimidated by topics they may struggle with.

3. Providing Feedback

Students don’t always know if they’re doing a good job without you telling them so. 

Regularly provide written or verbal feedback for individual or group assignments and make this part of your classroom culture.

Remember that students often don’t know why something is wrong, so whenever possible and time permitting, take a few moments to explain why you’ve marked something “incorrect”on tests and assignments.

It’s also a great idea to conduct regular “group feedback” sessions based on patterns you’re seeing in your students’ work. If a fair share of your students seem to be struggling with a concept, it’s often more beneficial to create a lesson targeting that topic and discussing the patterns you’ve seen in class work generally. 

Remember, of course, to provide plenty of positive feedback as well as feedback indicating where a student has room to grow or what a student should do differently. Encouragement helps keep students’ morale, inspiration, and drive high. 

And finally, it can be beneficial to turn the tables sometimes. Let the students provide you feedback to tell you how you’re doing as well. You can do this in the form of a discussion, issue class surveys (that can be answered anonymously or not), or ask students to email you with feedback.

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4. cooperative learning.

Photo from   Defne Goncu

Students learn effectively when they’re   working together . Plan activities that require students to work together and learn from one another. In the process, they’ll also learn critical thinking skills, communication skills, problem solving skills, and more.

5. Experiential Learning

Students learn by doing, so create experiences for them to see the concepts in action. Let them practice the concepts in a safe environment. Then, they should reflect on the experience and discuss what they learned from it. Classroom activities that you could do for experiential learning include fun games , experiments, or simulations.

6. Student-Led Classroom

When students get to be the teacher for the day, they learn things that they wouldn’t have learned otherwise. You could have students team teach or work in groups to teach a new topic. You’ll find that other students will learn from their peers’ unique take on the subjects, too.

7. Class Discussion

Another way for students to teach each other is through   class discussions. As students take turns discussing the subject, you can assess their knowledge and discover which students grasp the concepts and to what extent.

8. Inquiry-Guided Instruction

By asking questions and working together to solve the problems, students get to be involved in the learning process. The class can work together to determine the answer and report it. As students do the work to discover the answers on their own, they remember the concepts better and more fully.

9. Lesson Objective Transparency

Rather than letting your students figure out what they should be learning on their own, just tell them. Clearly state your   lesson goals or objectives. You could announce it in class or write it on the board. Just make it simple and clear for all of your students to understand. Then, they know what they’re working towards and what they should know by the end of the class. This also really helps to reduce student anxiety  come test time.

Photo by   Jimmie

10. Graphic Organizers

Graphic organizers   summarize the information in a concise manner. Using a flow chart , Venn diagram, or web, students get to see the information in a new light. This helps them organize the information in their minds, so they can better grasp the new concepts.

8 Theories and pedagogical strategies for teaching

by Katrina | Mar 12, 2024 | Pedagogy

Today there are many different ways to teach and different approaches to learning that are widely accepted. Throughout history there have been many theories that have helped shape these pedagogical strategies for teaching and learning.

From inquiry-based learning and project-based learning to student-led classroom or teacher-led, there are many ways to engage students in learning.

By understanding these theories and strategies, teachers can build their own pedagogical content knowledge to develop a philosophy of teaching and their own teaching style.

In this blog post, we will explore a variety of pedagogical practices and effective teaching strategies that have helped to shape current practices and impact student learning. 

pedagogical strategies for teaching

Importance of pedagogical approaches

Effective pedagogical strategies for teaching are crucial components of a successful classroom environment, impacting student learning outcomes, engagement, and overall academic achievement. Pedagogy involves the science and practice of teaching.

The pedagogical approaches a teacher uses shapes the learning of their students. This is important for:

1. Student Engagement: 

• ​ Active learning strategies such as group discussions, hands-on activities, and interactive lectures keep students engaged and interested in the subject matter.
• Varied teaching methods cater to diverse learning styles, ensuring all students have opportunities to participate and learn effectively.

2. Understanding and Retention :

• Effective pedagogy promotes deeper understanding and retention of concepts through techniques like scaffolding, where complex ideas are broken down into smaller, manageable components.
• Utilizing visual aids, real-life examples, and analogies help students grasp abstract concepts and make connections to prior knowledge.

3. Critical Thinking and Problem-Solving Skills :

• Encouraging inquiry-based learning and problem-solving activities fosters critical thinking skills.
• Providing opportunities for students to analyze, evaluate, and synthesize information promotes higher-order thinking skills essential for success in academia and beyond.

4. Personalized Learning :

• Differentiated instruction allows teachers to tailor their approach to meet the individual needs and abilities of each student.
• Assessment for learning strategies, such as formative assessments and peer feedback, help teachers identify areas where students require additional support or challenge.

5. Technology Integration :

• Leveraging educational technology tools and resources enhances teaching effectiveness and expands learning opportunities.
• Interactive multimedia presentations, educational apps, and online resources can supplement traditional instruction and engage digital-native students.

6. Teacher-Student Relationships :

• Building positive and supportive relationships with students creates a conducive learning environment where students feel safe to take risks, ask questions, and seek assistance.
• Effective communication and empathy foster trust and collaboration, enhancing students’ motivation and academic performance.

Effective teaching strategies and pedagogy are essential for creating a dynamic, engaging, and inclusive classroom environment that promotes student learning, critical thinking, and personal growth.

By employing a diverse range of pedagogical strategies for teaching and learning, teachers can cater to the individual needs and strengths of their students, fostering a love for learning and preparing them for success in an ever-changing world.

9 Theories and pedagogical strategies for teaching

There are many theories and pedagogical strategies for teaching, and I won’t be able to cover them all in this blog post, but I have chosen those which revolutionized teaching at the time of their publication and still influence teaching practice today.

1. Gagne’s 9 instructional events  (Published 1965)

The nine instructional events outline a structured approach to designing and delivering instruction effectively:

1. Attract Attention: This involves captivating learners’ interest through relevant stimuli or posing thought-provoking questions.

2. State Objectives: Clearly communicate the learning goals to focus learners’ attention and motivate them.

3. Activate Prior Knowledge: Engage learners by connecting new information to what they already know.

4. Deliver Content: Present the instructional material in a logical sequence using various strategies such as lectures or multimedia.

5. Provide Guidance: Support learners by offering explanations, examples, and instructions to aid understanding.

6. Encourage Practice: Offer opportunities for learners to apply newly acquired knowledge or skills actively.

7. Offer Feedback: Provide feedback on learners’ performance to reinforce correct understanding and identify areas for improvement.

8. Evaluate Performance: Assess learners’ progress using quizzes, tests, or practical exercises to gauge achievement of learning objectives.

9. Facilitate Retention and Transfer: Employ strategies like review and application in different contexts to promote long-term retention and application of learned material.

For example:

Gagne’s pedagogical strategies for teaching focus on a teacher-centered classrooms, as they outline a structured sequence of actions for the instructor to follow in order to effectively deliver instruction. The events highlight the teacher’s role in planning, organizing, and facilitating learning experiences for students. Each event is designed to guide the teacher in engaging students, presenting content, providing guidance, and assessing learning.

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2. Bruner’s theory of constructivism  

(published 1960 & 1968).

Jerome Bruner’s significant discovery was the concept of “discovery learning” and his theory of “constructivism.”

Constructivist pedagogy emphasizes the active role of learners in constructing new knowledge and understanding through exploration and discovery rather than passive reception of information. This involves learning-centered instruction with a focus on the student being the driver of their own learning.

This theory of pedagogical strategies for teaching had a great impact on education as it moved away from a teacher-centred approach. Some noticeable adjustments include:

Shift from Passive to Active Learning:  Bruner’s ideas promoted a shift away from traditional didactic teaching methods toward more interactive and engaging learning experiences where students are actively involved in the learning process.

Emphasis on Problem-Solving and Critical Thinking:  Discovery learning encourages students to explore, question, and solve problems independently, fostering the development of critical thinking skills and deep understanding.

Personalized Learning:  Bruner’s emphasis on the individual’s active construction of knowledge highlighted the importance of tailoring instruction to students’ needs, interests, and prior knowledge, leading to more personalized and effective learning experiences.

Hands-On and Experiential Learning:  Educators began to integrate more hands-on activities, experiments, and real-world applications into the curriculum to facilitate discovery and experiential learning.

Promotion of Creativity and Innovation:  Discovery learning encourages students to think creatively, make connections between concepts, and generate new ideas, fostering a culture of innovation in education.

Student-Centered Approaches: Bruner’s theories contributed to the development of student-centered approaches to teaching and learning, where the focus is on facilitating students’ active engagement, collaborative learning, and self-directed learning. This includes a ample small group work, team-based learning, project work, discussion groups, and cooperative learning to build independent learners. pedagogical strategies for teaching

3. Ausubel’s reception learning  (Published 1968)

Ausubel’s pedagogical strategies for teaching consisted of the reception learning theory, also known as meaningful reception learning. This theory emphasizes the importance of meaningful learning by actively integrating new information into existing cognitive structures.

Ausubel’s reception learning involves:

Advance Organizers: Ausubel introduced the concept of advance organizers, which are introductory materials or activities designed to provide a framework for understanding new information. These organizers help learners connect new concepts with their existing knowledge and mental frameworks, facilitating meaningful learning. e.g. Venn diagrams

Subsumption: Ausubel proposed the idea of subsumption, which involves incorporating new information into existing cognitive structures or “subsumers.” When learners encounter new information that is relevant and meaningful, they assimilate it into their existing knowledge base, thereby enhancing understanding and retention.

Meaningful Learning:  Ausubel emphasized the importance of meaningful learning, where learners actively relate new information to their existing knowledge and experiences. Meaningful learning involves making connections, organizing information, and creating meaningful associations, rather than rote memorization or passive reception of facts.

Hierarchy of Learning:  Ausubel suggested that learning occurs in a hierarchical fashion, with new knowledge being integrated into existing cognitive structures in a structured and organized manner. Learners build upon their prior knowledge and understanding, progressively expanding and refining their conceptual frameworks.

Relevant and Significance:  Ausubel stressed the significance of presenting information in a way that is relevant and meaningful to learners. When new information is connected to learners’ existing knowledge and experiences, it becomes more meaningful and easier to understand and remember.

Ausubel’s reception learning theory highlights the importance of actively engaging learners in meaningful learning experiences, facilitating the integration of new information into existing cognitive structures, and promoting deep understanding and retention.

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4. pavlov’s & skinner’s theories of conditioning.

Pavlov & Skinner’s pedagogical strategies for teaching involved that of conditioning, which primarily revolves around the principles of classical and operant conditioning, which are both central concepts in behaviorism (which we will look at next).

Here’s an outline of how these principles are applied in education:

Classical Conditioning: Classical conditioning, introduced by Ivan Pavlov, involves learning through associations between an environmental (but neutral) stimulus to evoke a conditioned response.

In education, classical conditioning can be applied to create associations between neutral stimuli and learning outcomes. For example, a teacher might pair a specific tone or visual cue with positive reinforcement (such as praise or rewards) to elicit a desired response from students.

A classroom example might be that a teacher uses a bell to signal the end of a lesson. Over time, students associate the bell with the end of the lesson and begin to anticipate it, which helps in managing transitions smoothly.

Operant Conditioning:   Operant conditioning, developed by B.F. Skinner, focuses on learning through consequences. Behavior is strengthened or weakened based on the consequences that follow it. Reinforcement increases the likelihood of a behavior recurring, while punishment decreases it

In education, operant conditioning is used to shape and maintain desired behaviors in students. Teachers provide reinforcement (positive or negative) to encourage desired behaviors and use punishment to discourage undesirable behaviors. For example, a teacher praises students for raising their hands before speaking in class, reinforcing the desired behavior of waiting for their turn to speak.

The pedagogical strategies for teaching involving conditioning, emphasise the role of environmental stimuli, reinforcement, and consequences in shaping and modifying student behaviors within the classroom setting.

5. Watson’s theory of Behaviorism  (1910s-1920s)

Behaviorism was primarily developed by psychologists such as John B. Watson, Ivan Pavlov, and B.F. Skinner. Watson is often credited as the founder of behaviorism, while Pavlov’s experiments with classical conditioning and Skinner’s work on operant conditioning further shaped the theory.

These psychologists proposed that behavior could be understood and predicted through observable stimuli and responses, without necessarily considering internal mental processes. These proposals led to pedagogical strategies for teaching that involved manipulating and encouraging certain behaviors in students.

This concept of behaviorism had significant implications for education. Here’s an outline of behaviorism’s key principles as applied to education:

Focus on Observable Behavior:  Behaviorism emphasizes observable behaviors rather than internal mental processes. In education, this means focusing on measurable outcomes such as students’ responses, actions, and achievements.

Stimulus-Response Associations:  Behaviorists believe that learning is the result of associations formed between stimuli and responses. In education, teachers use various stimuli, such as prompts, cues, and instructional materials, to elicit desired responses from students.

Reinforcement:  Behaviorism highlights the role of reinforcement in shaping and maintaining behaviors. Positive reinforcement, such as praise or rewards, increases the likelihood of desired behaviors, while negative reinforcement involves removing unpleasant stimuli to strengthen behaviors.

Operant Conditioning:  Behaviorism introduces the concept of operant conditioning, where behaviors are influenced by their consequences. Teachers use reinforcement techniques, such as rewards or punishments, to shape students’ behaviors and encourage desired outcomes.

Drill and Practice:  Behaviorist approaches often involve repetitive drill and practice to reinforce learning. This repetitive practice helps students strengthen associations between stimuli and responses, leading to improved performance.

Behavior Modification: Behaviorism advocates for behavior modification techniques to address undesirable behaviors. These techniques include identifying specific behaviors to be modified, implementing reinforcement strategies, and monitoring progress over time.

Teacher-Centered Instruction:  Behaviorist approaches to education tend to be teacher-centered, with the teacher controlling the learning environment and directing students’ behavior through instructions, prompts, and reinforcements.

Behaviorism in education emphasizes the importance of observable behaviors, stimulus-response associations, reinforcement, and operant conditioning techniques in shaping learning outcomes.

While behaviorist principles have influenced educational practices, they are often critiqued for overlooking the role of cognition, motivation, and social factors in learning. 

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6. gardner’s theory of multiple intelligences (1983).

The educational theory of multiple intelligences, proposed by Howard Gardner, suggests that intelligence is not a single, fixed entity but rather a set of multiple distinct abilities or intelligences. 

The theory of multiple intelligences proposes that individuals possess different types of intelligences, each representing a unique way of processing information and solving problems.

Gardner initially identified seven intelligences:

1. Linguistic intelligence: sensitivity to language, words, and communication.

2. Logical-mathematical intelligence: ability to reason logically, analyze problems, and think abstractly.

3. Spatial intelligence: capacity to perceive and manipulate visual-spatial information.

4. Musical intelligence: sensitivity to rhythm, melody, pitch, and timbre.

5. Bodily-kinesthetic intelligence: ability to control body movements and handle objects skillfully.

6. Interpersonal intelligence: understanding and interacting effectively with others.

7. Intrapersonal intelligence: self-awareness, self-understanding, and introspection.

Gardner later proposed additional intelligences, such as naturalistic intelligence (sensitivity to nature and the environment) and existential intelligence (contemplation of the ‘big questions’ of life).

According to the theory of multiple intelligences, individuals exhibit varying strengths and weaknesses across the different intelligences. Some individuals may excel in linguistic and logical-mathematical intelligence, while others may demonstrate strengths in bodily-kinesthetic or musical intelligence.

The theory of multiple intelligences has several implications for pedagogical strategies for teaching:

• Instruction should be differentiated to accommodate students’ diverse intelligences and learning styles.
• Teachers can use a variety of instructional methods and activities to engage students across different intelligences.
• Assessment should be broad and varied, allowing students to demonstrate their understanding and skills through different modalities.

Educators should foster a supportive learning environment that values and respects students’ unique strengths and intelligences.

The theory of multiple intelligences has faced criticism regarding its empirical support, definitions of intelligences, and practical implications for education. Some argue that the concept of multiple intelligences lacks sufficient scientific evidence and may oversimplify the complexity of human cognition.

pedagogical strategies for teaching  

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 7. sweller’s cognitive load theory, (first suggested 1980s).

Cognitive Load Theory (CLT), proposed by John Sweller, focuses on the cognitive processes involved in learning and how the cognitive load imposed on learners affects learning outcomes.

Sweller proposed three types of cognitive load:

Intrinsic Load: The inherent difficulty or complexity of the learning materials or tasks. Intrinsic load is determined by the complexity of the content and the learner’s prior knowledge.

Extraneous Load: Additional cognitive load imposed by the instructional design, such as irrelevant information or poorly designed instructional materials.

Germane Load: Cognitive load related to the processing and integration of new information into existing mental schemas, which facilitates learning and long-term retention.

According to CLT, effective learning occurs when cognitive load is managed appropriately. High cognitive load can overwhelm learners’ working memory capacity, leading to cognitive overload and impairing learning.

CLT suggests that learning tasks should be designed to minimize extraneous cognitive load and optimize germane cognitive load, allowing learners to focus their cognitive resources on understanding and integrating new information.

Implications for pedagogical strategies for teaching:

Reducing Extraneous Load: Instructional materials should be carefully designed to minimize extraneous cognitive load. This may involve:

Simplifying instructions and explanations.

Using clear and concise language.

Presenting information in a structured and organized manner.

Minimizing distractions and irrelevant information.

Managing Intrinsic Load: Teachers should scaffold learning by breaking down complex concepts into smaller, more manageable chunks. This may involve:

Providing worked examples or step-by-step demonstrations.

Gradually increasing the complexity of tasks as learners gain proficiency.

Optimizing Germane Load: Learning tasks should promote active engagement and deep processing of information to optimize germane cognitive load. This may involve:

Encouraging elaboration and reflection on new concepts.

Providing opportunities for practice, feedback, and reinforcement.

Fostering metacognitive awareness and self-regulated learning strategies.

Cognitive Load Theory provides valuable insights into the cognitive processes involved in learning and offers practical guidelines for instructional design and educational practice aimed at optimizing learning outcomes.

8. Mezirow’s Transformative Learning Theory (late 20th Century)

Transformative Learning Theory, proposed by Jack Mezirow in the late 20th Century, explores how learners (study was on specifically adults) undergo significant cognitive shifts or transformations in their beliefs, perspectives, and assumptions as a result of critical reflection and experience.  

Transformative Learning Theory (TLT) suggests that learning is not simply the acquisition of new information or skills but rather a profound process of perspective transformation.

Transformative learning involves critically examining one’s beliefs, assumptions, and perspectives, and reevaluating them in light of new information or experiences.

4 Key Concepts for TLT:

1. Perspective Transformation: Transformative learning involves a fundamental shift in how individuals perceive themselves, others, and the world around them. This shift often results in changed attitudes, values, and behaviors.

2. Critical Reflection: Transformative learning is driven by critical reflection, where individuals critically examine their beliefs, assumptions, and worldviews, often in response to disorienting dilemmas or conflicting experiences.

3. Frames of Reference: Mezirow identified frames of reference as the mental structures that shape individuals’ interpretations of experiences. Transformative learning involves challenging and reconstructing these frames of reference to accommodate new perspectives.

4. Dialogue and Discourse: Transformative learning can be facilitated through dialogue and discourse with others who hold different perspectives. Engaging in meaningful dialogue and exchanging ideas can stimulate critical reflection and perspective transformation.

4 Phases of Transformative Learning:

1. Disorienting Dilemma: Transformative learning often begins with a disorienting dilemma or crisis that challenges individuals’ existing beliefs or assumptions, leading to a sense of confusion or discomfort.

2. Self-Examination: Individuals engage in critical reflection, questioning their assumptions and exploring alternative perspectives in response to the disorienting dilemma.

3. Exploration of Options: Individuals explore new ways of understanding and interpreting their experiences, seeking out new information and perspectives to make sense of the dilemma.

4. Integration and Action: Through reflection and dialogue, individuals integrate new perspectives into their worldview, leading to a more comprehensive understanding and potentially changes in behavior or action.

Transformative Learning Theory has implications for adult education, particularly in fostering critical thinking, self-reflection, and personal growth.

Educators can create learning environments that encourage dialogue, reflection, and the exploration of diverse perspectives, facilitating transformative learning experiences.

Experiential learning, case studies, and reflective writing assignments are examples of instructional strategies that can promote transformative learning in educational settings.

Many of these theories and pedagogical strategies for teaching are still used in the classroom today and inform many teacher’s practice.

Which of the different theories and pedagogical strategies for teaching have influenced your teaching style? Comment below!

ATEŞ, A. (2010). The Conditions of Learning and Theory of Instruction Robert Gagné Holt, Rinehart and Winston, Inc., Florida-ABD, 4th edition, 1985, pp.361 ISBN 10: 0030636884. Ilköğretim online, 9(3), 5–9.

Gardner, H. (2004). Frames of mind : the theory of multiple intelligences (2nd paper ed.). BasicBooks.

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

About the Author

Katrina Harte is a multi-award winning educator from Sydney, Australia who specialises in creating resources that support teachers and engage students.

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

Written by Marcus Guido

• Game Based Learning
• Teaching Strategies

• 1. Create Learning Stations
• 2. Use Task Cards
• 3. Interview Students
• 4. Target Different Senses Within Lessons
• 5. Share Your Own Strengths and Weaknesses
• 6. Use the Think-Pair-Share Strategy
• 7. Make Time for Journaling
• 8. Implement Reflection and Goal-Setting Exercises
• 9. Run Literature Circles
• 10. Offer Different Types of Free Study Time
• 11. Group Students with Similar Learning Styles
• 12. Give Different Sets of Reading Comprehension Activities
• 13. Assign Open-Ended Projects
• 14. Encourage Students to Propose Ideas for Their Projects
• 15. Analyze Your Differentiated Instruction Strategy on a Regular Basis
• 16. “Teach Up”
• 17. Use Math EdTech that Adjusts Itself to Each Student
• 18. Relate Math to Personal Interests and Everyday Examples
• 19. Play a Math-Focused Version of Tic-Tac-Toe
• 20. Create Learning Stations, without Mandatory Rotations

As students with diverse learning styles fill the classroom, many teachers don’t always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students’ unique aptitudes.

Educator Carol Ann Tomlinson puts it beautifully in her book How to Differentiate Instruction in Academically Diverse Classrooms :

Kids of the same age aren't all alike when it comes to learning, any more than they are alike in terms of size, hobbies, personality, or likes and dislikes. Kids do have many things in common because they are human beings and because they are all children, but they also have important differences. What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage. In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well.

This can involve adjusting:

• Content — The media and methods teachers use to impart and instruct skills, ideas and information
• Processes — The exercises and practices students perform to better understand content
• Products — The materials, such as tests and projects, students complete to demonstrate understanding

To help create lessons that engage and resonate with a diverse classroom, below are 20 differentiated instruction strategies and examples. Available in a condensed and printable list for your desk, you can use 16 in most classes and the last four for math lessons.

Try the ones that best apply to you, depending on factors such as student age.

Provide different types of content by setting up learning stations — divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan .

Each station should use a unique method of teaching a skill or concept related to your lesson.

To compliment your math lessons, for example, many teachers use Prodigy to simplify differentiation .  You’ll deliver specific in-game problems to each student — or distinct student groups — in three quick steps!

Students can rotate between stations that involve:

• Watching a video
• Creating artwork
• Reading an article
• Completing puzzles
• Listening to you teach

To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.

Like learning stations, task cards allow you to give students a range of content. Answering task cards can also be a small-group activity , adding variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use Teachers Pay Teachers to buy pre-made cards . (Check out Prodigy Education's Teachers Pay Teachers page for free resources!)

Finally, set up stations around your classroom and pair students together to rotate through them.

You can individualize instruction by monitoring the pairs, addressing knowledge gaps when needed.

Asking questions about learning and studying styles can help you pinpoint the kinds of content that will meet your class’s needs.

While running learning stations or a large-group activity , pull each student aside for a few minutes. Ask about:

• Their favourite types of lessons
• Their favourite in-class activities
• Which projects they’re most proud of
• Which kinds of exercises help them remember key lesson points

Track your results to identify themes and students with uncommon preferences, helping you determine which methods of instruction suit their abilities.

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.

When applicable, appeal to a range of learning styles by:

• Playing videos
• Using infographics
• Providing audiobooks
• Getting students to act out a scene
• Incorporating charts and illustrations within texts
• Giving both spoken and written directions to tasks
• Using relevant physical objects, such as money when teaching math skills
• Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging.

Prodigy Math Game , for example, is an engaging way to gamify math class in a way that worksheets simply cannot. 👇

To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level — how you study and review lessons. Share tactics that do and don’t work for you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.

The think-pair-share strategy exposes students to three lesson-processing experiences within one activity. It’s also easy to monitor and support students as they complete each step.

As the strategy’s name implies, start by asking students to individually think about a given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further discussion.

Because the differentiated instruction strategy allows students to process your lesson content individually, in a small group and in a large group, it caters to your classroom’s range of learning and personality types.

A journal can be a tool for students to reflect on the lessons you’ve taught and activities you’ve run, helping them process new information .

When possible at the end of class, give students a chance to make a journal entry by:

• Summarizing key points they’ve learned
• Attempting to answer or make sense of lingering questions
• Explaining how they can use the lessons in real-life scenarios
• Illustrating new concepts, which can be especially helpful for data-focused math lessons

As they continue to make entries, they should figure out which ones effectively allow them to process fresh content.

But if you're struggling to see the value of journaling in a subject like math, for example, you can make time specifically for math journaling. While you connect journaling to your own math objectives, students can make cross-curricular connections.

If you want to learn more, check out K-5 Math Teaching Resources for a detailed overview . Angela Watson at The Cornerstone for Teachers also has great math journal resources you can use in your own class!

An extension of journaling, have students reflect on important lessons and set goals for further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the most interesting concepts and information they’ve learned.

They should also identify skills to improve and topics to explore.

Based on the results, you can target lessons to help meet these goals . For example, if the bulk of students discuss a certain aspect of the science curriculum, you can design more activities around it.

Organizing students into literature circles not only encourages students to shape and inform each other’s understanding of readings, but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle’s discussion, asking questions and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.

This activity makes written content — which, at times, may only be accessible to individual learners with strong reading retention -- easier to process for more students.

Free study time will generally benefit students who prefer to learn individually, but can be slightly altered to also help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.

Consider the following free study exercises to also meet the preferences of visual, auditory and kinesthetic learners:

• Provide audiobooks, which play material relevant to your lessons
• Create a station for challenging group games that teach skills involved in the curriculum
• Maintain a designated quiet space for students to take notes and complete work
• Allow students to work in groups while taking notes and completing work, away from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse learners — not just students who easily process information through quiet, individual work.

Heterogenous grouping is a common practice, but grouping students based on similar learning style can encourage collaboration through common work and thinking practices.

This is not to be confused with grouping students based on similar level of ability or understanding.

In some cases, doing so conflicts with the “Teach Up” principle , which is discussed below.

Rather, this tactic allows like-minded students to support each other’s learning while giving you to time to spend with each group. You can then offer the optimal kind of instruction to suit each group’s common needs and preferences.

Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and best challenge themselves during artistic or kinesthetic tasks.

For example, allow students to choose between some of the following activities before, during and after an important reading :

• Participating in more literature circles
• Delivering a presentation
• Writing a traditional report
• Creating visual art to illustrate key events
• Creating and performing a monologue as a main character or figure

Offering structured options can help students demonstrate their understanding of content as effectively as possible, giving you more insight into their abilities.

Similar to evaluating reading comprehension, give students a list of projects to find one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. In fact, some teachers have their students co-create the rubric with them so they have autonomy in the work they'll be completing and being assessed on. Doing so will keep it challenging and help students meet specific criteria.

By both enticing and challenging students, this approach encourages them to:

• Work and learn at their own paces
• Engage actively with content they must understand
• Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly showcase distinct work and learning styles.

As well as offering set options, encourage students to take their projects from concept to completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to your revisions. If the pitch doesn’t meet your standards, tell the student to refine the idea until it does. If it doesn’t by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.  

After all, students themselves are the focus of differentiated instruction — they likely have somewhat of a grasp on their learning styles and abilities.

Even if you’re confident in your overall approach, Carol Ann Tomlinson — one of the most reputable topic thought-leaders — recommends analyzing your differentiated instruction strategies:

Frequently reflect on the match between your classroom and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you.

Analyze your strategy by reflecting on:

• Content — Are you using diverse materials and teaching methods in class?
• Processes — Are you providing solo, small-group and large-group activities that best allow different learners to absorb your content?
• Products — Are you letting and helping students demonstrate their understanding of content in a variety of ways on tests, projects and assignments?

In doing so, you’ll refine your approach to appropriately accommodate the multiple intelligences of students . It's important to note, however, that recent studies have upended the theory of multiple intelligences. Regardless of where you stand on the multiple intelligences spectrum, the differentiated instruction strategy above remains valuable!

Teaching at a level that’s too easily accessible to each student can harm your differentiated instruction efforts, according to Tomlinson .

Instead, she recommends “teaching up.” This eliminates the pitfall of being stuck on low-level ideas, seldom reaching advanced concepts:

We do much better if we start with what we consider to be high-end curriculum and expectations -- and then differentiate to provide scaffolding, to lift the kids up .

The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others. But we don’t usually raise it up very much from that starting point, and dumbing down just sets lower expectations for some kids.

Keeping this concept in mind should focus your differentiated teaching strategy, helping you bring each student up to “high-end curriculum and expectations.”

It has also grown particularly popular in the 2020s as educators have focused more on accelerated learning by "teaching up", as opposed to filling learning gaps.

As Elizabeth S. LeBlanc, Co-Founder of the Institute for Teaching and Learning, writes for EdSurge : "Accelerated learning approaches give a lower priority to repetition or 'skill-and-drill' uses of instructional technology. In other words, it’s not about memorizing everything you should have learned, it’s about moving you forward so you pick things up along the way. "

Differentiated Math Instruction Strategies and Examples

Some EdTech tools — such as certain educational math video games — can deliver differentiated content, while providing unique ways to process it.

For example, Prodigy adjusts questions to tackle student trouble spots and offers math problems that use words, charts and pictures, as well as numbers.

To the benefit of teachers, the game is free and curriculum-aligned for grades 1 to 8. You can adjust the focus of questions to supplement lessons and homework, running reports to examine each student’s progress.

Join over 90 million students and teachers using Prodigy's differentiating power today. 👇

Clearly linking math to personal interests and real-world examples can help some learners understand key concepts.

Working with 41 grade 7 students throughout an academic year, a 2015 study published by the Canadian Center of Science and Education used contextual learning strategies to teach integers and increase test scores by more than 44%.

Striving for similar benefits may be ambitious, but you can start by surveying students. Ask about their interests and how they use math outside of school.

Using your findings, you should find that contextualization helps some students grasp new or unfamiliar math concepts.

There are many math-related games and activities to find inspiration to implement this tactic.

Help students practice different math skills by playing a game that’s a take on tic-tac-toe.

Prepare by dividing a sheet into squares — three vertical by three horizontal. Don’t leave them blank. Instead, fill the boxes with questions that test different abilities.

For example:

• “Complete question X in page Y of your textbook”
• “Draw a picture to show how to add fraction X and fraction Y”
• “Describe a real-life situation in which you would use cross-multiplication, providing an example and solution”

You can hand out sheets to students for solo practice, or divide them into pairs and encourage friendly competition . The first one to link three Xs or Os — by correctly completing questions —  wins. 

So, depending on your preferences, this game will challenge diverse learners through either individual or small-group practice.

Provide differentiated math learning opportunities for your students by setting up unique learning stations across your classrooms, but forgoing mandatory rotations.

The idea comes from a grade 9 teacher in Ontario, who recommends creating three stations to solve similar mathematical problems using either:

• Data — Provide spreadsheets, requiring students to manipulate data through trial and error
• People — Group students into pairs or triads to tackle a range of problems together, supporting each other’s learning
• Things — Offer a hands-on option by giving each student objects to use when solving questions

Only allow students to switch stations if they feel the need. If they do, consult them about their decision. In each case, you and the student will likely learn more about his or her learning style.

Supplemented by your circulation between stations to address gaps in prior knowledge, this activity exposes students to exercises that appeal to diverse abilities.

Downloadable List of Differentiated Instruction Strategies and Examples

Click here to download and print a simplified list of the 20 differentiated instruction strategies and examples to keep at your desk.

Differentiated Instruction Strategies Infographic

Here’s an infographic with 16 ideas from this article, provided by  Educational Technology and Mobile Learning  — an online resource for teaching tools and ideas.

Wrapping Up

With help from the downloadable list, use these differentiated instruction strategies and examples to suit the diverse needs and learning styles of your students.

As well as adding variety to your content, these methods will help students process your lessons and demonstrate their understanding of them.

The strategies should prove to be increasingly useful as you identify the distinct learning styles in — and learn to manage — your classroom .

Interested in other teaching strategies to deploy in your classroom?

Differentiated instruction strategies overlap in important ways with a number of other pedagogical approaches. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit!

• Active learning strategies   put your students at the center of the learning process, enriching the classroom experience and boosting engagement.
• As opposed to traditional learning activities,  experiential learning activities  build knowledge and skills through direct experience.
• Project-based learning   uses an open-ended approach in which students work alone or collectively to produce an engaging, intricate curriculum-related questions or challenges.
• Inquiry-based learning   is subdivided into four categories, all of which promote the importance of your students' development of questions, ideas and analyses.
• Adaptive learning  focuses on changing — or "adapting" — learning content for students on an individual basis, particularly with the help of technology.

👉 Create or log into your teacher account on Prodigy — a game-based learning platform that delivers differentiated instruction, automatically adjusting questions to accommodate player trouble spots and learning speeds. Aligned with curricula across the English-speaking world, it’s used by more than 90 million students and teachers.

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Home » Blog » 15 Active Learning Strategies and Examples

15 Active Learning Strategies and Examples

This paradigm shift from traditional teaching to active learning underscores the learner’s role in constructing knowledge. Rather than being just a recipient of information, the learner becomes an active participant in a two-way process, whereby learning is imprinted through memorable, interactive activities and challenges.

With today’s dynamic global environment, active learning has become more critical in L&D than ever before. This teaching approach encourages employees to play an active role in their own education, fostering a culture of continuous learning and adaptability, vital in the ever-evolving world of work.

What is Active Learning and How Does it Work?

First defined in 1991 by educational theorists Charles C. Bonwell and James A. Eison , the method includes “anything that involves students in doing things and thinking about the things they are doing.” It’s a reciprocal process where cognition and demonstration combine to reinforce key learning points.

A recent study conducted at Carnegie Mellon University’s Human-Computer Interaction Institute concluded that “active learning can put students in the driver’s seat of their lessons. Active learning techniques encourage students to produce thoughts and get feedback through interactive settings rather than passively receiving information as is common in pervasive approaches to education like lectures and readings.”

Active learning allows students to analyse, synthesise and apply knowledge rather than passively receive information. It fosters learner engagement , interaction, and deeper understanding, moving beyond the memorization of facts to cultivate higher-order thinking skills.

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Key components of active learning strategies.

At the heart of active learning are three fundamental components: Engagement , Reflection, and Application. Learners actively engage with the material, reflect on the content’s relevance and meaning, and apply what they’ve learned in practical, often collaborative, situations.

Here’s how those three components work in more detail:

Engagement : This aspect describes a mix of concentration and interest. Students focus on the topic in hand because it is taught in a manner that makes it intrinsically interesting.

Reflection : Students are asked to consciously reflect on the subjects they have been learning. This helps personalise and imprint the knowledge, and the repetition of key points helps fix them in memory.

Application : This aspect focuses on the practical use of key pieces of learning. By making the topic practical, students learn how useful the subject can be, motivating them to remember and focus.

Another key element of active learning is that it’s frequently collaborative. Not only do learners benefit from interaction with the educator, but they join forces in team exercises, or share their opinions and experiences in group discussion.

Benefits of Active Learning

Active learning has a plethora of benefits, some of which include:

Boosting Retention

Active learning strategies help learners retain information better. When learners actively engage with content—discussing, debating, teaching, or applying it—they’re more likely to remember it. Part of the reason for this is that activities help personalise the learning content, creating appreciation and some of the positive emotions that make an experience memorable. Information Processing Theory explains retention in three stages – sensory memory, short-term memory, and long-term memory.

Critical Thinking

Active learning cultivates critical thinking skills. Learners don’t just absorb information; they analyse, evaluate, and synthesise it, fostering problem-solving and decision-making skills. Critical thinking is considered a soft skill and is essential to any modern educational programme, from social science to the humanities, hard science, and vocational subjects.

Collaboration

Active learning often involves teamwork and collaboration. Through group activities and discussions, learners develop interpersonal skills and learn to work effectively as a team. This is particularly helpful in workplace settings where learners can support one another in the shared goal of picking up new skills they can use at work.

Increasing Engagement

Active learning increases learner engagement. Interactive activities stimulate interest and motivate learners, contributing to a more enjoyable and effective learning experience. By creating engaging interactive content, you can avoid the glazed eyes or after-lunch slump of less involving courses!

15 Active Learning Examples

Now that we understand active learning and its benefits, let’s delve into some practical strategies to implement this learning approach.

1. Think-Pair-Share

Think-Pair-Share encourages collaboration and peer learning. Learners think about a question or problem individually, pair up to discuss their thoughts, then share their insights with the larger group. This method combines social learning activities like collaboration and reflection in a way that draws out the strengths of both modalities.

2. Three-Step Interviews

Three-Step interviews allow learners to apply different questioning strategies and reflect on understanding. They take turns acting as the interviewer, interviewee, and observer, promoting active engagement and deep reflection. This kind of active learning works particularly well for courses emphasising social and negotiation skills, including hospitality, politics, journalism, and sales.

3. Case Studies

Using case studies enables learners to apply concepts to real-world scenarios. This strategy fosters critical thinking and problem-solving skills, linking theoretical learning to practical application. Case studies should be designed to chime with course participants’ lives and experiences, allowing them to offer their own personal insights. This allows them to become emotionally and intellectually involved in the subject under discussion, and the learning is likely to stick.

4. Role-Play

Role-play enhances empathy and problem-solving skills. By acting out scenarios, learners gain insights into different perspectives and learn to navigate complex situations. It can be particularly instructive to ask learners to inhabit both sides of an interaction, for instance, a police officer and suspect, or sales professional and buyer. Not all students will be comfortable in such a performative exercise, however.

5. Flipped Classroom

In a flipped classroom, learners explore content independently before class, freeing up classroom time for active discussions and problem-solving activities. This method works best in a highly motivated educational setting, such as vocational training resulting in professional qualifications. An obvious drawback is that, if students don’t prepare, they’ll get very little out of the class-based content. It’s also important for participants to reflect on in-class discussions after each session.

6. The Muddiest Point

The Muddiest Point requires learners to reflect on challenging areas, providing invaluable feedback for the educator. The educator will typically ask “what didn’t you understand?” or “what point did you find most complex?” and then follow up with a focused session exploring that concept. This technique helps identify misconceptions and knowledge gaps, as well as improving future iterations of course content.

7. Problem-Based Learning

Problem-Based Learning cultivates critical thinking and decision-making skills. Learners tackle real-world problems, applying knowledge and skills in a practical context. Rather than the theoretical situations covered in a typical case study, problem-based learning might take a story from the news or social media and explore it under the lens of the topic in hand. This makes the subject feel more relevant to the students, and more useful.

8. Simulations and Gamification

Simulations and gamification create immersive learning experiences. These methods engage learners in an interactive, competitive environment, enhancing motivation and learning outcomes. Such games could involve anything from quizzes to physical games or puzzles to be solved by teams. Some subjects will lend themselves to this better than others, and competitive workplaces , such as sales teams, may prove more comfortable with such challenges.

9. Peer Teaching

Peer teaching reinforces understanding and builds confidence in knowledge. By teaching their peers, learners gain a deeper understanding and consolidate their learning. The classic American “show and tell” in junior school is an example of this, but adult learners can also benefit from sharing their experiences or explaining a point with reference to an example from their own working lives.

10. Debates and Discussions

Debates and discussions encourage active participation and analysis. They foster critical thinking and the ability to articulate and defend viewpoints. Although a little out of favour in modern schools, nevertheless this classic strategy serves to imprint key issues in social, cultural, and political thinking. It’s possible to reduce the antagonistic elements of debates by imposing strict discourse rules (such as addressing the chair or avoiding ad hominem attacks).

11. Interactive Quizzes and Polls

Interactive quizzes and polls engage learners and assess knowledge. They make learning fun, while also serving as valuable tools for instant feedback. These can work just as well in-person as they might online, or in blended learning settings. They are essential as part of any eLearning Platform that offers online courses – as both a measurement tool and a method of monitoring progress and content effectiveness.

12. Experiential Learning

Experiential learning involves hands-on activities for practical skill development. Learners gain practical experience, increasing the transfer of learning to real-world situations. For situations in which site visits are impossible, bringing pieces of the subject into the classroom can be highly instructive. First aid lessons require this aspect, and children love this aspect of learning. It’s worth not neglecting this for adult learners of any subject, however.

13. Brainstorming Sessions

Brainstorming sessions stimulate creativity and idea generation. They foster open-mindedness, encouraging learners to consider various possibilities and solutions. When brainstorming, it’s vital not to make any value judgments on suggestions, but simply to group and list student ideas. Once everyone has had their say, the educator and class can begin to identify common themes and recurring ideas.

14. Field Trips and Site Visits

Field trips and site visits connect learning to real-world situations. They enhance understanding and contextualization of knowledge. Site visits are fun and instructive and add much-needed variety to an in-person course. They often introduce students to hands-on skills they might pursue in greater depth, or to potential workplaces or causes they can become invested in.

15. Learning Circles and Communities

Learning circles and communities help foster collaboration and knowledge sharing. They create a supportive learning environment where learners can learn from one another, share insights, and collaboratively solve problems. With digital courses, it’s often important to create a forum for learners where mutual encouragement and support can occur. When classes are held in-person, students can be encouraged to help one another with coursework and collaborative projects.

Implementing Active Learning Strategies

Key considerations.

When incorporating active learning strategies, consider the learning objectives , the learners’ characteristics and needs, and the available resources. It’s also important to ask what students want to get out of the course (rather than any objective need for certification or qualification).

The right blend of active learning strategies can enhance the learning experience, making it more engaging, meaningful, and effective.

For instance, you’ll need a very different approach with a community of language learners from different countries, with varying levels of proficiency, than you would teaching an established workplace group where the main variable is seniority.

Let’s break these variables down a little:

Student Objectives: What would each student like to get out of the class, in terms of educational purpose and enhancement of their working or home life?

Student Characteristics: What proficiency and understanding level are your students at? If it’s a workplace course, what level of seniority do they have (how easily can the effect change)? If you have shy students, how can you involve them in activities without undue pressure?

Student Needs: What is the practical outcome supposed to be? It could be a qualification, a certificate, or simply a better understanding of a topic. It’s also worth asking, going into a class, if anyone has any additional needs, since you may have students with dyslexia, ADHD, or other learning challenges.

Available Resources: Do you provide paper and pens, devices, calculators? Do you invite guest speakers? Are their physical challenges and hands-on experiences? Do you provide meals? All these ingredients could affect the success of your course.

Challenges of Active Learning Strategies

Active learning strategies, while beneficial, pose certain challenges. They require time, resources, and planning. They also require students to buy into a style of learning that some may not be familiar with.

Let’s unpack three more common challenges of active learning in a little more detail:

Student Hesitancy: To make active learning inviting, it’s best to design courses so that students come to expect and are prepared for this style of education from day one. Begin with simple exercises like a current knowledge quiz or simple pair exercises, and then progress to more involved exercises.

It’s also important to be clear with instructions and allow time for students to get used to being active rather than passive participants. Explain why you’re using these methods, rather than more rote methods of learning. If students believe it’s in their best interests to participate, they will.

Lack of Collaboration: Before you can expect a group of disparate individuals to work together, they must feel comfortable together. Begin with simple introductory exercises, so students get to know one another before being asked to share more personal experiences. Where students are too shy to choose partners, it’s okay to assign partners for them, so long as you attend to any obvious signs of discomfort.

Running out of Time: This is very common. When students are engaged, they can lose track of time. It’s often a good sign!

However, to avoid your course running out of control, make sure you do time trials of collaborative exercises, and be very upfront with any timescales you impose. You can even use a bell or whistle to warn students when they have five or two minutes left to finish up an exercise.

All these challenges can be overcome through careful design, strategic planning, scene setting, and the use of technology to streamline and support the learning process.

Remember that active learning is often a process of trial and error. What works well with one group may not prove so successful with another. It’s worth having alternative exercises to hand in case it becomes obvious that you need to pivot to a different approach.

Measuring the Impact of Active Learning Strategies

Methods to measure the effectiveness of active learning include surveys, assessments, observation, and feedback. Make sure you incorporate a bit of time for learners to complete satisfaction surveys or training feedback forms and make it as easy as possible to do so anonymously. Don’t make these too lengthy but do allow space for comments.

It’s essential to evaluate not only engagement and knowledge acquisition but also the development of skills and attitudes and the transfer of learning to real-world scenarios. Ideally, whoever has commissioned the course will have some method for following up and measuring KPIs after some weeks or months have passed. Ask if you can receive a copy of this information too.

Final Insights

Active learning, with its focus on engagement, reflection, and application, offers numerous benefits. It boosts retention, enhances critical thinking, fosters collaboration, and increases engagement.

At Skillshub, we fully commit to active learning, and incorporate many of its strategies into our learning solutions, creating eLearning content which is engaging, active and involving.

Our offerings are designed to facilitate active learning, equipping learners with the knowledge, skills, and attitudes necessary to thrive in today’s dynamic world.

If you’re ready to incorporate active learning into your L&D strategy with the help of an eLearning company , get in touch with us today!

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 4 October, 2023

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Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments

Definition of Pedagogy 

In the most general sense, pedagogy is all the ways that instructors and students work with the course content. The fundamental learning goal for students is to be able to do “something meaningful” with the course content. Meaningful learning typically results in students working in the middle to upper levels of Bloom’s Taxonomy . We sometimes find that novice instructors conflate course content with pedagogy. This often results in “teaching as talking” where the presentation of content by the instructor is confused with the learning of content by the students. Think of your course content as clay and pedagogy as the ways you ask students to make “something meaningful” from that clay. Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).

Key Idea for Pedagogy

Diversify your pedagogy by varying your teaching methods, learning activities, and assignments. Critically assess your pedagogy through the lens of BIPOC students’ experiences at a PWI . We visualize these two related practices as a cycle because they are iterative and ongoing. Diversifying your pedagogy likely means shedding some typical ways of teaching in your discipline, or the teaching practices you inherited. It likely means doing more active learning and less traditional lecturing. Transforming good pedagogy into equitable pedagogy means rethinking your pedagogy in light of the PWI context and considering the ways your pedagogy may help or hinder learning for BIPOC students. 

PWI Assumptions for Pedagogy

Understanding where students are on the spectrum of novice to expert learning in your discipline or course is a key challenge to implementing effective and inclusive pedagogy (National Research Council 2000). Instructors are typically so far removed from being a novice learner in their disciplines that they struggle to understand where students are on that spectrum. A key PWI assumption is that students understand how your disciplinary knowledge is organized and constructed . Students typically do not understand your discipline or the many other disciplines they are working in during their undergraduate years. Even graduate students may find it puzzling to explain the origins, methodologies, theories, logics, and assumptions of their disciplines. A second PWI assumption is that students are (or should be) academically prepared to learn your discipline . Students may be academically prepared for learning in some disciplines, but unless their high school experience was college preparatory and well supported, students (especially first-generation college students) are likely finding their way through a mysterious journey of different disciplinary conventions and modes of working and thinking (Nelson 1996).

A third PWI assumption is that instructors may confuse students’ academic underpreparation with their intelligence or capacity to learn . Academic preparation is typically a function of one’s high school experience including whether that high school was well resourced or under funded. Whether or not a student receives a quality high school education is usually a structural matter reflecting inequities in our K12 educational systems, not a reflection of an individual student’s ability to learn. A final PWI assumption is that students will learn well in the ways that the instructor learned well . Actually most instructors in higher education self-selected into disciplines that align with their interests, skills, academic preparation, and possibly family and community support. Our students have broader and different goals for seeking a college education and bring a range of skills to their coursework, which may or may not align with instructors’ expectations of how students learn. Inclusive teaching at a PWI means supporting the learning and career goals of our students.

Pedagogical Content Knowledge as a Core Concept

Kind and Chan (2019) propose that Pedagogical Content Knowledge (PCK) is the synthesis of Content Knowledge (expertise about a subject area) and Pedagogical Knowledge (expertise about teaching methods, assessment, classroom management, and how students learn). Content Knowledge (CK) without Pedagogical Knowledge (PK) limits instructors’ ability to teach effectively or inclusively. Novice instructors that rely on traditional lectures likely have limited Pedagogical Knowledge and may also be replicating their own inherited teaching practices. While Kind and Chan (2019) are writing from the perspective of science education, their concepts apply across disciplines. Moreover, Kind and Chan (2019) support van Driel et al.’s assertion that:

high-quality PCK is not characterized by knowing as many strategies as possible to teach a certain topic plus all the misconceptions students may have about it but by knowing when to apply a certain strategy in recognition of students’ actual learning needs and understanding why a certain teaching approach may be useful in one situation (quoted in Kind and Chan 2019, 975). 

As we’ve stressed throughout this guide, the teaching context matters, and for inclusive pedagogy, special attention should be paid to the learning goals, instructor preparation, and students’ point of entry into course content. We also argue that the PWI context shapes what instructors might practice as CK, PK, and PCK. We recommend instructors become familiar with evidence-based pedagogy (or the Scholarship of Teaching and Learning , SoTL) in their fields. Moreover, we advise instructors to find and follow those instructors and scholars that specifically focus on inclusive teaching in their fields in order to develop an inclusive, flexible, and discipline-specific Pedagogical Content Knowledge.

Suggested Practices for Diversifying + Assessing Pedagogy

Although diversifying and critically assessing teaching methods, learning activities, and assignments will vary across disciplines, we offer a few key starting points. Diversifying your pedagogy is easier than critically assessing it through a PWI lens, but both steps are essential. In general, you can diversify your pedagogy by learning about active learning, peer learning, team-based learning, experiential learning, problem-based learning, and case-based learning, among others . There is extensive evidence-based pedagogical literature and practical guides readily available for these methods. And you can also find and follow scholars in your discipline that use these and other teaching methods.

Diversifying Your Pedagogy

Convert traditional lectures into interactive (or active) lectures.

For in-person or synchronous online courses, break a traditional lecture into “mini-lectures” of 10-15 minutes in length. After each mini-lecture, ask your students to process their learning using a discussion or problem prompt, a Classroom Assessment Technique (CAT), a Think-Pair-Share, or another brief learning activity. Read Lecturing from Center for Teaching , Vanderbilt University.

Structure small group discussions

Provide both a process and concrete questions or tasks to guide student learning (for example, provide a scenario with 3 focused tasks such as identify the problem, brainstorm possible solutions, and list the pros/cons for each solution). Read How to Hold a Better Class Discussion , The Chronicle of Higher Education .

Integrate active learning

Integrate active learning, especially into courses that are conceptual, theoretical, or otherwise historically challenging (for example, calculus, organic chemistry, statistics, philosophy). For gateway courses, draw upon the research of STEM and other education specialists on how active learning and peer learning improves student learning and reduces disparities. Read the Association of American Universities STEM Network Scholarship .  

Include authentic learning

Include authentic learning, learning activities and assignments that mirror how students will work after graduation. What does it mean to think and work like an engineer? How do project teams work together? How does one present research in an educational social media campaign? Since most students seeking a college education will not become academic researchers or faculty, what kinds of things will they do in the “real world?” Help students practice and hone those skills as they learn the course content. Read Edutopia’s PBL: What Does It Take for a Project to Be Authentic?

Vary assignments and provide options

Graded assignments should range from low to high stakes. Low stakes assignments allow students to learn from their mistakes and receive timely feedback on their learning. Options for assignments allow students to demonstrate their learning, rather than demonstrate their skill at a particular type of assessment (such as a multiple choice exam or an academic research paper). Read our guide, Create Assessments That Promote Learning for All Students .

Critically Assess Your Pedagogy

Critically assessing your pedagogy through the PWI lens with attention to how your pedagogy may affect the learning of BIPOC students is more challenging and highly contextual. Instructors will want to review and apply the concepts and principles discussed in the earlier sections of this guide on Predominantly White Institutions (PWIs), PWI Assumptions, and Class Climate. 

Reflect on patterns

Reflect on patterns of participation, progress in learning (grade distributions), and other course-related evidence. Look at your class sessions and assignments as experimental data. Who participated? What kinds of participation did you observe? Who didn’t participate? Why might that be? Are there a variety of ways for students to participate in the learning activities (individually, in groups, via discussion, via writing, synchronously/in-person, asynchronously/online)?

Respond to feedback on climate

Respond to feedback on climate from on-going check-ins and Critical Incident Questionnaires (CIQs) as discussed in the Climate Section (Ongoing Practices). Students will likely disengage from your requests for feedback if you do not respond to their feedback. Use this feedback to re-calibrate and re-think your pedagogy. 

Seek feedback on student learning

Seek feedback on student learning in the form of Classroom Assessment Techniques (CATs), in-class polls, asynchronous forums, exam wrappers, and other methods.  Demonstrate that you care about your students’ learning by responding to this feedback as well. Here’s how students in previous semesters learned this material … I’m scheduling a problem-solving review session in the next class in response to the results of the exam …

Be diplomatic but clear when correcting mistakes and misconceptions

First-generation college students, many of whom may also identify as BIPOC, have typically achieved a great deal with few resources and significant barriers (Yosso 2005). However, they may be more likely to internalize their learning mistakes as signs that they don’t belong at the university. When correcting, be sure to normalize mistakes as part of the learning process. The correct answer is X, but I can see why you thought it was Y. Many students think it is Y because … But the correct answer is X because … Thank you for helping us understand that misconception.

Allow time for students to think and prepare for participation in a non-stressful setting

This was already suggested in the Climate Section (Race Stressors), but it is worth repeating. BIPOC students and multilingual students may need more time to prepare, not because of their intellectual abilities, but because of the effects of race stressors and other stressors increasing their cognitive load. Providing discussion or problem prompts in advance will reduce this stress and make space for learning. Additionally both student populations may experience stereotype threat, so participation in the “public” aspects of the class session may be stressful in ways that are not true for the majority white and domestic students. If you cannot provide prompts in advance, be sure to allow ample individual “think time” during a synchronous class session.

Avoid consensus models or majority rules processes

This was stated in the Climate Section (Teaching Practices to Avoid), but it’s such an entrenched PWI practice that it needs to be spotlighted and challenged. If I am a numerical “minority” and I am asked to come to consensus or agreement with a numerical “majority,” it is highly likely that my perspective will be minimized or dismissed. Or, I will have to expend a lot of energy to persuade my group of the value of my perspective, which is highly stressful. This is an unacceptable burden to put on BIPOC students and also may result in BIPOC students being placed in the position of teaching white students about a particular perspective or experience. The resulting tensions may also damage BIPOC students’ positive relationships with white students and instructors. When suitable for your content, create a learning experience that promotes seeking multiple solutions to problems, cases, or prompts. Rather than asking students to converge on one best recommendation, why not ask students to log all possible solutions (without evaluation) and then to recommend at least two solutions that include a rationale? Moreover, for course content dealing with policies, the recommended solutions could be explained in terms of their possible effects on different communities. If we value diverse perspectives, we need to structure the consideration of those perspectives into our learning activities and assignments. 

We recognize the challenges of assessing your pedagogy through the PWI lens and doing your best to assess the effects on BIPOC student learning. This is a complex undertaking. But we encourage you to invite feedback from your students as well as to seek the guidance of colleagues, including advisors and other student affairs professionals, to inform your ongoing practices of teaching inclusively at a PWI. In the next section, we complete our exploration of the Inclusive Teaching at a PWI Framework by exploring the importance of auditing, diversifying, and critically assessing course content.

Pedagogy References

Kind, Vanessa and Kennedy K.H. Chan. 2019. “Resolving the Amalgam: Connecting Pedagogical Content Knowledge, Content Knowledge and Pedagogical Knowledge.” International Journal of Science Education . 41(7): 964-978.

Howard, Jay. N.D. “How to Hold a Better Class Discussion: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-hold-a-better-class-discussion/#2 

National Research Council. 2000. “How Experts Differ from Novices.” Chap 2 in How People Learn: Brain, Mind, Experience, and School: Expanded Edition . Washington D.C.: The National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

Nelson, Craig E. 1996. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.” The American Behavioral Scientist . 40 (2): 165-175.

Sathy, Viji and Kelly A. Hogan. N.D.  “How to Make Your Teaching More Inclusive: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/?cid=gen_sign_in

Yosso, Tara J. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity and Education . 8 (1): 69-91.

• Caroline Hilk
• Why Use Active Learning?
• Successful Active Learning Implementation
• Addressing Active Learning Challenges
• Research and Resources
• Addressing Challenges
• Course Planning
• Align Assessments
• Multiple Low Stakes Assessments
• Authentic Assessments
• Formative and Summative Assessments
• Varied Forms of Assessments
• Cumulative Assessments
• Equitable Assessments
• Essay Exams
• Multiple Choice Exams and Quizzes
• Academic Paper
• Skill Observation
• Alternative Assessments
• Assessment Plan
• Grade Assessments
• Prepare Students
• Reduce Student Anxiety
• SRT Scores: Interpreting & Responding
• Student Feedback Question Prompts
• Definitions and PWI Focus
• A Flexible Framework
• Class Climate
• Course Content
• An Ongoing Endeavor
• Working memory
• Retrieval of information
• Spaced practice
• Active learning
• Metacognition
• Research Questions and Design
• Gathering data
• Publication
• Learn About Your Context
• Design Your Course to Support Challenging Conversations
• Design Your Challenging Conversations Class Session
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• What to Do in a Challenging Moment
• Debrief and Reflect On Your Experience, and Try, Try Again
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Flipping the Classroom

Flipping the classroom (also known as “inverting” the classroom) is an approach to classroom engagement where students are responsible for learning outside of class, while in-class time is devoted to experimentation, communication, application, and deeper thinking under the guidance of the instructor. In-class activities might involve helping students work through course material individually and in groups. There are a number of ways to flip a classroom. Below are resources, strategies, and examples to help you determine what kind of flip is best for your courses.

The Flipped Class: Rethinking Space & Time

How to get started.

How Do You Flip a Class? – A guide created by the Faculty Innovation Center at the University of Texas at Austin. Inverted Classroom – An article by Robert Talbert of Grand Valley State University 6 Expert Tips for Flipping the Classroom – An article written by Jennifer Demski of Campus Technology

Common Activites

Active learning.

• Collaborative Learning
• Cased-based Learning
• Problem-based Learning
• Groupwork and Peer Instruction

Examples of Flipped Classrooms

• Leaving lectures behind – An article written by Jimmy Ryals, on a flipped Physics classroom using the SCALE-UP model at North Carolina State University.
• Flipped Classroom Example – Biology professor, Brian White, of the University of Massachusetts at Boston, discusses how he teaches a flipped classroom.

Active learning requires students to participate in class, as opposed to sitting and listening quietly. Strategies include, but are not limited to, brief question-and-answer sessions, discussion integrated into the lecture, impromptu writing assignments, hands-on activities and experiential learning events. As you think of integrating active learning strategies into your course, consider ways to set clear expectations, design effective evaluation strategies and provide helpful feedback.

The major characteristics of Active Learning are:

• Students are involved in more than passive listening
• Students are engaged in activities (e.g., reading, discussing, writing)
• There is less emphasis placed on information transmission and greater emphasis placed on developing student skills
• There is greater emphasis placed on the exploration of attitudes and values
• Student motivation is increased
• Students can receive immediate feedback from their instructor
• Students are involved in higher order thinking (analysis, synthesis, evaluation)

The benefits of Active Learning are:

• Develops collaborative skills
• Encourages risk taking
• Increases engagement
• Improves critical thinking
• Increases retention
• Stimulates creative thinking
• Fosters problem solving

Cooperative Learning

Cooperative learning is the process of dividing a classroom into small groups so that students can work together to discover a new concept, solve a problem, and help each other learn. The fundamental core of cooperative learning is to demonstrate the positive effects of interdependence while highlighting the importance of personal responsibility.

Team Based Learning with Dr. Michael Sweet

Five key elements of cooperative learning:.

• Positive Interdependence
• Individual Accountability
• Face-to-face Interaction
• Interpersonal and Small Group Social Skills
• Group Processing

Team-Based Learning

According to the Team-Based Learning Collaborative, Team-Based Learning (TBL) is an “evidence based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module.” TBL consists of modules that can be taught in a 3-step process: preparation, in-class readiness assurance testing (IRAT), and application-focused exercises. More information can be found at Team-Based Learning Collaborative.

Peer Instruction

Pioneered by Harvard professor Dr. Eric Mazur in the 1990s, Peer Instruction is an evidence-based, interactive teaching method that shifts the instructor from delivering content to facilitating discussions among the students by asking them a question that sparks discussion. In a hypothetical scenario, students formulate an answer to a conceptual question, share it with a partner, compare their reasoning, come to a consensus, then submit their answer. In this way, the instructor becomes a “guide on the side.”

Overview of the Peer Instruction process:

• Ask a question that sparks discussion (multiple choice if using clickers)
• (Optional) have students vote individually on the choice they believe is correct
• Have students discuss the question and answer choices with peers
• Have students vote on the correct answer (or share their answer if not multiple choice)
• Discuss the possible answer choices as a class
• Show the correct answer and any follow-up discussion related to this answer. If using clickers you can show the aggregate data of student responses.

“Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students’ attentiveness and learning.” – Barbara Gross Davis, Tools for Teaching

Here are six elements of your classroom that you can control to make for a more effective lecture:

• Visual Message – The slides and other visual aids you use can either complement or confuse your verbal message, depending on how you design them. Consider how photos and other  images might function as metaphors that make your points more memorable.
• Physical Presence – While some instructors are naturally gifted public speakers, we can all be more aware of and leverage our physical presence to better communicate to our audiences.
• Verbal Message – Whether you prepare typed lecture notes or just improvise in the classroom, the words you say are an integral part of your lecture.
• Students’ Notes – Students can often spend more mental energy taking notes during class than thinking about your content. Consider ways you can make it easier for your students to take notes so they can focus more on engaging with your material.
• What Students Think – How can you help your students mentally grapple with your material during class?
• What Students Say & Do – Keep in mind that even in a so-called lecture class, you don’t have to lecture the whole time. Consider small-group and whole-class activities that might enhance your students learning.

Here are few activities that help keep students engaged and foster active learning:

• Write a Question – Instead of just saying, “Are there any questions?”, ask all of your students to spend a minute or two reflecting on the lecture thus far and writing down one or two questions on paper.
• Think-Pair-Share – After posing a sufficiently difficult question, instead of asking for volunteers to answer the question, have students think about the question silently for a minute. Then have them pair up and discuss the question with their partners. Then ask for students to share their perspectives with the whole class.
• Finding Illustrative Quotations – Ask students to reread the text for the day to find quotations that support particular arguments. You might have all students address the same argument or different students look at different arguments.
• Brainstorming – As a segue to a new topic, have students share any thought, idea, story, etc. that occurs to them in relation to the new topic. Record these ideas at the board without analyzing them. After the ideas have been surfaced, then move on to more critical discussion.
• Practice Homework Problems – After lecturing on a particular type of problem, give students a problem to work at their seats that resembles the kinds of problems they’ll see on their homework. After giving students a few minutes to try to work through the problem, discuss the problem with the class

More Resources

• Moving from Pedagogy to Andragogy -by Dr. Roger Hiemstra, professor of Adult Education at Syracuse University
• Andragogy: Adult Education and Learning at Its Best? by Alan Clardy, professor of Psychology at Towson University
• A Simple, Easy To Understand Guide To Andragogy by Steve Graham of Cornerstone University
• Flip Your Classroom: Reach Every Student in Every Class Every Day by Jonathan Bergmann and Aaron Sams of the International Society for Technology in Education.
• Agile Learning blog – Blog on teaching and technology by Derek Bruff, Director of the Vanderbilt University Center for Teaching
• Active learning: Creating excitement in the classroom by Charles C. Bonwell of Active Learning Workshops
• “What is Active Learning?” – An article from UTA
• “Active Learning Techniques for the Classroom” – An article from Duke Learning Innovation
• “Active Learning” – by Cynthia J. Brame, PhD, CFT Assistant Director of the Vanderbilt Center for Teaching
• Team-based learning. – Article by Cynthia J. Brame, Assistant Director of the Center for Teaching at Vanderbilt University
• Team-based Learning: A Transformative Use of Small Groups in College Teaching  -Larry Michaelsen, Arletta Bauman-Knight, and Dee Fink (2003) Sterling, VA: Stylus Publishing
• Off to On: Best Practices for Online Team-Based Learning [PDF]. (2018). A white paper from the Team-Based Learning Collaborative
• Teaching Elements: Peer Instruction [PDF] . (July 2014). From the Innovative Learning Institute Teaching and Learning Service at the Rochester Institute of Technology
• Video of Dr. Eric Mazur discuss Peer Instruction
• Delivering Effective Lectures by Richard L. Sullivan and Noel McIntosh
• Teaching Large Classes by the Center for Teaching at Vanderbilt University
• Instructional Tools by the Yale Poorvu Center for Teaching and Learning
• Microsoft Teams Resource Guide
• VideoScribe
• Fostering Engagement and Achievement in Lower-Division Courses by the UT Arlington Office of the Provost
• The Orange Little Book from the members of the University of Texas System Academy of Distinguished Teachers
• Atherton, J.S. (2013) Learning and Teaching; Knowles’ andragogy: an angle on adult learning [On-line: UK]. Retrieved from https://web.archive.org/web/20160305005428/ http://www.learningandteaching.info/learning/knowlesa.htm
• Bronwell, C. C., & Elson, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University.
• Bruff, David. (n.d.). Lecturing. Center for Teaching at Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/lecturing/
• Curran, James and Rosen, Deborah. (2006). “Student Attitudes toward College Courses: An Examination of Influences and Intentions.” Journal of Marketing Education.
• Davis, Barbara. (1993). Tools for Teaching [PDF]. San Franciso: Jossey-Bass. Retrieved from https://www.elon.edu/docs/e-web/academics/teaching/Tools%20For%20Teaching.pdf
• Difficult Dialogues. (n.d.). Center for Teaching at Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/
• Flipping the Classroom. (2020). Center for Teaching and Learning at the University of Washington. Retrieved from https://www.washington.edu/teaching/topics/engaging-students-in-learning/flipping-the-classroom/
• [GoGlobalFIU]. (2012, July 24). Team Based Learning (TBL) Workshop with Dr. Michael Sweet – PART 1 of 2. YouTube. Retrieved from https://www.youtube.com/watch?v=XSpyLRX9meY
• Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
• Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
• Motivating Students. (n.d.). Center for Teaching at Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/
• “Peer Instruction”. (n.d.). University Teaching and Learning Center. George Washington University. Retrieved from https://library.gwu.edu/utlc/teaching/peer-instruction
• [UT Faculty Innovation Center]. (2013, July 23). What is a flipped class?. Vimeo. Retrieved from https://vimeo.com/70893101
• “What is Cooperative Learning”. (n.d.). Starting Point-Teaching Entry Level Geoscience. Science Education Resource Center at Carleton College School. Retrieved from https://serc.carleton.edu/introgeo/cooperative/whatis.html

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Improving Your Teaching Practice Through Systematic Reflection

Find time to reflect on your teaching practice year-round with these quick but powerful strategies, designed to drive improvement.

The teaching profession is unique in that every school year provides a clean slate—a fresh opportunity for students and teachers alike. But once it gets rolling, the full-steam-ahead nature of the school year doesn’t allow much time for teachers to pause, reflect, and collect new ideas. 

It seems that some of the best and most important teaching work actually occurs when we are not teaching, but instead reflecting on learning. Taking a systematic approach to reflection throughout the school year, and using tools to capture those reflections, can help us increase our capacity and accelerate our professional growth. 

Here are some effective ways to optimize your next school year by collecting, reflecting on, and organizing ideas throughout this school year. Your future self will thank you. 

A tool for reflection

I like to use a strategy called “Stop-Start-Continue” to guide my reflection on a unit, semester, or year. Credited to psychology professor Phil Daniels and adapted for various classroom uses by Jennifer Manly , it’s a reflection and feedback process consisting of three simple questions: What do I want to stop doing? What could I start doing? What should I continue doing or building on? 

Taking the time to identify things that went well, in addition to ineffective or unproductive approaches, creates space to better consider new ideas. Of course, there are many things teachers don’t get to make decisions about, but I’ve found that this strategy helps me see past those things to focus on all that I can do and change in my classroom. 

There’s no need to wait until the middle or end of the year to use this tool. In fact, it’s handy to use with students throughout the school year to take stock, make changes, and set goals. I pose these questions to my students and consider their responses alongside my own (What actions or activities should our class stop doing because they’re not having the intended outcome or are creating confusion or distraction? What could our class start doing to move closer to our goals? What effective activities or approaches should we continue?). 

Prioritize Documentation

As any veteran teacher or parent will tell you, you don’t remember half of what you think you will. It’s typically too much to try to hold all of these reflections in your mind, so record them somewhere. The place and format matters far less than the act of simply doing it. I keep a running digital document titled “For Next Year” and pin it to the top of my Drive, and I link slides to that document that show a compilation of students’ input from “Stop-Start-Continue.” 

Some of my colleagues use the comment function in their lesson plans to write notes to their future selves (e.g., “Do this again next year, but make it a gallery walk instead!”). The key is to set aside regular time for recording your reflections in a designated place so that once the new school year begins, you’ve got a strong starting point from which to plan. 

Start from strengths

Teachers are notoriously hard on ourselves. We can typically identify every mistake, missed opportunity, or botched response in every lesson we execute. Even though starting from strengths is often the best way to support growth and momentum, we can struggle to identify the successes in our practice. So this next point is key for effective, reflective practice: Notice when it goes right . 

Don’t reserve all reflective capacity for the days that don’t go as planned. It’s easy to notice errors but more challenging—and more impactful—to reflect on successes. Pause and notice when things go right, and attempt to capture why. Chances are, you set the stage for success through deliberate decisions that resulted in high levels of student learning. Determine what students responded to so positively. Increased physical movement? Expanded student choice? A particularly engaging topic, approach, or activity? 

Reflect beyond curriculum

When reflecting on successful lessons, we can sometimes focus too heavily on the content or curriculum, but we should also reflect on the pedagogical approaches that laid the foundation for a successful lesson to occur. For instance, we know that positive classroom cultures don’t just happen. Rather, it’s a series of intentional teacher moves, some tacit even to us, that create an environment in which students can learn at their highest levels. 

The most challenging task of the reflective practitioner is to make that tacit knowledge explicit. Data show us results and are a good place to start for determining what worked. But we shouldn’t stop there. When we aim to answer the question “What made this work?” or “Why was this effective?” we can identify and replicate successful practices. Simply looking at student achievement data isn’t the same as reflecting on the teaching that resulted in it. 

Collaborate if you can

As with everything in education, it’s better in collaboration. If you have the ability to join reflective forces with colleagues, you will almost certainly have more and better ideas for the next school year—or possibly the next semester or unit. Researchers Richard DuFour and colleagues wrote, “On highly effective collaborative teams, each individual member benefits from the talent and expertise of the other members to the point where the entire team is more effective, more productive, and more impactful than any individual teacher could ever hope to be by themselves” ( Learning by Doing ). Each individual team member benefits from the reflections of other members, increasing the capacity of the whole team. 

Plus, if we build into our collaborative time a systematic approach to reflecting on learning, it’s less likely that we’ll be in the position of building the plane while flying it the next year. Having already determined what works well and weeded out what doesn’t, we’re more free during the school year to adjust and respond to students’ specific needs. 

5 Effective Teaching Strategies for Engaging with Students, According to a Former Teacher

Think about your favorite teacher from when you were a kid or even an adult: What made them so special? Maybe their lessons were always fun, or you excelled at their assignments because their teaching strategies were so seamless. Maybe they remembered little details about you that others didn’t, or took the time to tutor you when you were struggling.

All the qualities that make for beloved teachers don’t happen without a plan. The best teachers are not only well-trained and passionate about what they do, but meticulous in how they pursue it. They know that by mastering the right teaching methods and strategies, they can change a student’s life forever—and go down in history like the teachers we still cherish today.

“A classroom management plan is really the most vital thing that teachers can do,” says Kirsten Horton , an administrator at a pre-K–12 private school and former kindergarten teacher. “That’s because you can’t truly reach and teach your kids if you can’t get your classroom under control.”

It also gives students the physical and psychological safety they need to grow and succeed. “When kids feel safe and see that the teacher has everything under control, they can just stop worrying about what everybody else is doing and really focus on their own learning,” she says.

So, if you’re a teacher, how can you effectively run your classroom? Horton shares a list of teaching strategies she’s seen work wonders—for any age group—in her 12 years in education.

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1. Planning backwards

Planning backwards functions exactly as it sounds: You define the end goal you’re hoping to achieve with your students (or one particular student), then work backwards to figure out how you’ll reach it. “That makes it also a little bit less overwhelming when you’re thinking about what to teach day to day,” Horton says.

For example, maybe you’re prepping your classroom for an end-of-year assessment. Knowing what that test will entail and the score your students need to hit, you’ll be well-equipped to outline your lesson plan for each week or month, keeping in mind the level your students are starting at and the gaps in their knowledge or the school’s curriculum.

2. Think time

“Think time” is about giving students the time and space to solve a problem, answer a question, or speak up without feeling pressured, rushed, or cut off.

“As adults, we’re able to advocate for our own ‘think time’ by telling people, ‘Don’t tell me the answer. Hold on, let me get to it.’” Horton says. “But kids don’t always feel that authority, and they don’t always have the ability to advocate for themselves.”

Putting this teaching strategy into practice could be as simple as counting several seconds before prompting a student to respond or giving a hint. Of course, many classrooms might face bouts of interjection—when this happens, Horton says, it can also become a valuable lesson for everyone involved.

“If I ask one kid a question and somebody else throws out the answer, I’m like, ‘Thank you so much, but it’s not your turn,’” she says. “‘This is so-and-so’s opportunity to learn, and when you take their turn, you’re actually interrupting their learning. So let’s all give each other think time.’”

“When kids learn that that’s the way the classroom operates, then that’s how they’ll respond, too,” she says. “They start to respect one another’s learning more.”

3. Threshold

Threshold , a teaching method conceived by educational resource Teach Like a Champion, involves meeting your students at the door each day—the goal being to check in on their mood, mindset, and physical status before learning commences.

Some teachers ask each student how they’re doing when they walk in first thing in the morning, while others make it fun with a fist bump, handshake, or hug (if appropriate). No matter your approach, Horton says, be sure to maintain eye contact and make it a moment of personal connection.

4. Tying lessons to life or art

Horton has seen a lot of success in relating her lesson plans to movies, shows, and real-life figures and trends, such as teaching kindergarteners about gravity through an episode of the animated kids show “Bluey.” Her husband, too, has applied this teaching strategy, approaching poetry with middle schoolers by tying common themes to those popularized in rap.

“It just really helped them understand because it tied those learning experiences in with something that they were already familiar with,” she says.

5. Balancing questions

Some students are naturally louder and more visible than others, which is why Horton has always been keen to even out participation amongst classmates.

“Something I always love to do is to take a question from a boy and then say, ‘I’m only going to hear from a girl this time,’” she says. “And then your girls are kind of forced to have the opportunity to stretch and reach and not be overpowered or dominated by the boys that are in their class,”

Of course, calling out certain students may promote more anxiety than confidence, which is why she’s quick to note this teaching strategy only works if you’re acutely aware of your students’ needs and behavior.

“If you know your students well enough and you notice that somebody hasn’t spoken the whole class period, sometimes they’re just not aggressive enough necessarily to put up their hands,” she says. In those instances, she’s seen her students develop and provide great responses they otherwise wouldn’t have shared had she not reached out.

Teaching strategies you might want to avoid

Teaching strategies to avoid, Horton suggests, include lecturing without any input from students. “Regardless of age, people should be up and about moving and being participants in their own learning,” she says.

She’s also against clip charts and other methods that publicly shame bad behavior in younger students. “Once the child believes that they’re a bad kid, then they’re going to act into the behaviors that they see falling in line with that,” she says. “So if they lose hope in themselves and don’t believe that you see the best in them, then they’re going to show you what they think you expect to see from them.”

“We as adults don’t like to be called out in the middle of a meeting—we would like to have a private conversation with our boss about what we need to improve. And kids deserve that same respect,” she says.

Center for Excellence in Teaching and Learning

Mindfulness Strategies

We know the challenges to students’ learning from the headlines: “Record Level of Stress Found in College Freshmen ,” “ Student Addiction to Technology Similar to Drug Cravings ,” and “ The Myth of Multitasking .” College students benefit from the practice of mindfulness; it enhances their ability to pay attention and to listen non-judgmentally, it helps to alleviate stress, it helps students become self-regulated learners, and it can improve academic performance. Jon Kabat-Zinn, Professor of Medicine Emeritus at the University of Massachusetts Medical School defines ‘ mindfulness ’ as “paying attention in a particular way; on purpose, in the present moment, and non-judgmentally.” How can instructors facilitate the practice of mindfulness with their students so that their students can better focus in class, thoughtfully attend to their work and each other, and reduce stress? Here are some suggestions:

“Are you thinking about the day ahead?” 

“Are you focusing on something that’s happened recently?” 

“Are you still foggy from a late night?” 

“Notice where you are and how it feels.” 

Why am I here right now? 

What can I do to get the most out of this moment?

• When taking attendance, ask students to respond orally with “Present and ______,” filling in the blank. (For example, “Present and anxious,” or “Present and expectant.”) Have students reflect on their answer and those of their peers for one minute.
• After 10 to 15 minutes of lecture or an exercise or activity, ask students to respond to a prompt about where their level of attention and focus is. This can be a picture of a thermometer (hot to cold), or a drawing of a continuum (engaged to asleep), or any creative measure. Ask students to mentally move themselves to “hot,” or “fully engaged.”
• If the energy level in class is low, use movement to re-awaken students. Have them move to different sides or corners of the room based on their answer to a question or belief about an issue. Have them engage 2-3 different people in one-word answers to a question that relates to the class content.
• When using slide presentations, insert a slide that has a unique picture or phrase that will refocus students’ attention. Ask several students to share their reactions.
• When taking notes, encourage students to write a word, acronym, or phrase (or draw a symbol) at the top of each page as a reminder of attention and intention: “Focus” or a drawing of an eye; “Think” or a light bulb.

Resources 

Brown, S. (2008). A Buddhist in the Classroom. NY: State University of New York Press.

Hart, T. (2004). Opening the Contemplative Mind in the Classroom. Journal of Transformative Education, 2 (1), 28-46.

Hough, A. (2011). Student Addiction to Technology Similar to Drug Cravings. The Telegraph , April 8, 2011

Kabat-Zinn, J. (2012). Mindfulness for Beginners – reclaiming the present moment and your life . Boulder, CO: Sounds True.

Langer, E.J. (1997). The Power of Mindful Learning. Cambridge, MA: Perseus Books.

Lewin, T. (2011). Record Level of Stress Found in College Freshmen . The New York Times , January 26, 2011 available at: NYTimes

Rosen, C. (2008). The Myth of Multitasking . The New Atlantis , Spring 2008 available at Multitasking

Saltzman, A. (2009). Mindfulness: A Guide for Teachers. Public Broadcasting Service available at: Mindfulness

Save and adapt a Google Doc version of this teaching tip.

About the Author

Anne B. Bucalos, Ed.D, is the Director of Faculty Development at Bellarmine University . Debi Griffin is Assistant Director of Faculty Development Bellarmine University .

The Center for Excellence in Teaching and Learning adapted this material from Bucalos and Griffin’s contribution to the POD Network of educational developers' 2014-2015 Teaching Issues Writing Consortium.

Others may share and adapt under Creative Commons License CC BY-NC .  View all CETL Weekly Teaching Tips . Follow these and more on Facebook , Twitter , and LinkedIn .

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The Proudest Blue Read Aloud Lesson Plans, Activities, and Assessments

Subject: English

Age range: 8 - 10

Resource type: Lesson (complete)

Last updated

10 September 2024

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Use “The Proudest Blue” by Ibtihaj Muhammad to strengthen your student’s comprehension skills, build their vocabulary, and help them understand how words work.

These resources have been carefully designed to include all the components necessary for effective instruction. They are super flexible and can be used for whole group instruction, as a supplement to your read aloud, for small group work, and centers.  

WHAT’S INCLUDED:

Comprehension Strategy Resources

You will get comprehension strategy resources to help you teach the following strategies:

• Identifying the Author’s Purpose
• Making Connections
• Making Inferences
• Retelling and Summarizing
• Synthesizing  

Each set includes background knowledge questions, key vocabulary with definitions, and strategy-focused questions, essential for developing strong literacy skills.

You will get:

• A four-step lesson plan with strategy-aligned questions
• Guided practice worksheets
• Strategy graphic organizers
• Reader’s notebook prompt with “I Can” statements (with Common Core Alignment)  

Vocabulary Development Resources

The vocabulary resources included in this bundle focus on words that are important for readers to know and understand in order to comprehend “Waiting”.

The vocabulary resources include the following:

• Vocabulary Word List
• Flash Cards (match words to pictures and match words to definitions)
• Interactive Vocabulary Notebook Cards
• Vocabulary Word Games Printable
• Personal Vocabulary Word Bookmark  

Word Study Resources

I’ve included a word study lesson plan and activities because, like vocabulary, word study works best in context. I’ve identified word patterns in trade books and developed lesson plans and resources for word study with specific books.

The lesson plan and set of resources for “The Proudest Blue” is focused on compound words and includes the following:

• Lesson Plan
• Interactive Activity
• Practice Page
• Independent Word Work  

This set of resources also includes the following:

• Running Record Assessment
• Common Core Aligned Comprehension Assessment
• Extension Activity
• Answer Keys
• CCSS and TEKS alignments
• Spanish versions of the comprehension strategy practice pages, reader’s notebook prompts (complete with Spanish “I Can” statements) , and extension activities for use with “Waiting”  

  I hope that you will enjoy using the BookPagez resources for “The Proudest Blue” by Ibtihaj Muhammad. Please note that a copy of the book is not included in this resource set.  

Have questions about the resource? Please get in touch with any questions you might have via the contact form on the BookPagez website.

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