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Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method, [11] is the process of teaching through examples or experiments. [12] The framework mixes the instructional strategies of information imparting and showing how. [11] For example, a science teacher may teach
Constructivist teaching is based on constructivism (philosophy of education). Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information .
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning.
Think-pair-share is a collaborative teaching strategy first proposed by Frank Lyman of the University of Maryland in 1987. It can be used to help students form individual ideas, discuss and share with the others in-group. It can be used before reading or teaching a concept and works better with smaller groups. [1]
It has been suggested that effective teaching using discovery techniques requires teachers to do one or more of the following: 1) Provide guided tasks leveraging a variety of instructional techniques 2) Students should explain their own ideas and teachers should assess the accuracy of the idea and provide feedback 3) Teachers should provide examples of how to complete the tasks.
Name the strategy, skill, or task; State the purpose of the strategy, skill or task; Explain when the strategy or skill is used; Use analogies to link prior knowledge to new learning; Demonstrate how the skill, strategy, or task is completed; Alert learners about errors to avoid; Assess the use of the new skill
Four corners is a collaborative method of teaching and learning that gives the students a platform for various cognitive and affective learnings. This strategy helps the students to think at a higher level, reflect on what they have learned in class, voice opinions safely, learn to critique on various issues, evaluate certain solutions, and communicate better.
It is the most appropriate for teaching well defined objectives by incorporating more open-ended assessments, such as essays or performance. [4] In STAD, students are assigned to four orfive5-member heterogeneous groups. Once these assignments are made, a four-step cycle is initiated: (i) teach, (ii) team study, (iii) test and (iv) recognition.