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Teaching Strategies

The document discusses several teaching and assessment strategies that can be used during an inquiry learning approach. Think-Pair-Share allows students to discuss topics in pairs and shares their opinions, developing skills in understanding opposing views. The Thinking Wall strategy involves students organizing ideas graphically to develop thinking and communication skills. Reflective skills are assessed through observation and work samples to evaluate students' understanding over time. See-Think-Wonder, questioning techniques, and collection of student work can also be implemented at different stages to engage students in higher-order thinking and problem solving around inquiry topics.

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241 views

Teaching Strategies

The document discusses several teaching and assessment strategies that can be used during an inquiry learning approach. Think-Pair-Share allows students to discuss topics in pairs and shares their opinions, developing skills in understanding opposing views. The Thinking Wall strategy involves students organizing ideas graphically to develop thinking and communication skills. Reflective skills are assessed through observation and work samples to evaluate students' understanding over time. See-Think-Wonder, questioning techniques, and collection of student work can also be implemented at different stages to engage students in higher-order thinking and problem solving around inquiry topics.

Uploaded by

api-318716580
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching/Learn

ing Strategy
Think, Pair, Share
Assessment
Strategy:
Observation of
quality of
questions,
opinions, values
and their ability
to understand
and recognise an
opposing point of
view.

Thinking Wall
Assessment
Strategy:
Observation &
anecdotal note
taking of
students ability
to think critically
and reflectively
and their ability
to see how this
activity informs
on their learning.
Formative
Assessment
(inform ongoing
teaching
practices)
Reflective Skills
Assessment
Strategy:
Ongoing
assessment
through
observation and
work samples

The Benefits

Most effective in
increasing motivation
and developing on what
students already know.
Shih, & Reynolds (2015)
state that students are
more receptive to this
strategy.
Allow students to
identify differences in
opinion and views.

This strategy assists


students in developing
and organizing ideas as
well as providing
teachers with an insight
into their students level
of thinking.
Reynolds (2014) states
that this form of graphic
organizers assist
students in placing
information together for
their own understanding
and helps with
communicating with
others; thus assisting in
both communication and
categorizing skills.
Develops metacognitive
skills.
It is imperative that
teachers encourage
students to reflect on
different aspects of their
learning at different
parts of the learning
inquiry approach
(Weiderhold, 1998).

What it looks like in


the classroom.

This can be implemented


throughout the inquiry
process to identify what
students currently know and
their current values and
beliefs on the issue.
- What are refugees?
- Why might a refugee
leave their home
country?
- How might refugees
affect Australia?
- Is it our responsibility
to look after refugees?
Why/ Why not?
Again this strategy can be
used throughout the inquiry
process, or used to reflect
back and add to as the
inquiry progresses.
Initially What we know
about refugees.
Development Issues that
are related to refugees.
Development What does it
mean to be safe?
Development What does
everyone have the right to
have?

As the class progresses


throughout the inquiry
approach, students will be
encouraged to reflect on
what they have learned and
how this has impacted on
their view of the overall
issue. This can be done in
small groups, or in a mind
map.

including quality
of reflective
questions posed.
See, Think,
Wonder

Richards & Anderson


(2003) states that
alongside reading,
listening and discussing,
this strategy promotes
higher order thinking
and problem solving
abilities.

The teacher can implement


this strategy through visual
cues such as photographs
(appendix a) and newspape
articles.

Questioning is an
integral part of the
inquiry learning
approach. Teachers must
be able to pose
questions that will
- Encourage problemsolving approaches to
thinking.
- Encourage students
to externalize and
verbalise knowledge
- Deepen levels of
thinking and improve
conceptualism (Kerry,
1998).
Naylor (2000) &
Reynolds (2014) argue
that allowing students
to ask questions in a
variety of settings and
groupings is critical to
their collaborative,
reflective and

At different phases
throughout the learning
inquiry approach, students
can pose a variety of
questions that can be furthe
researched or act as a
foundation for reflective
practices.

Assessment
Strategy:
Collection of
student work
samples to
identify personal
views and insight
into their
thinking. As well
as through
observation and
anecdotal note
taking on
students ability
to verbalise their
opinions and
beliefs.
Questioning

The outcomes from this


strategy can be added to th
thinking wall and enhances
both critical and reflective
skills.

For example:

Why are countries denying


refugees access?

What happens if the


government doesnt abide b
the International Human
rights legislation?

communication skills.

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