TP2 places a large focus on active teaching strategies, student centred learning, problem solving and cooperative learning. Throughout my 9 weeks on teaching practice I have been trying to include these elements in my lessons. Examples of active student centred teaching strategies that I have used on teaching practice this year include; each one teach one, sort cards, signal cards, mind maps and presentations, group research and presentations to the class on the section of their topic, groupwork and peer teaching. Personally, I feel that these strategies greatly benefited that students and it improved the quality of the teaching and learning within the class. Each One Teach One is an “alternative way of transferring a large amount of factual information amongst pupils” (Northern Ireland Curriculum, n.d., p. 25). I found that this activity was very beneficial and I hope to use it throughout my teaching. Rutherford writes that sort cards “gather pre-assessment data, check for understanding, access prior knowledge and develop selected thinking skills” (Rutherford, 2012, p. 87).
Cooperative learning is where the students work together collaboratively in order to find the correct solution to the problem. Johnson outlines four main components of cooperative learning.
Discovery learning is an active process of inquiry based instruction that encourages learners to build on prior knowledge through experience and to search for new information. The theorists of discovery learning were Dewey, Montessori, Piaget, Bruner and Vygotsky. Students could research a topic or an area that we would be covering in class. During one of my construction studies classes I gave the students, in pairs, a section of a topic that we were moving on to. The students researched this area using the textbook and classroom computers. They then presented this information to the rest of the class, teaching each other. This also developed communication and oracy skills within the class.
Problem based learning encourages students work in collaborative groups to learn by completing complex problems. “In problem-based learning, students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty” (Allen, et al., 2011). Problem based learning is an instructional method of hands-on and active learning. PBL is an approach that challenges students to learn through engagement in a real problem. Research shows that PBL provides students with skills that are critical for lifelong learning, such as critical thinking, problem solving, teamwork and the ability to apply their knowledge to new situations.
In conclusion, I feel that the strategies that I have used this year on teaching practice greatly benefited the students. It also made the students enjoy the class more as they were more active in the learning process. Some of the students enjoyed the change from the more traditional method of teaching which they might be receiving in other classes to the more students centred approach. I hope to use these methods of teaching throughout my career as a post primary teacher.
Images:
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Cooperative learning is where the students work together collaboratively in order to find the correct solution to the problem. Johnson outlines four main components of cooperative learning.
- “Positive interdependence whereby students work towards attaining a common goal and sharing materials.
- Individual accountability which implies that every student must contribute to the final outcome.
- Interpersonal and small group skill development which has a social skill objective as part of the group learning process.
- Face to face interactions which are an essential part of this learning strategy.” (Bentham, 2002, p.33)
Discovery learning is an active process of inquiry based instruction that encourages learners to build on prior knowledge through experience and to search for new information. The theorists of discovery learning were Dewey, Montessori, Piaget, Bruner and Vygotsky. Students could research a topic or an area that we would be covering in class. During one of my construction studies classes I gave the students, in pairs, a section of a topic that we were moving on to. The students researched this area using the textbook and classroom computers. They then presented this information to the rest of the class, teaching each other. This also developed communication and oracy skills within the class.
Problem based learning encourages students work in collaborative groups to learn by completing complex problems. “In problem-based learning, students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty” (Allen, et al., 2011). Problem based learning is an instructional method of hands-on and active learning. PBL is an approach that challenges students to learn through engagement in a real problem. Research shows that PBL provides students with skills that are critical for lifelong learning, such as critical thinking, problem solving, teamwork and the ability to apply their knowledge to new situations.
In conclusion, I feel that the strategies that I have used this year on teaching practice greatly benefited the students. It also made the students enjoy the class more as they were more active in the learning process. Some of the students enjoyed the change from the more traditional method of teaching which they might be receiving in other classes to the more students centred approach. I hope to use these methods of teaching throughout my career as a post primary teacher.
Images:
https://static1.squarespace.com/static/515cca87e4b0bca14d767b61/t/551ed456e4b06a5b2a88fe49/1428083802132/
http://languageeducation.pbworks.com/f/1354552482/cooperative_20learning_20stamp.gif