Reflection/Evaluation

Throughout all the teaching strategies discussed (direct instruction, small-group work, discussion, problem solving, role-play and student writing), all the strategies can be adopted and adapted to certain key learning areas and contexts of the classroom, as well as all benefiting the learning of students in a unique way. The following section outlines some specific areas of teaching and learning and what strategies could be used and why/why not.

When introducing a new topic to students it is crucial that a high level of engagement and a level of relevance to the students. Killen (2009, pg. 122) states that direct instruction helps to teach new concepts and equip students with prior knowledge. Throughout the research on the other strategies, all seemed to not cater for the introduction of a new concept, however most assisting in learners to develop deeper understanding. Problem solving is a perfect example as it engages and motivates students to develop deeper understanding through applying ideas to real world situations (Killen, 2009). Writing also helps develops deeper understanding when the teacher utilises the strategy to allow students to be critical thinkers (Bean, 2011). Small-group work is ideal for allowing student collaboration and fostering students to actively learn (Killen, 2009; Wasik, 2008) as well as other student centred approaches such as discussion (Killen, 2009). It is vital to engage students through their learning, which in turn creates motivation, and using role-play as a teaching strategy allows this as students get to physically see and experience another view point in a fun/different way (Killen, 2009). Some of the more time consuming strategies for teacher planning and preparation are small-group work and problem solving (Killen, 2009). Both strategies require careful preparation and planning to ensure student engagement and relevant content.

All of the strategies correlated with CAST’s (2011) UDL guidelines which are designed to cater for all types of learners; however some strategies are better suited to different special requirements. EAL/D (English as an additional language/dialect) learners are more suited to a role-play approach instead of a direct instruction one. This is because role-play allows students to actively learn and develop social/communication skills (Killen, 2009). ADHD/ASD students would be better catered for through small-group work and problem solving as students can relate to relevant content and actively participate (Killen, 2009; Wasik, 2008). Gifted students could benefit more from a teacher using writing as a teaching strategy as their work could be task specific to their needs.

Through using a variety of strategies in teaching, it enables all learners an opportunity to deepen their understanding and knowledge as well as be actively engaged in what they are learning. It is a matter of deciding which strategy is most appropriate for the lesson and class context.