TEACHING METHODS AND STRATEGIES

Mini-Lecture

The mini-lecture is a concise way to provide participants with background information, research findings, or motivational examples to spark interest and give them a framework for discussion or activity to follow. Mini-lectures should be brief and targeted, setting up an activity or discussion.

I often begin each lesson with a mini-lecture, whether it is to review and do another pre-assessment with question and answers, or introduce a new topic or activity that we are going to do. I feel that lecture is always important, and I make sure to do one with each lesson. Even when I give an exam, we have a discussion before, when the kids are studying, to make sure that they did not miss anything they were supposed to study.

Research

Research required participants to seek information to complete a task. Participants may be given prepared materials that they must use to complete an assignment, or they may have to locate resources and gather information on their own. As a part of this strategy, participants must compile and organize the information they collect.

The students had to do research on different biomes. The students were given the research material, and they decided what was the important information to present. They were in groups of five, and the biomes were Marine/Ocean, Tundra, Rainforest, Desert, and Grassland. Each group had different charts and different parts. They even had information on the type of wildlife and plantlife that live there, including adaptations and food chains. It tied in well with the standards and benchmarks.

Games and Puzzles
Games and puzzles can be used to provide a different environment in which learning can take place. This can also be used in cooperative learning groups. There are many different types of games and puzzles that can be adapted to present and review concepts. They can be used for review, reinforcement, critical thinking, problem solving, and decision making. Watch the competitiveness, as this is a learning tool to be used as for fun!

When we reviewed for the science final exam, we did a Jeopardy game. Here were my procedures:

• First, I had the students pick a domino from a bag, there was a 11 red, and 11 blues. This is how we determined if they were going to be on the red team or the blue team.
• Then, I asked the students to place their dominoes on the desk, with the dots facing up. I used them to write the team member names in order. Here is the important thing, I teamed them up with someone who matched their skill, so that they would be evenly matched.
  
• After the pairs were established, we went over the rules. A pair will go to the desk in the front. I will pick the first category. They must put their hands flat on the desk. When the first one to raise their hand will be the first one to try to answer. If they get it incorrect, their opponent gets a chance to answer. Whoever gets it right gets the points.
• In the event that both of them get it wrong, then the next pair has to wait for me to finish reading the COMPLETE question before they are allowed to raise their hand. Now it is a game of speed. Have the class help you to point out who was the fastest.
• If they get the answer correct, color the square the color of their team. When the next pair come up, that team has control, and places a sticky note on the category and amount that they like.
• At the end of the game, tally up the student scores. Have the students add them together with you. Declare a winner and congratulate the whole class.

• Important to know:
• Set up the questions ahead of time, use a Jeopardy template on your computer to make it easier to get questions and answers.
• Draw the Jeopardy board ahead of time, and prepare the dominoes ahead of time also, or whatever you may want to use.
• Make sure to go over the rules with the students. I had rules about who gets to talk when, what happens if you blurt the answer (take off points!), and that there should be no teasing and taunting.
• Explain to the students that the game is not just about knowing the answer, but about being fast. This way the students will not feel so bad if they don't answer the question.
• Remember, praise, laugh, and enjoy!
  

Student or Participant presentation

Individual students or groups of participants can present information to the rest of the class. Be sure to have clear guidelines for participants to follow, including time, and objectives. This strategies also goes very well with adult learning theory, teach others for retention.

We did this in science. The students were given facts about bacteria, and they had to get into groups and put their information on their whiteboards. I hand picked students to do the presenting, so that they will have the confidence to speak in class. I told the students about respect of their fellow students. Basically, it was a golden rule moment, "Do unto to others as you would have them do unto you." If they did not want to be teased, then they shouldn't tease. If they want their classmates to listen, then they should listen also.

Creative writing

This strategy can take many forms, from poems, stories, written role-play (scripted) journal written reflective thoughts. They can be shared or not. This form gives participates a creative outlet to the subject taught or discussed. One can also see transfer learning happen in this form of expression.

This was a cool flip to creative writing. The students started off by making one sentence. One by one, each student added his or her sentence. They started with, One hot summer day...". Each student gave his or her own twist or plot to the story. Halfway through the story, each student had to finish the class story. It was really cool to see how different these stories turned out. The main thing, they expressed their creativity, and I had so much fun reading them!

Experiments and Demonstrations
Demonstrations and experiments can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. they often involve the use of supporting materials.

We did an experiment testing which brand of paper towel was stronger: Bounty, Brawny and Sofitelle. The day before we reviewed the steps of the scientific method. The students were put into four different groups. We studied the packaging, we talked about the website, and they decided which one they thought was the best. The students came up with three different hypothesis, and it was time to test to see which hypothesis was correct.

• Each one of them had a job to do. I had a timer, a material collector, a marble dropper, a water person, a recorder, and paper towel holder.
• Materials were paper towels of each brand, marbles (100), bowls, measuring cups, stopwatch or watch, paper and pencil.
• The students had to hold the paper towel over the bowl, and pour 1/4 cup of water in the middle of the paper towel. Then, every three seconds they were to drop a marble on the paper towel. When the paper towel broke they would record the data.

When we were done, we reviewed the data, and came up with the same conclusion. The winner was and still is.....Bounty! With an average of 100 marbles and 8 shakes, Bounty blew the competition out of the water. Only 9 students were correct in their hypothesis. It was a great experiment. The students identified every procedure of the scientific method. Remember, always review the procedures twice or even more, and have the students repeat what the procedures are.

Continuum Voting

Continuum voting is a stimulating discussion technique. Students, participant express the extent to which they agree or disagree with a statement read by the leader. The room should be prepared for this activity with a sign that says agree on one wall, and a sign that says disagree on the opposite wall. There should be room for participants to move freely between the 2 signs. As the leader reads the statement, the participants move to a point between the signs that reflect their thoughts or feelings. A position in the middle between the signs indicates a neutral stance.

We did a unit on bacteria, from the kingdom Monera. It was really fun. I used bacteria facts, and the students had to choose whether the statement was true or false. I had the students line up in the middle. The right side was true, and the left side was false. Of course the middle was for those who were undecided. I asked each bacteria fact, had them vote on their answer, and then I told them whether it was true or false. The kids really cheered when they got it correct, and asked why when they got it wrong. I gave them the explanation. I intergrated this into their learning, and I had then as bonus questions on the test.

Dyad Discussion

Working in pairs allows students to provide encouragement and to support each other. I often tell participants to Buddy Up or get with someone and then do the assignment. Often in groups of 2 more sharing will happen than in a larger group. You can have the dyad report out their discussion.

I often had the students pair up so that they can do math. I find this the best time for me to do it. We did it when we worked with fractions and rounding. I think that the most interesting thing you can do is to make sure that you pair them according to ability. Do not pair up students that you know will be lost together on the assignment. I have used labels, writing their names on their paper, and even having them choose (just once mind you!). We did this activity on rounding where we had to roll the dice. This really helps because you can hear the students explaining to each other why something has to be rounded up or down. It was very good when it came to the final because most of the students understood without extra help.

Journal Writing

Journal writing affords the opportunity for thinking and writing. Expressive writing requires that participants become actively involved in the learning process. This process becomes less effective if participants need to worry about spelling or grammar. Students should be encouraged to write freely in their journals without fear of evaluation.

The students were given daily vocabulary. Each vocabulary word came with a question that the students had to answer that pertained to each word. The students were to write a paragraph, and were given a rubric for the number of sentences and grammar. We were learning editing marks, and we used them in the journals. Everyone got full credit, regardless of their grammar. However, we did take off points if they were not making an effort. They had to write five sentences, if they wrote three or less, that meant that they were not trying. They were given enough time and were also allowed to bring it home to finish it.

Small Groups

Participants working together can help simulate each other’s creativity. Small group activities are cooperative, but have less formal structure than cooperative learning. These activities encourage collective thinking and provide opportunities for participants to work together and increase social skills.

We did this a lot in the class. We usually had small group activities. In this activity, we were making a model of a cell using jello (cytoplasm), gummy bears (vacuoles), jelly beans (chloroplasts), malt balls (nucleus), and raisins (mitochondria). It was really disgusting and cool! Thomas decided to look under and hold the paper plate above its head. Although I didn't like it, it was a good idea because when they did, they got a good look at how a cell looked through the translucent paper plate! I say, use every opportunity!