Teaching Strategies
Intentional use of teaching strategies can help educators craft lessons that facilitate student learning.
Conceptual Change Model
This strategy helps uncover student's misunderstandings by creating discrepant moments, which can actively impede their learning of new ideas. Conceptual Change Model helps students reconceptualize and interpret information correctly (Gooding & Metz, 2011).
Concept Mapping
Concept mapping is a beneficial instructional tool that facilitates meaningful learning and deeper thinking through a connection-making process. Concept maps allow a teacher to assess and monitor a student’s cognitive progress and expose their novel ideas, while providing students with the autonomy to creatively share their cognitive structures (Hilbert & Renkl, 2008).
Culturally Relevant Pedegogy
Culturally relevant pedagogy views education from a sociopolitical lense. A culturally relevant approach to education caters to a culturally heterogeneous class, in which students can find more relevance within lessons. The use of culturally relevant pedagogies by teachers can help break negative stereotypes towards students by understanding alternative perspectives (Banks, 1989).
Design Thinking
Design thinking is an instructional strategy that emphasizes a systematic learning process over content acquisition. Design thinking incorporates a general progression of brainstorming, creation of prototypes, and sharing phases. Design thinking places value on empathy, creativity, and collaboration (Brown & Wyatt, 2010).
Inquiry
By participating in inquiry, students will come to understand how and why scientific knowledge changes, as well as enabling students to construct new ideas upon their current understandings (Olsen & Loucks-Horsley, 2000). Inquiry is often represented through open-ended, student centered, and hands-on activities (Colburn, 2000).
Project-based Learning
Project-based learning is a student-centered pedagogy that integrates knowing and doing to accomplish curricular learning objectives. Project-based learning values a student-centered learning environment where participants are encouraged to take creative approaches to inquiry and essentially learn by doing (Barron et al., 1998).
References
Banks, J. (1989). Multicultural education: Characteristics and goals. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives. Boston: Allyn and Bacon.
Barron et al. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3-4), 271-311.
Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 30-35.
Colburn, A. (2000). An inquiry primer. Science scope, 23(6), 42-44.
Gooding, J., and Metz, B. (2011). From Misconceptions to Conceptual Change: Tips for identifying and overcoming students’ misconceptions. The Science Teacher 78(4): 34-37.
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?. Instructional Science, 36(1), 53-73.
Olson, S., & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the National Science Education
Standards: A guide for teaching and learning. National Academies Press.
Barron et al. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3-4), 271-311.
Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 30-35.
Colburn, A. (2000). An inquiry primer. Science scope, 23(6), 42-44.
Gooding, J., and Metz, B. (2011). From Misconceptions to Conceptual Change: Tips for identifying and overcoming students’ misconceptions. The Science Teacher 78(4): 34-37.
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?. Instructional Science, 36(1), 53-73.
Olson, S., & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the National Science Education
Standards: A guide for teaching and learning. National Academies Press.