FD SUPPORTING TEACHING AND LEARNING TEACHERS AND TEACHING

Definitions Strategies – how subjects are taught e.g. Maths – using grid method, counting on. Teaching methods – Pedagogy – methods used in teaching

Effective teachers Teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes. Some strategies are better suited to teaching certain skills and fields of knowledge than are others. Some strategies are better suited to certain student backgrounds, learning styles and abilities.

TEACHING METHODS In practice teachers/TAs use a variety of teaching approaches influenced by a number of factors. Resources available Environment Confidence/understanding Knowledge level Abilities of learners Skill requirement Age of learner

TASK Think of a particular session you have been involved with – either supporting or delivering – What method (s) of delivery did you or the teacher use in that session? Did you feel it was successful e.g. high level of pupil participation and learning outcome achievement? What other methods could have been used – to be equally effective / engaging the learner

Methods Teaching methods which teachers choose, ranges from teacher led to student led activity.  see diagram

EVALUATION OF TEACHING METHODS Teaching method chosen depends on Knowing enough about the method Having the confidence to use it (may be a risk) Having sufficient skill/knowledge for it to be effective Understanding how it works (watch others)

Effectiveness Effectiveness depends on The suitability of the methods for promoting learning Use of a variety of methods with the sessions/ programmes – keep interest Economy of effort relative to learning output Human factors Planning and resources available Control and management of learning process Skill of teacher in using the particular method (s) Monitoring the use and feedback on the methods Honest evaluation of the learning outcomes and processes involved

WHAT MAKES A GOOD TEACHER? REFLECTION TASK 1 What ‘good’ teachers do you remember from your own school days? What was it that made them ‘good’? Should ‘good’ be ‘effective’?

WHAT MAKES A GOOD TEACHER? REFLECTION TASK 2 What might be the advantages and disadvantages of the following types? Charismatic teachers The competent practitioner The reflective practitioner Experienced teacher The NQT