25 Maneras Para Enseñar Sin Hablar (Versión En Inglés)

25 ways for Teaching Without Talking:
Presenting Students with New Material
in Theory Lessons
Draft 1.0 Feb 2002

Geoff Petty Sutton Coldfield College

Contets
　　　　A. Introduction
B. Why use Active Learning Strategies?
C. Using the List of Teaching Strategies
　　　　D. List of Active Learning Strategies for presenting students with new material
D (i) Methods requiring verylittle preparation or resources
D (ii) Methods requiring resources such as handouts or sets of cards.
D (iii) Activities that require a bit more preparation; simplest first
E. Effective Management of Active Learning Strategies to maximise participation.


　　　　
A. Introduction

Teaching falls into three phases, each requiring appropriate methods. (See PAR paper)
Present: Methods topresent new material to students, or to encourage them to think it out for themselves. This might involve facts, theories, concepts, stories or any other content.
Apply: Methods requiring students to apply the new material just presented to them. This is the only way to ensure that students conceptualise the new material so that they can understand it, recall it, and use it appropriately inthe future.
Review: Methods to encourage students to recall former learning so as to clarify and focus on key points, ensure understanding, and to practice and check recall.

This paper concentrates on active methods to present material to students. Other papers deal with methods for the apply and review phases.

Commonly used ‘present’ methods such as teacher talk can bore students if they goon for too long, so active ‘present’ strategies are particularly useful. Ideally an active presenting strategy, could include an ‘apply’ activity and be followed by a brief active reviewing strategy. Then all the learners needs are met in an active way.


B. Why use Active ‘presenting’ Strategies?

Research shows that it works:
All research shows that we learn by Doing. That is, byapplying what we have learned, in order to answer questions for example. This makes learners process the information and make their own sense of it. This is called ‘constructivism’.

　　Research emphatically shows that active methods:
create deeper learning and higher achievement (2)
create better recall by students
develop high order reasoning skills in students
are more enjoyed by studentsActive learning makes students form their own meaning of the material and come to their own understanding of it. This is what we call learning

It checks learning:
You get feedback on whether students understand the material and can correct misunderstandings.
Students develop their reasoning skills, as well as the factual knowledge of the subject and practise the skills they will beassessed by.

It makes your life easier:
It fosters active, constructive student participation
Your lessons have more impact, and are more interesting
It may give you a break, and a chance to mark the register!

C. Using the list of teaching strategies
A list of teaching strategies follows with references for further reading. You can use this list in three main ways:

You can browse:Use the following list of teaching strategies to find ones that will suit you and your students. Choose whichever strategy bests helps you to achieve your goals (fitness for purpose)

You can create a Teaching Strategy Manual in your team: A subject, unit, or course team can use the list (available in an editable electronic form) as part of a strategy to:
Find methods which work in your subjectChoose particular strategies for particular topics or lessons etc
Pool your team’s best teaching strategies to add to the list
For given lessons, topics, sections of the syllabus or units etc, develop a Teaching Strategy Manual to go with the Scheme of Work. Share out the work to develop the strategies and their resources in detail. Ideally the Manual has a (suggested or required) activity...