TEACHING STRATEGIES Huda AlAmmar MEET AND NETWORK By

ﻓﺜﺸﺆ TEACHING STRATEGIES Huda Al-Ammar

MEET AND NETWORK

By the end of this training sessions, you will be able to know: • why teachers teach but students don’t learn • the cone of learning • the benefits of active learning • active learning techniques • what inquiry learning is • Steps to solving problems

WHY TEACHERS TEACH AND STUDENTS DON’T LEARN? A question Why don’t your students remember what you’ve taught? A good question Why don’t they understand what you’ve taught? A better question Why don’t students understand use what they’ve been taught to create a better world?

DEBATE

When I hear, I forget; when I hear and see, I remember a little; when I hear, see, and ask questions or discuss with someone else, I begin to understand; when I hear, see, discuss, and do, I acquire knowledge and skill; when I teach to another, I MASTER. Mel Silberman

HOW SHOULD WE ENGAGE STUDENTS IN THE TEACHING-LEARNING PROCESS? • promoting thinking skills • engaging students in solving problems • engaging students in higher-order thinking tasks (analysis, synthesis & evaluation) • asking questions to reflect and motivate peer discussions doing things Students should be engaged in two aspects; thinking about the things they are doing

WHAT IS ACTIVE LEARNING?

• A process where students engage in activities like reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. • A multi-directional learning experience in which learning occurs teacher-to-student, student-toteacher, and student-to-student. • A teaching method that involves students in the learning process rather than seeing them as passive recipients.

IMPORTANCE OF ACTIVE LEARNING • Reinforces important material, concepts and skills • Provides frequent and immediate feedback to students • Addresses different students learning styles • Enhances critical and creative thinking • Provides students with an opportunity to think, talk about and process course material • Builds self-esteem through conversations • Creates a sense of community in the classroom through increased interaction • Allow students to collaborate and cooperate

HOW DOES ACTIVE LEARNING WORK? INPUT PROCESS OUTPUT

1. Creating a problem-solving situation 4. Trust, respect and psychological support MECHANISM OF ACTIVE LEARNING 3. Studentresearcher/ teacherfacilitator 2. Necessity of dialogue and cooperation

1. Creating a problem-solving situation; To initiate problemsolving situation To stimulate thinking Active participation of students

2. Necessity of dialogue and cooperation; Opinion no. 1 Opinion no. 4 Problem -issue Opinion no. 3 Opinion no. 2

3. Student-researcher/ teacher-facilitator; TEACHER Guide to knowledge and facilitator of learning process STUDENT Researcher, explorer and discoverer of knowledge

4. Trust, respect and psychological support; Support Trust Respect Intention to learn

ACTIVE LEARNING TECHNIQUES Video 1 Video 2 Video 3

COOPERATIVE VS COLLABORATIVE LEARNING Similaritie s 1. Stress the importance of active learning. 2. The teacher acts as a facilitator. 3. Teaching and learning are experiences shared by both the student and the teacher. 4. Enhance higher-order cognitive skills. 5. Greater emphasis is placed on students’ responsibility for taking charge of his/her learning. 6. Involve situations where students must articulate ideas in small groups. 7. Help students develop social and team building skills. 8. Increase student success and information retention. 9. Utilize student diversity.

Identify the differences between both cooperative and collaborative learning.

COOPERATIVE VS COLLABORATIVE LEARNING Cooperative • Students receive training in small social groups. • Activities are structured with each student having a specific role. • The teacher observes, listens and intervenes in a group when necessary. • Students submit work at the end of class for evaluation. Collaborative • • Students will build on their existing skills. Students organize and negotiate efforts themselves. The activity is not monitored by the instructor. Students retain drafts to complete further work.