Approaches to Teaching
Designing Engaging and Rigorous Learning Experiences
What is Approaches to Teaching?
"Approaches to Teaching" encompass the various methods, strategies, and philosophies that educators employ to facilitate learning experiences for their students. These approaches are shaped by pedagogical theories, educational research, and practical considerations, and they form the foundation of how educators structure their interactions with learners in the classroom.
In the context of inquiry-based teaching and learning, "approaches to teaching" take on a dynamic significance. Inquiry-based teaching encourages students to actively explore questions, problems, and scenarios, fostering critical thinking, problem-solving skills, and a deeper understanding of concepts. Educators who embrace inquiry-based teaching often employ strategies that empower students to drive their own learning processes through investigation, experimentation, and reflection.
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Learner agency, a central tenet of modern educational theory, emphasizes the importance of students' active involvement and ownership of their learning journeys. Approaches to teaching that prioritize learner agency recognize students as active participants in the learning process rather than passive recipients of information. These approaches empower students to make choices, set goals, and take responsibility for their learning, fostering a sense of autonomy and self-directedness.
In essence, "Approaches to Teaching" encompass the methodologies and frameworks that educators use to create engaging, student-centered learning environments. When connected to inquiry-based teaching and learning and learner agency, these approaches prioritize curiosity, exploration, and self-discovery, ultimately empowering students to become independent, lifelong learners who are equipped to navigate and contribute to an ever-evolving world.
Approaches to Teaching Infographic
Source: Toddle Website
This guide-book from Toddle will walk you through the process of examining your learning experiences and provoke you with questions to redesign them with a goal to promote higher-order thinking. Discover frameworks and examples to understand how you can integrate technology, focus on higher-order thinking skills, and support student agency, to make your learning experiences truly come alive!
Use This Resource To:
Explore frameworks that will help you shift from surface learning to higher-order thinking
Unpack examples of learning experiences to get a glimpse of these frameworks in action
Create learning experiences that promote creativity and student agency
Authors: Tom Sherrington & Oliver Caviglioli
Overview
Teaching WalkThrus is a comprehensive guide aimed at educators looking to refine and enhance their teaching practices. The book stands out for its visually engaging format and practical approach to instructional improvement. Co-authored by Tom Sherrington and Oliver Caviglioli, the book offers over 50 techniques presented as concise, step-by-step guides that are easy to implement in the classroom.
The "WalkThrus" concept is grounded in the idea of breaking down complex teaching strategies into manageable steps, making them accessible to educators at all experience levels. Each technique is illustrated with clear visuals and is structured around a sequence of actions. This format enables teachers to quickly grasp the core principles and begin applying them with minimal time investment.
The book is organized into five key sections:
Behaviour and Relationships - Techniques to establish positive classroom culture.
Curriculum Planning - Strategies for designing coherent and impactful learning experiences.
Explanation and Modeling - Methods for delivering clear and effective instruction.
Questioning and Feedback - Tools to engage students and guide their learning.
Practice and Retrieval - Approaches for reinforcing knowledge and fostering long-term retention.
Strengths
Teaching WalkThrus is highly practical, with a strong focus on actionable techniques. The visual layout is a major strength, making the book both user-friendly and visually appealing. The bite-sized format of each "WalkThru" allows teachers to quickly integrate new ideas into their existing practice without feeling overwhelmed. Additionally, the book emphasizes the importance of professional development through collaboration, as the authors encourage educators to use these techniques as part of coaching and peer support.
Limitations
One limitation is that the techniques, while well-presented, may not fully address the nuances of different educational contexts. Teachers working with diverse student populations may need to adapt the strategies to suit their specific classroom needs. Additionally, for educators seeking deep theoretical explanations, the book is more focused on application than research-based discussion.
What Learning Do We Value?
Learning and Young Children
Co-Constructing Planning - Who Do We Plan For
Source: Innovative Global Education
The article’s premiss is “schools and teachers should view planning as being responsive to student learning and interests. The planning process continues throughout the life of the unit and is developed according to the experiences and wonderings that occur during the learning process. There must be space for students to engage in meaningful conceptual inquiry and teachers need to create that space. Without space for student inquiry, wonderings and curiosity it would need to be questioned if the presence of authentic student inquiry existed within the unit.” The article advocates that effective conceptual planning is based on eight principles and understandings.
Understanding by Design Podcast
Foundations of Understanding by Design with Jay McTighe is a series of four workshops presented by Toddle. In these sessions, Jay elaborates on the various stages, key elements, and processes of the UbD framework, along with providing accessible tips and handy resources for educators to make the best of the planning process.
**Note: You may be asked to fill in a short form - For your school / organization you can use "Inspiring Inquiry".
Provocations to Spark Your Students to Think, Wonder and Question
The following websites offer a wide spectrum of provocations for students to pique their curiosity and get them thinking, wondering and speaking about topics that intertest them. These are wonderful conversation starters that can lead to the development of critical thinking, listening and oracy skills that can support your units of inquiry.
Five Jamboard Bellringers to Start the School Day: Jamboard is such a good tool for creating quick, interactive activities to warm up students’ brains at the beginning of class. A great time to jump into a Jamboard is when the morning school bell chimes. Here are five bellringers that you can copy and run with!
Daily Puzzlements: Each week, Ian Byrd who managers the Byrdseed website, sends out a list of five free links to fascinating images and intriguing videos to share with your class. (for instructions see "Creating A Culture of Curiosity").
The Kid Should See This: The TKSST website is chalk-full for amazing videos that will start conversations, spark questions, and invite inquiry.
What's Going on in This Picture?: Published by the New Your Times (NYT) is a wonderful resource using a range of powerful images designed to develop critical and creative thinking skills. Also see their collection of 40 intriguing photographs.
If you’re not sure how to get started, the NYT have created a recorded webinar that walks teachers through the process and describes the power of this simple activity. In addition, they have lesson plans and resources to help teachers use a wide variety of Times images to get students writing, thinking, speaking and listening.
Try Using With The Following Visible Thinking Routines: Zoom; Think, Puzzle, Explore; See, Think, Wonder; Chalk Talk; Circle of Viewpoints; Claim, Support, Question
Neal.fun: This site is a network of 24 interactive projects some of which could be integrated in subjects (10 Years Ago or Who Was Alive - History; Absurd Trolly Problems - philosophy; Draw Logos from Memory - Art; Speed - Math, and much more. Great provocations and lots of interesting information.
Deep Talk: A year’s worth of daily questions generated by a machine: 365 questions were generated using GPT-J-6B, an autoregressive language model trained on 800 GB of internet text. The prompts used for the generation were randomly shuffled samples of human-written questions
CNN10: International and USA News explained in 10 minutes that is easy to understand by children. Even though, US biased, the content will spark student interest and inquiry.
Future Crunch: This site reports on only "Good News" which is refreshing. You'll be surprised at how much good news is actually happening around the world.
"How Children Learn" by John Holt is a seminal work that challenges traditional notions of education and offers profound insights for teachers. Holt emphasizes the importance of understanding children's innate curiosity and their natural inclination to learn through exploration and experimentation. His observations underscore the significance of creating environments that foster active engagement and allow for authentic learning experiences.
One of the book's strengths lies in Holt's ability to debunk myths surrounding education, such as the idea that learning is solely achieved through formal instruction or standardized tests. Instead, he advocates for a more child-centered approach that respects individual interests and learning styles.
Teachers will appreciate Holt's emphasis on the role of play, hands-on experiences, and meaningful interactions in the learning process. By embracing his perspective, educators can better support their students' intrinsic motivation and intellectual growth.
Overall, "How Children Learn" offers valuable insights that can inform and inspire teachers to create dynamic learning environments that honour the natural curiosity and creativity of children. It's a must-read for educators seeking to cultivate a genuine love for learning in their classrooms.
** Must read: Review of How Children Learn by Peter Gray.
Key Learnings
Natural Curiosity: Children possess an innate curiosity and desire to learn about the world around them. Teachers should harness this curiosity rather than suppress it through rigid instruction.
Active Exploration: Children learn best through active exploration and hands-on experiences. They need opportunities to interact with their environment and make discoveries on their own.
Individualized Learning: Each child learns at their own pace and in their own way. Educators should embrace individual differences and adapt their teaching methods to meet the unique needs of each student.
Importance of Play: Play is not frivolous but rather an essential component of learning. It allows children to experiment, problem-solve, and develop social skills in a natural and enjoyable manner.
Authentic Learning Experiences: Learning is most meaningful when it is connected to real-life situations and experiences. Teachers should strive to create authentic learning opportunities that resonate with students' interests and goals.
Freedom and Autonomy: Providing students with freedom and autonomy in their learning fosters intrinsic motivation and a sense of ownership over their education.
The Role of Mistakes: Mistakes are valuable learning opportunities and should be embraced rather than feared. They help children develop resilience, problem-solving skills, and a growth mindset.
Teacher as Facilitator: The role of the teacher is not to simply impart knowledge but to facilitate learning by creating a supportive and stimulating environment where students feel empowered to explore and inquire.
Continuous Assessment: Assessment should be ongoing and holistic, focusing on understanding each child's progress and individual growth rather than solely on standardized measures.
Lifelong Learning: Education is a lifelong journey, and children should be encouraged to see learning as a joyful and ongoing pursuit rather than a chore or obligation.
Recommended
Planning a Unit of Work
Many students don’t feel comfortable being curious at school. They’ve learned that asking a question might make them look foolish, slow down the class, or even upset the teacher. So if you want curious students, you have to retrain them to be curious again. You have to spend some time creating a culture of curiosity.
Each week, Ian Byrd who managers the Byrdseed website, sends out a list of five free links to fascinating images and intriguing videos to share with your class.
Sign up to receive the weekly emails. These are wonderful provocations and could be used to start off the day.
What Do I Do with This?
Take a few minutes once a week, show your favourite puzzlement or two, and simply let your students be curious.
Use these two prompts:
What do you notice? - Psst. Most people rush (or skip) this step. Give kids lots of time to notice things. It's the pre-req to our next step…
What do you wonder? - No pressure. No expectations. This is a chance for you to establish four key traits:
Routine. Students come to expect a time to be curious.
Safety. Students won't be curious if teachers make it unsafe to ask questions. I used to kill curiosity by saying things like: "that's off-topic", "we don't have time for questions," and worst of all, "I already answered that question!"
Novelty. The puzzlements are fresh, interesting, and unexpected.
Praise. When a student is curious (about anything!), explicitly praise that curiosity. Think about the difference between, “We don’t have time for that” versus "What an interesting question! Write it down in your book of curiosity!"
Modeling. Children need to see adults being curious. Share what you're wondering about. Model curiosity in front of them.
DO NOT: assign homework or create classwork out of these questions or you’ll quench the fire.
The great thing about these emails is that you're free to use them however you like. But here's how I'd get started:
Pick the video or image that most dramatically provokes your own curiosity (remember, you've got to model curiosity and that's a lot easier when you're authentically curious). Ian always sends out five links so there's bound to be at least one that really pops out. ⚠️ No reason to use them all each week!
Consider ahead of time: where should you pause the video or what parts of an image should you hide at first? Consider using the Zoom In Thinking Routine. This is key to building curiosity - temporarily denying some essential information. Done correctly, you'll drive your students into a delightful frenzy of curiosity!
As you pause the puzzlement, ask your students, "What did you notice?" This step is so easy to skip. But it's essential. Take longer than you think is necessary. Kids will keep finding new things. Silence is fine. It means they're thinking. Don't skip this!
Only then, begin asking, "What do you wonder?" Ahh, what a beautiful feeling! To wonder. You'll probably see that kids' "wonders" build on their "notices" - that's one reason to spend extra time letting them slowly notice.
⚠️ Do not allow this to become a guessing game. Kids should be looking closely and pointing at interesting things, not randomly shouting out hypotheses in order to "be the first to get it."
Eventually, you can collect your kids' "wonders" and put them on your walls or your class website. Display them publicly. Add answers when/if they find them. Don't be surprised if kids come back in a month and say, "Oh, I figured out why that spider did that thing in that video!" And don't be scared to come back yourself and share an answer you found. Model curiosity! AND don't be afraid of leaving unanswered questions sitting there all year!
Source: Byrdseed Website
Knowledge Necessary, but Not Sufficient
The decline in PISA math, literacy, and science scores [see 2022 PISA results: Volume 1; Volume 2] has sparked a call for a return to basics in education, emphasizing knowledge acquisition. However, I believe achieving an effective education requires balance. Knowledge is crucial but just one facet of a broader spectrum of educational outcomes.
For students to thrive, they need not only knowledge but also the ability to apply and expand on it, think critically, learn independently, and solve problems through inquiry. A holistic education encompasses various traits, characteristics, and abilities that collectively empower students.
10 Keys to Success For Student Group Work
Embarking on a group project can be both exciting and challenging for students, offering opportunities for shared learning and diverse perspectives. Effective management is crucial for a positive and productive experience. This article provides some helpful 'dos and don'ts' to guide successful group work and student grouping.
Proof Point: The Myth of the Quick Learner
This study from Carnegie Mellon University, 2023, underscores the crucial significance of grasping each student's pre-existing knowledge before embarking on a new unit of inquiry. Contrary to assumptions regarding differing learning speeds, the research revealed that disparities often arise from diverse levels of prior knowledge rather than inherent capabilities. The researchers strongly advocate for educators to prioritize well-designed practice exercises, underscoring that, with effort, anyone can learn effectively. Additionally, they emphasize the paramount importance of guided practice and feedback in the learning process. While the study acknowledges that its findings may be specific to computerized learning, with traditional methods potentially yielding different outcomes, it accentuates the need for educators to consider and address varying levels of prior knowledge among students before initiating new areas of study, ensuring the inclusion of guided practice and timely feedback for optimal learning outcomes.
Five Ways To Scaffold Classroom Dialogue; Check for Understanding; Build Student Confidence; Sustain Student Attention; Do Daily Review
The Five Ways To series are informative one-page summaries produced by the David Goodwin.
Click/Tap to Access the SummariesFive Ways To:
Source: Teacherhead Website
Bonus:
Principles of Instruction Poster - from the work of Barak Rosenshine - Source: Teacher Toolkit Website
Five Ways to Build Student Ownership in the First Month of School
The first month of school sets the tone for the entire year. Master teachers set up their students for the rest of the year. They actively scaffold student ownership, build classroom community, and cultivate a learning environment where the students were not only engaged, but also empowered. Here are FIVE ways anyone can build student ownership in the first month of school written by A J Juliani.
Click/Tap to read moreCheck Out These Learning Ideas Mentioned in the Article:
“Pedagogy has to embrace a sense of what kind of culture are we creating.”
Reminder: Children Still Love Learning
Click/Tap to Read ArticleSomething I've been reminded of over and over again the last few weeks as I talk with my own children, and educators around the country working in K-12 classrooms: Children still love learning. They don't always like school, and therein lies the paradox, as school is supposed to be a place where we learn.
As I was wrestling with these two thoughts, Tim Smyth posted this on his @historycomics Instagram page:
What's so fascinating about this sentiment is that we all KNOW this intrinsically. I wonder what would happen if we stopped asking the question at school: Will this activity/lesson/assessment/content PREPARE children for ________?
And, if instead, we asked the question: Will this activity/lesson/assessment/content keep children loving learning?
We Know a Few Things to be True:
Many decisions around curriculum and what/how we are teaching are tied to success on those assessments (ex: Common Core standards correlation to state tests, AP curriculum connected to AP assessments, etc)
Many teachers are forced into a tough spot between doing what they know works in learning (giving choice, inquiry, designing for creativity, project-based learning) and doing what they believe they have to do in order to "cover" the curriculum, meet standards, and prepare kids for tests.
In short, most of what we are doing in an "assessment-centric" education system is not working, has been proven to have no correlation to student success, leads to disengaged students, and teacher burnout.
But, our system remains unchanged in many places. And, the burden falls on school administrators, teachers, and support staff to try and make learning meaningful and relevant under these circumstances.
Here's the real kicker: In the midst of it all, children are still here in our schools every single day. They are with us in school for over 14,000 hours between Kindergarten and 12th Grade.
And, they still love learning, when the learning is meaningful.
There are too many people that want school to stay the same, even as many of us educators are shouting from the rooftops that things have to change.
Not for us (although that would be nice), but really for the children. Isn't that why we are doing this work in the first place?!?
There is so much we don't have control of or influence over. But, if you get the chance to make a decision for the children in your school or classroom, I hope we can ask the question: Will this activity/lesson/assessment/content keep children loving learning? And design based on that answer.
Universal Design for Learning (UDL)
*** Learn more about Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is a framework developed by CAST. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.
UDL describes human variability based on parts of the brain that manage the “why” (affective network), the “what” (recognition network), and the “how” (strategic network) of learning.
CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.
The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action.
Source: Understood Website
The Puzzle of Motivation
Dan Pink highlights how traditional rewards, like money and punishment, often fail to improve performance and can even be counterproductive. He argues that intrinsic motivators—autonomy, mastery, and purpose—are far more effective in driving productivity and satisfaction. Applied to education, this suggests that fostering a culture centered on student agency, inquiry, purpose, and trust leads to more meaningful and engaged learning experiences for students.
Source Website: Byrdseed
Check out these examples of how to create problems that move from recall to analyze and evaluate
Designing Learning Articles/Videos
Click/Tap to ViewThe Myth of the Quick Learner | Article | Research Paper | A study conducted by scientists at Carnegie Mellon University aimed to understand the learning strategies of rapid learners and whether these strategies could benefit others.
Using Rubrics as a Metacognitive Strategy | Article |Edutopia | Teachers in grades K to 2 can use rubrics to guide students to plan, monitor, and evaluate their learning.
Designing Learning Experiences and Inquiry – Strategies and Tools | Article |Toddle | This article takes you through a variety of examples to see the power of what if, the importance of a scaffold and the art in the design of inquiry learning engagements.
Making Self-Paced Learning Work for Younger Kids | Video | Edutopia | Nov 18, 2021 | This differentiation approach frees teachers up to meet students’ needs. The result? Students only tackle material they’re ready for, and all students achieve mastery.
5 Ways to Stop Thinking for Your Students
Too often math students lean on teachers to think for them, but there are some simple ways to guide them to think for themselves.
5 Ways to Get Your Students Thinking
- Answer questions with a refocus on the students’ point of view
- Don’t carry a pencil or marker
- We instead of I
- Stall your answer
- Set boundaries
Better World Project - Unit EL Education
This video features an inspiring Better World Project accomplished by the Interdistrict School for Arts and Communication (ISAAC) in New London, CT, an EL Education school. It was one of 18 winning Better World Projects selected by a committee of EL Education students, teachers, and leaders, from submissions across the country.
EL Schools are not IB schools, but this project is an example of what an IB UOI could look like - truly transdisciplinary, inquiry & concept based with student voice and choice and connect to being internationally minded - what is means to be human.
** View More EL Better World Projects