Models of Teaching: Difference between revisions
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|content=Skilful teachers create effective learning situations and promote powerful learning. The impact of the teacher and the approaches to teaching that are selected cannot be overstated. Some teaching models not only help to develop pupils’ understanding of the subject-matter being taught, but can also, if approached in the right way, provide pupils with a tool they can use to support their own learning – both now and later in life. Inductive teaching, for example, requires pupils to sort, classify information and generate hypotheses and/or rules. The process of thinking inductively can be a powerful tool for solving problems, as can deductive reasoning. Teaching in these ways can provide pupils with skills and techniques they can use later in life... (This resource comprises a 28 page DfES document which | |content=Skilful teachers create effective learning situations and promote powerful learning. The impact of the teacher and the approaches to teaching that are selected cannot be overstated. Some teaching models not only help to develop pupils’ understanding of the subject-matter being taught, but can also, if approached in the right way, provide pupils with a tool they can use to support their own learning – both now and later in life. Inductive teaching, for example, requires pupils to sort, classify information and generate hypotheses and/or rules. The process of thinking inductively can be a powerful tool for solving problems, as can deductive reasoning. Teaching in these ways can provide pupils with skills and techniques they can use later in life... (This resource comprises a 28 page DfES document which can be edited. Some smaller targeted documents have been drawn from this one - see DfE links). | ||
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Revision as of 00:16, 21 September 2012
About. Skilful teachers create effective learning situations and promote powerful learning. The impact of the teacher and the approaches to teaching that are selected cannot be overstated. Some teaching models not only help to develop pupils’ understanding of the subject-matter being taught, but can also, if approached in the right way, provide pupils with a tool they can use to support their own learning – both now and later in life. Inductive teaching, for example, requires pupils to sort, classify information and generate hypotheses and/or rules. The process of thinking inductively can be a powerful tool for solving problems, as can deductive reasoning. Teaching in these ways can provide pupils with skills and techniques they can use later in life... (This resource comprises a 28 page DfES document which can be edited. Some smaller targeted documents have been drawn from this one - see DfE links).
Pedagogical content. This resource offers advice on planning(ta) for interactive pedagogy. Three sub-sections have been drawn from it (see related DfE resources). (edit)
| Resource details | |
| Title | Teaching Models |
| Topic | [[Topics/CPD|CPD]] |
| Teaching approach | [[Teaching Approaches/Planning|Planning]]
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| Subject | [[Resources/Teacher Education|Teacher Education]] |
| Age of students / grade | [[Resources/Secondary|Secondary]], [[Resources/Higher|Higher]]
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| Files and resources to view and download |
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- This resource is part of the DfES resource "Pedagogy and practice: Teaching and learning in secondary schools" (ref: 0423-2004G) which can be downloaded from the National Archives http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/97131 The whole resource (512 pages) can be downloaded as a pdf File:Pedagogy and Practice DfES.pdf
- The resource booklets, and many 'harvested' documents are available to download, generally in editable formats from the ORBIT resources http://orbit.educ.cam.ac.uk/wiki/Category:DfE
- The videos from the accompanying DVDs are available http://orbit.educ.cam.ac.uk/wiki/DfES_DVD
