Best Practices For Elementary Teachers – Are you a primary school teacher preparing for the new school year? Discover best practices and creative ideas that can be implemented
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Best Practices For Elementary Teachers
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Discover self-care strategies to energize and rejuvenate this summer with an experienced elementary school teacher. Remove, raise awareness, nurture your passion, and reconnect with love teaching strategies are the building blocks of good lessons. They are tools and techniques used by teachers to help students overcome learning barriers and achieve higher levels of knowledge and understanding.
Usually, the teacher must outline the teaching strategy in the lesson plan or unit of work. By stating your teaching strategy before the lesson begins, you can have a plan that Be clear about how you will help your students succeed. It also helps your teaching evaluator to determine your ability to facilitate learning.
Below is a database of teaching strategies that I turn to when planning lessons and units of work.
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1. Active listening: The teacher clearly demonstrates active listening by encouraging students to nod when they understand, asking open questions to the speaker, etc. This can help with critical thinking and memory retention.
2. Anticipation / Reception – Students are asked to predict the outcome of the next step in the group or model task to encourage the thinking process. In listening to the results, students must pay attention to the logical sequence of events in the thought experiment.
3. Authentic Learning – Lessons are designed in such a way that something tangible, practical, and useful for the world is done or created. For example, through their units, students actually produce applications that are released on the application market (see: real assessment).
4. Barometer – The teacher asks the students to stand along the line that is seen as a continuation of the belief about the position. For example, the teacher can use the wall – if the students stand on the left side they believe in one thing, far to the left another, and the middle is undecided.
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5. Blended Learning – Teachers use both online and in-person instruction throughout the unit. For example, students can watch videos for homework and then come to class to discuss and engage in active learning (see: Flipped Learning).
6. Brainstorming – This strategy is used to encourage different ideas (‘multiple possible solutions to a single problem’). In an open discussion session, the teacher asks students to share ideas, concepts or solutions – whether they are simple, complex, or out of bounds. The teacher writes all the ideas on the board to visualize the thoughts and ideas of the beginning of the class.
7. Chunking – instead of sending all the information at once, the teacher breaks the lesson into achievable tasks of ‘pieces’. After each ‘block’, the teacher checks and gives further instructions. This can make large tasks seem more achievable for students and prevent cognitive overload.
8. Cognitive Tools – Teachers use instructional technology such as calculators, apps, wearable technology, etc., to help stimulate students’ higher level thinking and learning. Students are expected to engage in higher order thinking processes that they may not otherwise be able to do.
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9. Concentric Circle – Like speed dating, students are asked to have a quick one-on-one conversation with each other. The teacher asks the students to stand in two circles: the inner circle and the outer circle, with the students facing each other. The outer circle will rotate when the teacher wants the students to rotate the conversation partner.
10. Connect, Extend, Challenge: Connect-extend-challenge is a common strategy used at the end of a lesson to encourage reflection and further thinking. Students think about how to connect new knowledge with old knowledge, reflect on how to expand their knowledge in the lesson, and then propose challenging questions for future thinking.
11. Cooperative learning (group work) – Incorporating cooperative learning tasks into your lesson plan can help ensure that students hear not only the teacher’s thoughts on the topic, but also the thoughts of their peers. According to sociocultural theory, talking with friends helps to stimulate learning. Additionally, cooperative learning involves working toward a common goal that helps build social skills, which will benefit your student’s development. See also: Examples of cooperative learning.
12. Create headlines – Students come up with catchy headlines that capture the essence of what they are learning (eg for the newspaper). This strategy encourages students to synthesize knowledge into its main components.
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13. Culturally Responsive Teaching – Culturally responsive teaching involves incorporating elements of students’ cultural practices, beliefs, and traditions into lessons in order to engage and include students of different cultures in lessons.
14. Debono’s 6 Counting Hats – Teachers have 6 different colored hats. Each hat represents a different way of thinking (analytical, creative, etc.).
15. Debate – Have students debate each other to pick out flaws in the argument and help them improve their skills in making coherent arguments.
16. Democratic Voting – In a democratic classroom, students are encouraged to develop democratic and social thinking. Allowing students to choose what, when, and how to learn (as well as classroom rules, etc.) promotes socially conscious thinking and empowers students.
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17. Demonstration – The teacher does a step-by-step demonstration of things that are too difficult for students to do on their own. Usually this is done both to show what can be done for students to understand the theory; or lead students on their own (see: guided practice)
18. The Devil’s Advocate – A dedicated teacher or student tries to defeat that argument or thought process by looking for weaknesses. They should not believe their critics, but should use the criticism as a way to strengthen or change their original argument.
19. Differentiation – The teacher adjusts the content in the classroom to match the needs of the students. It can be a difference in delivery style, type of content, type of assessment, and learning environment.
20. Direct Teaching (a.k.a Explicit Teaching) – The teacher explains information to students clearly and directly. This is often criticized in relation to the teacher’s passive learning, but in some cases it is still necessary to present basic knowledge before active learning can take place.
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21. Directing Attention – Directing attention can help direct students to the right path. It may include strategies such as asking prompt questions and pointing to a helpline. eyes
22. Discovery Learning – This includes lessons where students discover new information and new knowledge through exploration and inquiry.
23. Emergency Curriculum – The teacher does not plan the entire curriculum in advance. Instead, the direction of the learning experience is based on the interest and motivation of the student. This promotes intrinsic motivation and a love of learning.
24. Arrangement of the environment – the arrangement in the classroom has a positive effect on learning. Desks in rows send the message that the classroom should focus on the teacher, while desks in groups encourage peer learning.
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25. Expert Jigsaw – The expert jigsaw method puts students into groups with each group being an expert in a part of the topic. The teacher then assembled the groups so that there was one student from each original group in each new group. In other words, the new group has one subject matter expert for each topic. A subject matter expert in each new group teaches the group about their topic.
26. Fill in the gaps (Cloze Passages) – Strategically lay out information to encourage students to think critically about (and predict) what should go where.
27. Fishbowl – Strategy for whole group discussion, students are divided into two groups. The first group (usually smaller) holds the discussion in the middle of the class. The second group sat outside and observed and recorded the results of the group discussion.
28. Five Reasons – To get students to think deeply about a topic, give them the ‘why’ something is the case. Then have them ask ‘why’ to their answer, then the answer after that, then the answer after that – after up to five ‘why’s’, the answer will be deeper and closer to the problem that is the focus of the discussion.
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29. Flexible seat – flexible or flexible seat
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