Many have collected and grouped teaching and/or learning strategies in order to clarify pedagogical "tools of the trade." Questions arise about what is the difference between a "teaching strategy," a "learning strategy," or an "instructional strategy." And when is a teaching or learning strategy better seen as an "assessment" strategy? Perhaps answers to these often semantic debates are best resolved in practice.
Semantics aside, my own experience is that teachers gain real insight into their own style and preferences when they group and track the strategies they regularly use (e.g., "How many times did I encourage students to identify similarities or differences;") or plan to use (e.g., "Which type of learning strategy could I use when teaching the novel?"). Possibly our wisest voice about such tools is Robert Marzano, whose influence on teaching practice has been profound in Ontario and other jurisdictions. Marzano seeks to empower educators in the use of a common pedagogical language. However, Marzano advises teachers to consider these tools carefully: all strategies can work or not work depending on the context and intent.
Using a common language is particularly important as we design and deliver curriculum together based on content standards (e.g., Ontario's curriculum expectations). Later blogs will try to draw connections between good design and teaching/learning methodologies.
On today's blog I have begun to distill my own work with teachers in evolving a glossary of terms used in boards and ministries throughout Canada (see my Pages section). I start with cooperative strategies and will add new strategies by type (e.g., thinking-based strategies, ICT-based strategies etc.). I recognize my glossary is yet another "construction" but hope you'll find it useful. Cheers. Tim
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