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Development of Teaching Strategies Introduction Teaching strategies or instructional strategies are the techniques used by the teachers to help the students become strategic and independent learners. Teaching strategies become the strategies of learning when students are able to independently choose the appropriate ones and make effective use of them to accomplish their tasks and achieve their goals (“Instructional Strategies” 67)…
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Development of Teaching Strategies
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Download file to see previous pages While developing a teaching strategy, some of the points that must be considered include but are not limited to the objectives of teaching and its learning outcomes, the needs of students, the desires of students, the previous experience of the students as learners and the strategies of teaching that they are used to, the expertise of the teacher, the resources available to the teacher, and the possible impact of the adjustments made in the teaching method on the teacher. This paper discusses the development of teaching strategies. Fundamentals of Effective Teaching Significance of subject in the teaching strategy Developing an effective teaching strategy is integrally linked with the subject that needs to be taught. Learning needs differ from one subject to another. On one hand, there are subjects that are entirely theoretical e.g. history, politics, and philosophy whereas on the other hand, there are subjects that are mathematical e.g. math and physics etcetera. There is also a third category of subjects that are both theoretical and mathematical simultaneously depending upon the course selected for that subject e.g. risk management. To be able to impart maximum knowledge to the students, it is imperative that a teacher assesses the individualistic needs of the subject being taught. For instance, developing a teaching strategy for the subject of “History” might not require a teacher to take the students on a field visit because most of the knowledge is essentially gained merely by reading the books whereas for the subject of “Geology”, a teacher might never consider the job done unless the students have been taken to a field visit and have been provided with an opportunity to see, touch, and feel the rocks, minerals, and metals that constitute a particular strata of Earth. Equal attention While teaching, it is the moral and ethical responsibility of a teacher to provide all students with equal attention. Disparity in the division of attention of a teacher among the students is one of the causes of poor academic performance of certain students; the ones that are neglected or not sufficiently attended to. “In this task, teachers are crucial because of the central role they play in promoting participation and reducing underachievement, particularly with children who might be perceived as having difficulties in learning” (Rouse 1). (McGhie-Richmond, Underwood, and Jordan) carried out a study to investigate the skills required for effective teaching in the elementary teachers in the inclusive classrooms. The researchers’ objective was to find out if the appearance of the constructivist skills follows from or is independent of the mastery of more transmissive behaviors of teaching. The researchers found that the patterns of behaviors of teaching were consistent across the students, though the academically ‘at risk’ students were found to be receiving differentiated instruction and less attention of the teacher as compared to other students. Differentiated teaching The term “differentiated teaching” means planning of ways by the teachers to address differences in such factors as age, culture, profile of multiple intelligences, ethnicity, temperament, personality style, development and possible delays in development, and styles of learning of ...Download file to see next pagesRead More
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