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Teaching and Learning Strategies-Diana Whitton
Teaching and Learning Strategies  Review
by Diana Whitton (Author)
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Publisher : Cambridge
Publish date : 28-Jan-2016
Category : International School
Mediatype : Books
Binding : Paperback
Availability : InStock, Order now ships within 2-3 business days
List Price :   Rs. 895
Greenleaf Price :  Rs. 895
You Save :  Rs. 0
ISBN : 1107441188 / Indian ISBN 13: 9781107441187
Pages : 202
Book Summary : Teaching and Learning Strategies
Teaching and Learning Strategies is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons are effective and lead to successful outcomes. The text outlines a variety of teaching strategies that can be used to facilitate classroom learning and engagement. Strategies and methods covered include discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Teachers will be able to integrate the strategies in this book with any content area and any age group or activity level. Teaching and Learning Strategies is a useful resource for teachers during the practicum component of their course and throughout their teaching career.
The text outlines teaching strategies that can be used to facilitate classroom learning and engagement, including discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Chapters include activities, diagrams and key points to help readers practise the strategies and consolidate knowledge.

Table of Contents
Contents
About the author       xi
Acknowledgements       xii

Introduction 1
Teaching with, about and for strategies 3
Basics underpinning good teaching 5
References and further reading 6
Chapter 1 Observation 7
How to observe 7
Ways to develop observation skills 9
Key points 21
References and further reading 21
Chapter 2 Narration 22
Types of narration 22
Elements of narration 23
Types of plot 23
Preparation of a narration 24
Teaching with, for and about narration 27
Developing the skills for narration 29
Key points 34
References and further reading 34
Chapter 3 Discussion 36
When should I have a discussion in a lesson? 36
Why have discussions? 37
Planning a discussion 38
Ground rules for discussions 38
Preparing students for discussions 39
Record-keeping in discussions 40
Electronic discussions 40
Grouping in discussions 41
Classroom layout for discussions 41
Concluding a discussion 41
The Socratic method 42
Leading a discussion 44
Assessing discussions 44
The language of discussions 45
Key points 48
References and further reading 48
Chapter 4 Explanation 49
Types of explanations 50
The language of explanations 50
How to write an explanation 51
Knowledge about explanations 53
Card games 56
Key points 58
References and further reading 58
Chapter 5 Questioning 59
What is a question? 59
Types of questions 60
Cues and oral markers 61
How to develop good questions 62
Follow-up questions 63
Question types to avoid 63
What not to do when asking questions 63
Using Bloom’s Cognitive Taxonomy to develop questions 64
Types of responses 66
Setting the scene for questioning 67
How to assist a student who gives an incorrect answer 68
Questions in a search engine 68
Traditional information-gathering questions 69
Using questions in research 70
Personality of questioning 71
Wait time 71
Key points 74
References and further reading 75
Chapter 6 Demonstration 76
Planning a demonstration 77
Why use demonstrations in teaching and learning? 79
Steps involved in preparing a successful demonstration 80
When to use a demonstration 80
Who may give a demonstration? 81
What to do to make it work: The practical side of making a demonstration successful 81
Considerations when giving a demonstration 82
Modelling 82
Evaluating a demonstration 84
Good listening 85
Key points 88
References and further reading 88
Chapter 7 Application 89
Replicating, complementing and supplementing knowledge 89
Preparing for application 90
Scaffolding 92
Transferring skills and knowledge 94
Calculating the content or processes to be taught 95
Key points 96
References and further reading 96
Chapter 8 Experiments 97
Scientific method 98
What is a hypothesis? 99
Teacher preparation for experiments 100
Stages of the experiment 103
Students’ preparation for experiments 104
Curriculum areas that may use experiments 105
Activities using experiments 105
Key points 108
References and further reading 108
Chapter 9 Discovery learning 109
Why do discovery activities? 110
Guided discovery 113
The difference between discovery, guided discovery and experiments 114
The role of the teacher in discovery lessons 115
The role of the students in discovery lessons 115
Preparing the materials and resources 116
Language of the discipline 116
Key points 119
References and further reading 119
Chapter 10 Feedback 121
What is feedback? 121
Types of feedback 122
Giving feedback in class 128
Keys to effective feedback 129
How and when is feedback given? 130
Key points 134
References and further reading 135
Chapter 11 Graphic organisers and visualisations 136
Graphic organisers 136
Why use graphic organisers? 149
Infographics, instructographics and visualisations 149
Key points 152 References and further reading 153
Chapter 12 Grouping 154
Types of groups 154
Advantages of groups 155
Skills students require for group work 156
Tasks for groups 156
Developing groups 157
Giving feedback to groups 163
Assessing students’ work 163
Roles of the teacher in different group forms 166
Quick strategies for eclectic grouping 167
Gaining the students’ attention when they are in groups 168
Issues to consider when students are in group activities 169
Functions of team members in a group 170
Key points 170
References and further reading 171
Chapter 13 Checklists 172
Types of checklists 172
Why do we use checklists? 175
How to create a checklist 176
Advantages of checklists 177
Key points 181
References and further reading 182
Chapter 14 Product descriptors and rubrics 183
Product descriptors 183
Rubrics 189
Key points 195
References and further reading 195
Index 197

About the Author
Diana Whitton is Associate Professor at the University of Western Sydney, Australia.
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