Following on from the ever popular #UKEdChat poll, the session this week ask educators from all sectors, and all locations, to share their favourite pedagogical strategies. The strategies may work with a particular set of pupils, or when teaching a specific subject, but one thing is for sure, it makes you enjoy teaching…because it works for you.
So, it’s time to nail your pedagogical colours to the mast, and share your favourite teaching strategies. The session will ask the following questions:
- What was the most impactful pedagogical strategy that you picked up during your teacher training years?
- What pedagogical strategy do you think is most impactful specific to the subject that you specialise in?
- Do you witness any pedagogical strategies that, in your opinion, are outdated and/or just don’t work?
- Can you share any pedagogical strategies that you have picked up from ANY form of CPD?
- And finally, time to nail your colours to the mast: What are your favourite pedagogical strategies, and why?
Join the chat from 8pm via the #UKEdChat Twitter hashtag to share and learn with others.
Can’t wait to share your favourites? Then record a short video to share with the community. See the video below, and upload your idea to UKEd.Live.
Got an interesting teaching idea to share?
Make a video for our Advent Calendar
CPD books to be won.https://t.co/eOESn4gIfP pic.twitter.com/qZgOM9AR8F
— UKEdChat (@ukedchat) November 22, 2016
The discussion began by talking about pedagogical strategy which participants felt had had impact in their own classrooms. As this is tricky in 140 characters, most answers were quite general, such as making the learning reflect the real-world, giving ownership to pupils, and using mini-whiteboards. One specific strategy offered was about the importance of a recap, assessment and reflection by both pupils and the teacher. Another was ‘marking on the go’ as the pupils work.
The discussion move on to subject/phase specific strategies. @PieCorbett‘s Talk for Writing was mentioned in the primary setting. For geography, it was suggested that taking pupils out into the geographical wild was essential to the proper teaching of the subject, and many other subjects would benefit in a similar way. Using physical models in science was suggested by @drkevans as a way to not only learn about the subject, but also to engage with it. Making connections and noticing patterns in maths was mentioned by @keran77, which again is useful in many subjects.
UKEdChat moved on to discussing what outdated pedagogical strategies participants had witnessed. VAK/learning styles were mentioned by many, guided reading was cited, but defended in equal measure. One UKEdChatter spoke about learning shallow ‘maths tricks’ which lead to a short exchange about gimmicks.
The fourth question was about what valuable pedagogical strategies participants had learnt from CPD, which repeated many of the strategies already previously discussed.
The final question focused on favourite pedagogical strategies. A variety were cited and the archive is full of interesting ideas, but popular strategies included growth mindset, self-assessment and peer-assessment, ACE (accept, challenge, extend) questioning and end of day quizzes.
In summary, teachers use diverse and varied pedagogical strategies to try to maximise learning in their classrooms. No two teachers use the same set of strategies, but what is important is that teachers have a large repertoire to draw upon to adapt to the needs of the lesson and their students.
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