University of Lethbridge

Teaching Strategies Catalogue

Jessica Plant
001163367
C&I Education 3501
Greg Ogilvie
Oct 2, 2015
Revised Nov 2, 2015

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Didactic Questions

12

Direct Instruction- High degree of teacher control

Explanation
Teachers ask factual who, what, when, where, why, and how questions, either orally or as
written quiz questions.

Key Considerations/Reflections
Benefits:
Evaluates recall and comprehension, determines the extent to which the lesson
objective was achieved.
Useful for quick formative assessment or recall of a previous lesson.
Minimal resources needed, could be done orally or as quiz questions.
Drawbacks:
Discourages creativity (emphasis on facts).
Encourages guessing.
Operates primarily at the knowledge stage of Bloom's taxonomy, doesn't engage
critical thinking skills.
Highly teacher driven.
Assumptions:
Requires that students have a fairly strong grasp of English language skills.
Assumes that rote-recall/memorization is an effective means of learning. Memorization
is a part of learning, but it needs to be supported by analysis and critical thinking.

1 Teach Like This. "How to Use Didactic Questioning - TeachLikeThis." Teach Like This. YouTube,
2014. Web. 24 Sept. 2015. https://www.youtube.com/watch?v=3fjxMxw0ZIw
2 McDonald, Karen. "Didactic Questions as a Training Method." Didactic Questions as a Training
Method. Weebly, n.d. Web. 24 Sept. 2015. http://didacticquestions.weebly.com

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Compare and Contrast

(C&C)3456
Direct Instruction- High Degree of teacher control

Explanation
Students compare the similarities and differences of two or more concepts, typically using
Venn diagrams, T-charts, or matrixes (see Fig. 1 for examples)
Can be applied in a plethora of ways. Compare and contrast:
Characters in a story
Versions of a text
Events in a story
Characteristics of one type of animal to another
Mathematical methods
Historic events

3 Manzano, Robert, Debra Pickering, and Jane Pollock. "Classroom Instruction That Works." Google
Books. ASCD, 2001. Web. 24 Sept. 2015. https://books.google.ca/books?
id=c25kDO0adxwC&printsec=frontcover&dq=classifying+marzano&hl=en#v=onepage&q=classifyi
ng%20marzano&f=false
4 Murray, Jacqui. "Teaching Strategies: Authentically Compare & Contrast." TeachHUB. TeachHUB, n.d.
Web. 24 Sept. 2015. http://www.teachhub.com/teaching-strategies-authentically-comparecontrast
Fries-Gauthier, Jessica. "Activities for Identifying Similarities and Differences A Sense of
Place Beyond Penguins and Polar Bears." Beyond Penguins and Polar Bears Activities for Identifying
Similarities and Differences Comments. Ohio State University, Mar. 2008. Web. 24 Sept. 2015.
http://beyondpenguins.ehe.osu.edu/issue/a-sense-of-place/activities-for-identifying-similarities-anddifferences

6 Silver, Harvey. "Membership." Section 1: Why Compare & Contrast? ASCD, 2010. Web. 24 Sept.

2015. http://www.ascd.org/publications/books/110126/chapters/Section-1@-Why-Compare-$Contrast.aspx

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Key Considerations/Reflections
Benefits:
C&C has many real-world applications for decision making (such as buying a car or
choosing a political party).
Enhances student understanding.
Flexibility to be teacher or student directed.
Generally relevant through 4 levels of Bloom's taxonomy up to analysis.
Increases comprehension and memory.
Drawbacks:
Highly structured C&C activities may discourage creativity if the goal is that all
students come up with the same similarities and differences.
Assumptions:
Assumes that students are able to to use and interpret charts, diagrams, and matrixes.
Teachers can help students acquire this skill through targeted lessons on it and
frequent use in weekly work.
Relies on a certain base level of understanding so that students can effectively
compare and contrast information. It's important to note that students do acquire
some of this understanding as they engage with the activity.

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Compare and Contrast

Diagrams78

7 "Graphic Organizers Compare and Contrast." Graphic Organizers Compare and Contrast. Education

Oasis, 2012. Web. 24 Sept. 2015.

http://www.educationoasis.com/curriculum/GO/compare_contrast.htm
8 "Compare/Contrast Matrix Graphic Organizer." Teachers Pay Teachers. Teacher Synergy, n.d. Web.
24 Sept. 2015. https://www.teacherspayteachers.com/Product/CompareContrast-Matrix-GraphicOrganizer-369177

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Centres

910

Independent Learning- Students work independently, sometimes at their

own rate, on self-selected topics/assignments.

Explanation
Areas of the classroom that allow students to engage in specific learning objectives though a
variety of media such as books, manipulatives, craft supplies, computer technology, or other
media. Students learn by going through the activities or completing an assignment at the
centre, either individually or in a small group.
Works particularly well with elementary age students, although it can be structured to work
with higher grades as well.
Its important that centres have well understood rules, including clear student understandings
of what they are supposed to do at the centre. Its a good idea to post rules and objectives in
the classroom and go over them frequently. Students can help come up with the rules.
Teachers need to make decisions about the centre beforehand, including what theyll each be
called, how long theyll be open, and how often students will rotate centres.

Key Considerations/Reflections

Benefits:
Allows the teacher to work with groups of students who need additional assistance
while others work more or less independently
Encourages students to ask each other (those at the centre) for help before going to
the teacher (interdependence)
Flexible: students may engage in a variety of learning techniques, both hands-on and
hands-off, at their own or the teacher's discretion
Could be used to address multiple levels of Blooms taxonomy
Can be focused on a topic or encourage students to build connections among many
topics
Students have some flexibility to choose their own pace
Students can self-monitor

9 "A New Approach to Learning Centres." Scholastic. Scholastic, n.d. Web. 24 Sept. 2015.

http://www.scholastic.com/teachers/article/new-approach-learning-centers
10 Fredricks, Anthony. "Learning Centers." : Tips & Advice for Teachers (Grades K-12). Alpha Books,

2005. Web. 24 Sept. 2015. https://www.teachervision.com/learning-center/newteacher/48462.html?

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Drawbacks:
Requires extensive preparation on behalf of the teacher.
Requires sufficient classroom space.
Division of students may make it more challenging for teachers to ensure everyone is
on task.
Assumptions:
Assumes that there is enough space and resources in the school for setup and
execution.
Since centres are time-consuming to set up, this strategy assumes that teachers have
enough time to prepare them.

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Essays

1112

Independent Learning- Students work independently, sometimes at their

own rate, on self-selected topics/assignments.

Explanation
An essay is a piece of writing intended to express the opinion of the author in a way that is
more so direct than interpretive. They can be analytical, speculative, or interpretive.
Essays can take a number of formats such as the classic 5 paragraph essay (intro, 3 body
paragraphs that each detail an argument, conclusion), or they may take the form of a photo
essay.
Teachers have flexibility to make essay criteria highly specific or allow students to choose
their own direction. Essays can be informative on a topic, but are more often a way for
students to develop their writing skills.
Generally essays are a skill best used with students who have already developed some
writing skills, although photo essays may be used with earlier grades.

Key Considerations/Reflections

Benefits:
Help develop critical thinking and persuasion skills
Encourage students to think about an issue or topic in depth, from many perspectives
before choosing an angle to write from
May help prepare students for higher education
Written essays are a hands on way for students to learn about and practice their
writing skills

11 "Essay." Dictionary.com. Dictionary.com, n.d. Web. 24 Sept. 2015.

http://dictionary.reference.com/browse/essay
Eaton, Sarah. "Why Do We Make Our Students Write Essays?" Literacy Languages and
Leadership. Wordpress, 13 Sept. 2012. Web. 24 Sept. 2015.
https://drsaraheaton.wordpress.com/2012/09/13/why-do-we-make-our-students-write-essays/

12

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Drawbacks:
Written essays rely heavily on written language skills
Since essays often call the author to take a particular stance on an issue, students
need to be taught how to write from one side of an issue
Often viewed as adhering more to old paradigm thinking
Photo essays may be challenging to interpret
Photo essays could infringe on copyright issues
Teaching students essay writing skills takes time and practice. The process of essay
writing may also be time consuming for students.
Assumptions:
Assumes that students have a good grasp or are able to acquire one of the material
they intend to write about.
Assumes that students are able to organize information logically. This may require
teacher support through lessons, practice, and feedback.

Jessica Plant

Oct 2, 2015- Revised Nov 2, 2015

Flipped Classroom1314
Indirect Instruction- Teacher establishes the learning situation, students
determine the direction/outcome.

Explanation
Students receive the lecture at home-- typically via the teacher recording a video of it-- then
come to class to work on their related assignments.
Students could prepare a list of questions that they had during the lecture.
Flipped classrooms allow students to seek help from the teacher when they're working on
assignments, rather than being unable to reach this help when such assignments are
homework. Students take in the lectures at their own pace and then utilize class time to
complete their work.
Explanation with penguins: https://www.youtube.com/watch?v=iQWvc6qhTds#t=95

Key Considerations/Reflections

Benefits:
Differentiated learning
Students can control the pace of lectures
Teachers may give different lectures and assignments to different students
Teachers can focus on helping students with their work
More opportunity for practice and deeper understanding
Ability to review the lecture as necessary
Drawbacks:
Parents might perceive teachers as lazy
If a student is unable to view the lecture, they'll get behind
Differentiated learning
Teacher may need to put more effort into developing individualized learning plans
Students moving at a different pace may need time to make up additional learning

13 Media Core. "Flipping the Classroom: Explained." Media Core. YouTube, 2012. Web. 24 Sept. 2015.

https://www.youtube.com/watch?v=iQWvc6qhTds#t=95
14 Teach Like This. "How to Do a Flipped Classroom - TeachLikeThis." Teach Like This. YouTube, 15

Oct. 2013. Web. 02 Oct. 2015.https://www.youtube.com/watch?

v=75brIetw63c&index=18&list=PLbn3NIqgtZPy3sAipTv4DOTDdEg_2EW33

Jessica Plant

10

Oct 2, 2015- Revised Nov 2, 2015

Assumptions:
Assumes that students are able to access the internet or a device that can play a
recording of the lecture.
Assumes sufficient technological competence on behalf of the teacher to produce
recorded lectures.
Students need to have sufficient time each night to view the lecture and prepare for
the following day.
Assumes that students will attend class after viewing a lecture. Students with low
attendance may struggle with this strategy.

Jessica Plant

11

Oct 2, 2015- Revised Nov 2, 2015

Concept Mapping1516
Indirect Instruction- Teacher establishes the learning situation, students
determine the direction/outcome.

Explanation
A concept map is a visual organizer that can help students think about the connections
between concepts.
Students determine the major concepts of a particular topic, illustrate them with words,
pictures, or both, and then use lines or arrows to connect relevant pieces together
Teachers should help students define vocabulary words that may be used on the map.
Teachers should also engage the class in modelling examples of mapping strategies.
Concept maps are a great way to help students track their understanding of content.
Students should have the option to add to their map as learning progresses or create new
maps to reflect new understandings.
Lucid Chart is an online concept mapping resource:
https://www.lucidchart.com/pages/landing/concept_map_maker?
utm_source=google&utm_medium=cpc&utm_campaign=concept_map_maker_canada&gclid
=CKf77sXCo8gCFRNrfgoduBAH7g

Key Considerations/Reflections

Benefits:
Enhance comprehension and understanding
Helps organize information
Easy to construct
Can help ESL students or students with other learning challenges visualize concepts
and communicate in a way that does not rely solely on written or spoken language
Helps students think about why they made certain connections

15 "Concept Maps." Reading Rockets. Reading Rockets, n.d. Web. 24 Sept. 2015.

http://www.readingrockets.org/strategies/concept_maps
16
Chan C.(2009) Assessment: Concept Map, Assessment Resources@HKU, University of Hong
Kong [http://ar.cetl.hku.hk]: Available: Accessed: Web. 24 Sept. 2015

Jessica Plant

12

Oct 2, 2015- Revised Nov 2, 2015

Drawbacks:
Students need to be taught how to clearly communicate using a concept map
Teachers generally need to know the rationale behind why students made particular
connections in order to completely assess learning. Evaluating the map without this
additional insight is not effective assessment. Teachers may require students to write
an explanation to go along with their maps, or present maps orally so that they can
explain their choices.
Assumptions:
Assumes a certain level of understanding of topics so that students are able to make
relevant connections. It should be noted that students will acquire a deeper
understanding as they go through the activity.
Assumes that students have sufficient motor and communication skills to be able to
create a map, or access to support so that someone can help them make one. For
example, a student who uses a communication book may need additional support or
find the activity particularly challenging, depending on their specific circumstances.

Jessica Plant

13

Oct 2, 2015- Revised Nov 2, 2015

Concept Maps

17

17 Sobolevski, Andrei. "Example: Scientific interactions." Scientific Interactions. Texample, 25 Jan.

2010. Web. 24 Sept. 2015. http://www.texample.net/tikz/examples/scientific-interactions/

Jessica Plant

14

Oct 2, 2015- Revised Nov 2, 2015

Simulations

18

Experiential Learning- Students learn by doing/experiencing authentic or

simulated situations.

Explanation
Can take the form of a game, role play, or an activity that acts as a metaphor.
Students take on the positions of different actors relative to a topic or scenario and then act
as participants in that scenario.
Example forms:
Predator/prey game
United Nations debate
Typically requires extensive preparation: students need to understand the procedures before
beginning, and have a strong grasp of their role.
After the simulation, a debrief session is required to reign in focus, establish comprehension,
and reflect.

Key Considerations/Reflections

Benefits:
Promotes critical and evaluative thinking (thinking in the higher levels of Bloom's
taxonomy), encourages students to think about the implications of a scenario
Situations feel real and are therefore more engaging
Can reinforce other skills, such debating, research, problem-solving, teamwork
Drawbacks:
Assessment is more challenging
Students may become distracted by how engaging the simulation is and lose sight of
learning goals (especially if competition is a factor). Teachers may attempt to maintain
a fast pace to keep everyone on track, or motivate students by reminding them that
their behaviour and contributions are being marked.
Simulations that focus on debate may be more challenging for ESL students.

18 "Simulations." Teaching.UNSW. University of New South Wales, n.d. Web. 24 Sept. 2015.

https://teaching.unsw.edu.au/simulations

Jessica Plant

15

Oct 2, 2015- Revised Nov 2, 2015

Assumptions:
Assumes that students are able to grasp the concept of role-play and are capable of
taking on perspectives different from their own.
Assumes the ability to make a certain time commitment: in-class simulations may take
more than a class period or even a whole day.
Assumes a certain degree of responsibility on behalf of the students to behave
appropriately and not take the role-play too far.
Assumes a certain degree of communication skills so that students are able to be
engaged in the activity by understanding what's going on and contributing to the
activity.

Jessica Plant

16

Oct 2, 2015- Revised Nov 2, 2015

Field Trips

1920

Experiential Learning- Students learn by doing/experiencing authentic or

simulated situations.

Explanation
Generally take the form of an excursion to somewhere outside of the classroom. However
with technological developments, teachers may also take students on virtual field trips using
web resources.
Field trip options may include:
A wetland or provincial park
Science centres
Museums
Fire station
The zoo
Virtual field trips may go further and allow students to learn about remote locations. Teachers
can use pre-made virtual trips or create their own. Some examples:
Outer space
Antarctica
The circulatory system
Field trips require thorough preparation, including communication with school administration,
parents, and site representatives. Field trips may also require additional supervisors (staff or
parents). Teachers and students both need to have a good grasp of what will happen on the
field trip. Teachers should ensure that there is access to a number of things on the trip,
potentially including: first aid supplies, snacks or meals, appropriate clothing, sun protection,
documentation devices (ie. camera or video camera) plus the waivers signed to use these
devices. Teachers may delegate responsibility for ensuring that students have these items to
parents (or to students themselves if they're older), however teachers are still responsible for
thinking ahead and creating the list of potential supplies.

19 Steel-Carlin, Sherril. "Get Outta Class With Virtual Field Trips." Education World:. Education World,

29 Oct. 2014. Web. 02 Oct. 2015. http://www.educationworld.com/a_tech/tech/tech071.shtml

20 Pickering, Jeff. "An Effective Teaching Strategy: Field Trips." Nipissing University. Nipissing

University, n.d. Web. 24 Sept. 2015. http://www.nipissingu.ca/education/jeffs/worddocs/field_trips.doc

Jessica Plant

17

Oct 2, 2015- Revised Nov 2, 2015

Teachers may also need to prepare pre, during, and post trip exercises to effectively
incorporate knowledge gained on the trip (including activities to do en route to and from the
destination). These activities could include checklists of things to watch out for or worksheets
to fill in. Teachers may also opt to have students create a KWL that includes questions that
they could ask experts while on the trip, and review these as a class. En route activities may
be directly related to the field trip or more related to entertainment purposes. Post trip
activities could include class discussions and projects related to the trip. Teachers should also
work to set behavioural guidelines and effective transition strategies.

Key Considerations/Reflections
Benefits:
Helps students form a connection between theory and reality
Usually exciting and engaging for students
Allows the class to meet and interact with experts at the site
Engages all 5 senses
Caters to hands on learners
Virtual: Chance to explore an inaccessible location
Virtual: Doesn't require leaving the school, and thus safer
Drawbacks:
Extensive preparation required
Extra caution needed to ensure students are kept safe outside the classroom
Without clear expectations and excellent class management skills, focus can be drawn
away from learning opportunities
Trips may not have a lot of flexibility for learners with specific needs such as ESL
learners, students with mobility issues, or other students whose needs cannot be
accommodated
Virtual: Not as hands-on as a trip outside of the school
Virtual: May still be restrictive in catering to ESL students dependent on resource used
Assumptions:
Field trips often require some form of access to funding.
Assumes the ability for teachers to commit their time to planning, and that students
are able to take time out of their regular school schedule to attend. If students are in
multiple classes, coordination may be required so that they don't miss anything.
Virtual: Access to technology.

Jessica Plant

18

Oct 2, 2015- Revised Nov 2, 2015

Cooperative Learning

21

Interactive Instruction- Students work with each other and/or the

teacher.

Explanation
Cooperative learning places students, typically of mixed ability, into groups to complete a
particular task. It seeks to develop students' ability to work in a group and teach them how to
work effectively with others.
Successful group work requires set up:
Students should be taught basic principles of working in a group such as turn taking,
inclusion, and how to act in their role within the group
Students also need to feel comfortable and respected by their peers
Practice: Teachers should do assignments that target having students practice
cooperative learning.

Key Considerations/Reflections
Benefits:
The ability to work with others often comes into play in the real world. Students learn
the skills necessary to do so.
Develops communication skills
Builds confidence by giving students roles and responsibilities for their own learning
and that of others
Drawbacks:
Challenging to ensure that all students are participating equally.
Students do not always favour group work
Peer relations may come in the way of learning objectives
Assumptions:
When teachers place students into groups, this strategy assumes that the teacher has
somewhat of an understanding of the dynamics that could affect a group such as
student abilities and social relationships.
Assumes that students do not have behavioural issues that could affect the safety of
other group members. Depending on the extent of the issues, teachers could set up
guidelines for the student and group members to self monitor, and provision to provide
additional supervision and guidance.
21 "Cooperative Learning." : Teaching Strategy (Grades K-12). Teacher Vision, n.d. Web. 24 Sept.

2015. https://www.teachervision.com/pro-dev/cooperative-learning/48531.html

Jessica Plant

19

Oct 2, 2015- Revised Nov 2, 2015

22

Brainstorming

Interactive Instruction- Students work with each other and/or the

teacher.

Explanation
The focus of brainstorming is to get ideas flowing and to have students build off of each
other's ideas.
Nearly all ideas are accepted (unless they cross the boundaries of appropriate behaviour).
Ideally there should be no criticism of any idea.
Teachers can use brainstorming to pose a question or introduce a topic.
Brainstorming can take a number of forms such as lists, charts, webs. It requires someone to
facilitate the activity (such as a teacher or group leader) and the materials needed to record
ideas (big paper, pens, whiteboard, etc)

Key Considerations/Reflections

Benefits:
Helps focus students' attention
Generates ideas
Encourages students to respect each other
Allows teachers to assess prior knowledge
Brainstorming can take the form of words as well as images
Drawbacks:
Students may be reluctant to share their ideas, especially if they have trouble speaking
in front groups due to anxiety and/or language barriers
Students may need help finding the balance between being creative and staying on
track
Assumptions:
Assumes that students are in control of any issues that may make sharing
uncomfortable for them, such as public speaking anxiety.
Generally requires all participants to have a degree of knowledge on the subject so
that they are able to participate.
Assumes the ability to find a common means of communication among participants.
22 Baumgartner, Jeffrey. "The Step by Step Guide to Brainstorming." Step by Step Guide to

Brainstorming. CreativeJeffrey, 2012. Web. 24 Sept. 2015.

http://www.creativejeffrey.com/creative/brainstorming.php

Jessica Plant

21

Oct 2, 2015- Revised Nov 2, 2015