Topic 2: Teaching and Learning strategies

Design and Development of Pedagogical Models

Unit 1. - Design of pedagogical models

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.

Se lo utilizará únicamente con fines educativos.

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.

Se lo utilizará únicamente con fines educativos.

 TABLA DE CONTENIDO

TOPIC 2: TEACHING AND LEARNING STRATEGIES .......................................................................... 5

Subtopic 1:.............................................................................................................................................. 6
Teaching strategies. .............................................................................................................................. 6
Types of teaching and Learning Strategies ........................................................................................ 6
Visualizing (Guided Comprehension) ................................................................................................... 6
Cooperative Learning ............................................................................................................................ 7
Inquiry – Based Instruction .................................................................................................................. 7
Cooperative Learning and Differentiation ........................................................................................... 8
Behavior management & Professional development ......................................................................... 8
Subtopic 2:.............................................................................................................................................. 8
Importance of learning outcomes strategies. .................................................................................... 8
Learning outcomes ................................................................................................................................ 8
Subtopic 3:.............................................................................................................................................. 9
Apply of Instructional strategies. ......................................................................................................... 9
Subtopic 4:.............................................................................................................................................. 9
Types of Instructional strategies. ........................................................................................................ 9
Cooperative Learning ............................................................................................................................ 9
Group discussion .................................................................................................................................. 10
Independent Study .............................................................................................................................. 10
Portfolio Development ......................................................................................................................... 10
Journals and Learning Logs ................................................................................................................ 10
Role-Playing .......................................................................................................................................... 10
Brainstorming ....................................................................................................................................... 10
Cognitive Organizers ........................................................................................................................... 10
Literature Response............................................................................................................................. 11
Service Learning................................................................................................................................... 11
Issue-Based Inquiry............................................................................................................................. 11
 COMPETENCIAS Y RESULTADOS DE APRENDIZAJE

Competencias Específicas

Se espera que a través de los temas estudiados en la presente Unidad; los

estudiantes logren las siguientes competencias:

✓ Competence 1
Ability to identify Teaching strategies.
✓ Competence 2
Identify the importance of the technology in the classroom.
✓ Competence 3
Recognize the benefits of the application of different strategies.

Resultados de Aprendizaje

Se espera que a través de los temas estudiados en la presente Unidad; se logre

alcanzar el siguiente Resultado de Aprendizaje:

Learning outcome 1: Demonstrate understanding of the different teaching and

learning methods and strategies to be applied in the classroom.

Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su

comprensión:

✓ Topic 1: Methods, means and trajectories.

✓ Topic 2: Teaching and learning strategies
 DESARROLLO DEL CONTENIDO DEL TEMA 1

TOPIC 2: TEACHING AND LEARNING STRATEGIES

Topic 2: Teaching and Learning Strategies.

Topic 2
Teaching and Learning Strategies

Subtopic 4: Subtopic 1:
Types of Instructional strategies. Teaching strategies.

Subtopic 3: Subtopic 2:
Apply of Instructional strategies. Importance of learning outcomes strategies.

Figure 1. Topic 2. Teaching and Learning Strategies

Objetivo
Promote the application of educational pedagogical models through systems, values, dimensions and
effective relationships between students and teachers.

Introducción
One of the teacher's interests has been the search for active methods focused on teaching-learning to
be incorporated in the classroom; that is, traditional methods served as a starting point in the
educational process. However, they did not respond to the needs of those involved, since they limited
the development of abilities, skills and self-learning of students. This situation resulted in concentrating
on the student. It is understood that focusing on the teacher refers to the communication or transmission
of knowledge to students, considered strategies, skills, techniques, resources and a collaborative and
cooperative environment that lead to the development of skills and understanding of students.

With the use of technological tools, the teacher's role is not only to be a facilitator, but also involves
aspects that promote cooperative and collaborative group or individual work, supporting the student
and providing the motivation they need for the construction of learning.
 DESARROLLO DE LOS SUBTEMAS DEL TEMA 2

Subtopic 1: Teaching strategies.

Types of teaching and Learning Strategies

There are many types of teaching and learning strategies which are applied to develop the different skills
(Crawford, A.; Saul, W.; & Mathews, S., 2005, p. 9).
Strategies are methods that teachers use as a necessary tool in the teaching-learning process, in order
to allow students to acquire knowledge in an assertive, participatory and cooperative way, developing
practical activities to improve students' abilities and skills. Therefore, the teacher must previously select
the strategies to be used according to the topic to be discussed and essentially considering the group of
students (Goodwyn, 2005, p. 30).

Visualizing (Guided Comprehension)

Regarding to the visualization topic, it is defined on a Website Reading strategies and how to teach them
as:
“Visualization is the reading strategy that helps your students create a picture
in their head of what they’re reading. It’s almost as if your students are making
videos or movies in their heads, all built from their background knowledge, their
imagination, and the content of the text. And based on their past experiences,
their imagination, and how they interpret what they read, different students
can picture different things from the same text” (Literacy, 2018).

Create a
picture

Use
imagination Visualization

Positive
effects
Figure 1. Visualization (Guided Comprehension)

In the following paragraph, the authors contribute on this point:

“Visualization takes note of that students who are exceedingly has positive state
of mind on reading will read and keep on reading additional time. Through
visualizations, students can increase considerably more information. Having
 pictures and learning other writing in a roundabout way improved students to
take in the assorted variety of culture in the writings” (Moriyanti; Muna, H.; &
Mutia,N., 2019).

Cooperative Learning

In a research, the authors described below highlighted the following contribution:

“Vygotsky (1983) highlighted the sequential relationship between CL and

independent learning by indicating that what children can do together today,
they can do unaided tomorrow. This statement summarizes how collaborative
effort may forge an independent learning experience, yet it is essential to
indicate that the learning autonomy does not necessarily mean that the future
of CL is the formation of isolated learners” (Sadiq, A. & Khayal, A., 2019, p. 2).

In cooperative learning, the teacher establishes work groups that lead to the active participation of
students, delegating roles, providing support, encouragement and confidence for academic improvement
and for the development of interpersonal relationships (Cornelius, B. Aglazor, G. & Odey, C., 2016).

Inquiry – Based Instruction

There are many definitions about Inquiry-Based Instruction, such as:

“Inquiry-Based instruction often represents a new, different, and complex
classroom situation for teachers and students. Both need the time to gradually
make a transition from the more classical confirmation type activities and
lectures, to more open-ended activities characteristic of Inquiry-Based
instruction. The key point is to make teaching changes slowly, not continuing
on with something new until teacher and students alike feel comfortable”
(Colburn, 1997).

The importance of the Inquiry-Based instruction is observed in the development of the imagination and
fantasy (Dostál, 2015, p. 63).
Inquiry-Based Instruction
Inquiry-based instruction is a reflective activity of a given
topic centered on inquiry.
Students
Recognition of the existence of the conflict and the need
for its active solution.
Teachers
Management of conflict situations that activate
students' cognition.

Figure 2. Inquiry-Based Instruction

Cooperative Learning and Differentiation

In this point, the authors Sadiq and Khayal made a clear contribution:
“Learners’ preference and learning readiness may closely be connected with
kinds of intelligences, such as linguistic, mathematical, spatial, musical,
kinesthetic, naturalist, interpersonal, and intrapersonal. It becomes very
interesting when students’ individual differences and preferences are
accommodated each other, since, tailoring instruction enhance more accessible
for teachers to better attend to students” (Sadiq, A. & Khayal, A., 2019).

Behavior management & Professional development

Behavior management is applying with strategies to help students to get professional development which
is argued by the authors Oliver & Reschly (2007):

“Teacher preparation programs and school systems address challenges facing

new teachers in creating a positive classroom context. This goal can be
accomplished by providing content and supervised experience related to the
components of classroom management outlined in the Classroom Organization
and Behavior Management, which requires a comprehensive approach,
including structuring the school and classroom environment, employing active
supervision of student engagement, implementing classroom rules and
routines, enacting procedures to encourage appropriate students' behavior” (p.
13).

Subtopic 2: Importance of learning outcomes strategies.

Learning outcomes
These skills should be acquired by the students of a particular assignment or program. The next paragraph
involves authors’ point of view:
“Learning outcomes demand a very important role since they are indicators of
the analytical program, which have a clear idea of what it is intended to achieve.
These results must be recorded before the start of the course to know and
verify if the course is perfectly designed. Accordingly, the teaching context, the
learning activities and the evaluation scheme to be used to initiate and fulfill
this process are identified” (Mahajan, M. & Sarjit, M., 2017).
Learning outcomes should be centered on the following factors:
✓ Knowledge: Regarding the topic, familiarity, understanding of the topic, detail, general information,
descriptions, observations, the same that are acquired through experience or education when
discovering or learning (Mahajan, M. & Sarjit, M., 2017).
The most used words are list, recognize, define, etc.
✓ Cognitive: In the cognitive aspect, usually include skills that allow conflict resolution.
Words used: described, explain, recognize, etc., (Mahajan, M. & Sarjit, M., 2017).
✓ Practical: What is the strategy to carry out this type of experiment? What are the advantages and
disadvantages of learning outcomes? Words used: established, implement, etc., (Mahajan, M. &
Sarjit, M., 2017).
✓ Generic skills: Techniques for solving problems are highlighted, keys to learning.
Word used: studied, compare, etc., (Moriyanti; Muna, H.; & Mutia,N., 2019).

Objective: Consolidate the topic discussed in class and work

Closure
Comments on doubts about the class.

Subtopic 3: Apply of Instructional strategies.

To achieve the learning objectives, teachers should think about incorporating various instructional
activities that allow students to develop their abilities and skills; that is, the key is the application of
instructional strategies linked to the contents of the subject design. There are a variety of instructional
activities, the most relevant being:

Discussions

Task and
Practice

Writings

Study of
Case

Projects

Figure 3. Instructional Strategies

Instructional strategies are techniques that contribute significantly to the learning process of
students, since they facilitate their selection for the fulfillment of tasks. Teachers should guide
students to the use of question and answer sessions or different participation activities, in order
to improve social communication in the classroom (Education, Alberta, 2005, p. 86).

Subtopic 4: Types of Instructional strategies.

There are a variety of instructional strategies, among which are:

Cooperative Learning

It is a strategy which involves students working in small groups, using collaborative, prosocial behavior
to complete tasks or projects. Activities are structured so that each group member contributes to the
task, and success is based on group performance rather than the individual’s performance (Education,
Alberta, 2005, p. 106).

Group discussion

They are an integral part of the students' skills and essential in the analysis and discussion of a problem,
since it creates a lot of motivation and interest among the participants, allowing debate for the expression
of new ideas and conclusions on the subject of discussion (Education, Alberta, 2005, p. 109).

Independent Study

It is an individual strategy that allows students to select a focus topic, define the problem and generate
questions, analyze information, apply skills and abilities in creating resources to present the knowledge
acquired. However, this strategy works best with students who have a high command of research skills
(Education, Alberta, 2005, p. 104).

Portfolio Development

Portfolios are a good tool for organizing all kinds of student work so that they can bring together and
illustrate the process of learning achievement. This allows to constantly collect and reflect on academic
performance and self-evaluation in accordance with academic content. It should be considered that,
portfolio's process has four steps: collect, select, reflect, and share (Education, Alberta, 2005, p. 112).

Journals and Learning Logs

Journals allow students to explore ideas and clarify their thoughts, being useful in the curriculum because
they help students reflect on what they have just learned. Learning Logs are two strategies that reinforce
reflective teaching and student learning for the construction of knowledge for themselves (Education,
Alberta, 2005, p. 112).

Role-Playing

It is a spontaneous performance of situations, without costumes or scripts. Previously the teacher

presents the context and the roles are selected. Students have minimal planning time to discuss the
performance topic. At the end of the activity, students have an opportunity to discuss how they felt and
what they learned about that situation (Education, Alberta, 2005, p. 114).

Brainstorming

It is another strategy that helps a diversity of purposes. It can be used to introduce new units of study,
assess knowledge at the beginning or at the end of units, assessment tests, create ideas for writing or
projects, solve problems or make decisions (Education, Alberta, 2005, p. 108).

Cognitive Organizers
They are formats for organizing information and ideas graphically. Cooperative learning groups make
student thinking audible, and cognitive organizers make student thinking visible (Education, Alberta,
2005, p. 115).

Literature Response

This strategy help students to examine ways to connect with the story and the characters, to explore
ideas and beliefs, to develop problem-solving skills, and to incorporate useful strategies for the future
(Education, Alberta, 2005, p. 125).

Service Learning

It is a strategy which integrates community service with academic study to enrich learning. Teachers find
ways to use the activities like projects, giving motivation to achieve students’ goals (Education, Alberta,
2005, p. 128).

Issue-Based Inquiry
It is used to help students to develop abilities to think clearly and make decisions about them (Education,
Alberta, 2005, p. 130).

Cooperative Learning

Group discussion

Independent Study

Portfolio Development

Journals and Learning Logs

Role-Playing

Cognitive Organizers

Literature Response

Service Learning

Issue-Based Inquiry
Figure 4. Types of Instructional Strategies
Source: (The Health of the Matter character and citizenship Education in Alberta School, 2005)
https://open.alberta.ca/dataset/7ce67821-e0f4-4ff6-b1af-5b4b60aa1273/resource/f4e3fe98-b92a-41bd-b689-
e2b342e8929f/download/2005-heart-matter-character-citizenship-education-alberta-schools.pdf

Conclusion
In this section it was studied the most common instructional strategies applied on learning English.
Objective: Consolidate the topic discussed in class and work.
Closure
Comments on doubts about the class.
 PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
1. What is the importance of learning outcomes?
Learning outcomes demand a very important role since they are indicators of the analytical program,
which have a clear idea of what it is intended to achieve. These results must be recorded before the
start of the course to know and verify if the course is perfectly designed.
2. Mention at least 4 common Instructional Strategies.
Independent Study
Portfolio Development
Cooperative Learning
Role-Playing
3. What does visualization mean?
This is a reading strategy that helps your students to create a picture in their head of what they’re
reading.
4. Which are the factors on Learning Outcomes?
Knowledge, cognitive, practical, and generic skills.
5. What does group discussion allow?
Group discussions allows debate for the expression of new ideas and conclusions on the subject of
discussion.

MATERIAL COMPLEMENTARIO

Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la información sobre
el tema trabajado, como parte de su proceso de aprendizaje autónomo:

Videos de apoyo:
The Role of Learning Outcomes
https://www.youtube.com/watch?time_continue=10&v=YHbjhcmAYac&feature=emb_logo
Instant Inquiry: Level1, 2, and 3 Questions
https://www.youtube.com/watch?v=7j6BM002ksk

Bibliografía de apoyo:
Lindsay, Cora & Knight, Paul (2011). Learning and Teaching English. Oxford University Press. New York.
Skehan, Peter (2001). A cognitive approach to language learning. Oxford University Press.

Links de apoyo:
https://www.researchgate.net/publication/338697369_VISUALIZATION_AND_COMPREHENSION_Corrob
orating_children%27s_reading_ability
https://files.eric.ed.gov/fulltext/ED543769.pdf
 REFERENCIAS BIBLIOGRAFICAS
References

Colburn, A. (1997). What Teacher Educators Need to Know about Inquiry-Based Instruction. Retrieved
from
https://faculty.sfcc.spokane.edu/InetShare/AutoWebs/judyn/What%20Teacher%20Educators%
20Need%20to%20Know%20about%20Inquiry.pdf

Cornelius, B. Aglazor, G. & Odey, C. (2016). Cooperative Learning Strategy as Tool for Classroom.
Advances in Multidisciplinary Research Journal, 67-76.
Crawford, A.; Saul, W.; & Mathews, S. (2005). Teaching and learning strategies for the thinking
classroom. New York: Library of Congress Cataloging-in-Publication Data.
Dostál, J. (2015). Inquiry-based instruction Concept, essence, importance. Olomouc: Palack´y University,
Olomouc. Retrieved from https://www.researchgate.net/publication/278406129_Inquiry-
based_instruction_concept_essence_importance_and_contribution

Education, Alberta. (2005). The Health of the Matter character and citizenship Education in Alberta School.
Canada: Alberta Learning. Retrieved from https://open.alberta.ca/dataset/7ce67821-e0f4-4ff6-
b1af-5b4b60aa1273/resource/f4e3fe98-b92a-41bd-b689-e2b342e8929f/download/2005-heart-
matter-character-citizenship-education-alberta-schools.pdf

Goodwyn, A. &. (2005). Teaching English. New York: RoutledgeFalmer.

Literacy, C. (2018). Reading strategies and how to teach them: Visualizing . Retrieved from
https://www.csi-literacy.com/blogs/blog/reading-strategies-visualizing

Mahajan, M. & Sarjit, M. (2017). Importance and Benefits of Learning Outcomes. IOSR Journal Of
Humanities And Social Science , 65-67.
Moriyanti; Muna, H.; & Mutia,N. (2019). Visualization and Comprehension: Corroborating children’s
reading ability. Englisia, 26-40.

Oliver, R. & Reschly, D. (2007). Effective Classroom Management: Teacher Preparation and Prefessional
Development. National Comprehensive Center of Teacher Quality. Retrieved from
https://eric.ed.gov/?id=ED543769

Sadiq, A. & Khayal, A. (2019). The Nature of Cooperative Learning and Differentiated Instruction Practices
in English Classes. SAGE Open, 2-17. Retrieved from
https://journals.sagepub.com/doi/pdf/10.1177/2158244019856450