Top 10 Teaching Strategies to Use in Your Classroom

A teaching strategy is the method you use to convey information to your students.
There may be a particular strategy that works well with your group of students one year that
won’t work with your students the next year. Because of this, it’s important to have lots of
teaching strategies in your toolbox. Here are some of the top ideas for you to use.
Institutions of higher learning across the nation are responding to political, economic,
social and technological pressures to be more responsive to students' needs and more
concerned about how well students are prepared to assume future societal roles. Faculty are
already feeling the pressure to lecture less, to make learning environments more interactive,
to integrate technology into the learning experience, and to use collaborative learning
strategies when appropriate.

1. Modeling
After telling students what to do, it’s important to show them exactly how to do it.
Model how you expect them to complete an assignment, so they understand what they’re
supposed to do. This will help your students who are visual learners, too.

2. Mistakes
If you’ve ever accidentally spelled a word wrong on the board, you know that students
love to identify mistakes. When you’re teaching a new skill, make an example riddled with
mistakes. Let students practice the skill by identifying and fixing the mistakes for you.

3. Feedback
Students don’t always know if they’re doing a good job without you telling them so.
Regularly provide written or verbal feedback for individual or group assignments.
Also, it can be beneficial to turn the tables sometimes. Let the students provide you feedback
to tell you how you’re doing, too.

4. Cooperative Learning
Students learn effectively when they’re working together. Plan activities that require
students to work together and learn from one another. In the process, they’ll also learn critical
thinking skills, communication skills, problem solving skills, and more.

Cooperative Learning is a systematic pedagogical strategy that encourages small groups

of students to work together for the achievement of a common goal. The term 'Collaborative
Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate
strategy that encompasses a broader range of group interactions such as developing learning
communities, stimulating student/faculty discussions, and encouraging electronic exchanges
(Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in
the learning process.
5. Experiential Learning
Students learn by doing, so create experiences for them to see the concepts in action.
Let them practice the concepts in a safe environment. Then, they should reflect on the
experience and discuss what they learned from it. Activities that you could do for experiential
learning include games, experiments, or simulations.

6. Student-Led Classroom
When students get to be the teacher for the day, they learn things that they wouldn’t
have learned otherwise. You could have students team teach or work in groups to teach a new
topic. You’ll find that other students will learn from their peers’ unique take on the subjects,
too.

7. Class Discussion
Another way for students to teach each other is through class discussions. As students
take turns discussing the subject, you can assess their knowledge and discover which students
grasp the concepts and to what extent.

8. Inquiry-Guided Instruction
By asking questions and working together to solve the problems, students get to be
involved in the learning process. The class can work together to determine the answer and
report it. As students do the work to discover the answers on their own, they remember the
concepts better and more fully.

9. Lesson Objective Transparency

Rather than letting your students figure out what they should be learning on their own,
just tell them. Clearly state your lesson goals or objectives. You could announce it in class or
write it on the board. Just make it simple and clear for all of your students to understand.
Then, they know what they’re working towards and what they should know by the end of the
class.

10. Graphic Organizers

Graphic organizers summarize the information in a concise manner. Using a flow chart,
Venn diagram, or web, students get to see the information in a new light. This helps them
organize the information in their minds, so they can better grasp the new concepts.

11. Case Method

Providing an opportunity for students to apply what they learn in the classroom to real-
life experiences has proven to be an effective way of both disseminating and integrating
knowledge. The case method is an instructional strategy that engages students in active
discussion about issues and problems inherent in practical application. It can highlight
fundamental dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.
12. Active Learning
Meyers and Jones (1993) define active learning as learning environments that allow
students to talk and listen, read, write, and reflect as they approach course content through
problem-solving exercises, informal small groups, simulations, case studies, role playing, and
other activities -- all of which require students to apply what they are learning (p. xi). Many
studies show that learning is enhanced when students become actively involved in the learning
process. Instructional strategies that engage students in the learning process stimulate critical
thinking and a greater awareness of other perspectives.

Although there are times when lecturing is the most appropriate method for
disseminating information, current thinking in college teaching and learning suggests that the
use of a variety of instructional strategies can positively enhance student learning. Obviously,
teaching strategies should be carefully matched to the teaching objectives of a particular
lesson. For more information about teaching strategies, see the list of college teaching
references in Appendix N.

13. Integrating Technology

Today, educators realize that computer literacy is an important part of a student's
education. Integrating technology into a course curriculum when appropriate is proving to be
valuable for enhancing and extending the learning experience for faculty and students. Many
faculty have found electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others use list serves or on-line notes
to extend topic discussions and explore critical issues with students and colleagues, or
discipline- specific software to increase student understanding of difficult concepts.

14. Distance Learning

Distance learning is not a new concept. We have all experienced learning outside of a
structured classroom setting through television, correspondence courses, etc. Distance
learning or distance education as a teaching pedagogy, however, is an important topic of
discussion on college campuses today. Distance learning is defined as 'any form of teaching
and learning in which the teacher and learner are not in the same place at the same time'
(Gilbert, 1995).

15. Buzz Groups

Allows total participation by group members through small subgroups of participants,
followed by discussion among the entire group. When Used: Use in conjunction with other
group methods when participation from every group member is desired.

16. Panels
A discussion in conversational form among a selected group of persons with a leader, in
front of an audience that joins in later. When Used: As a technique to stimulate interest and
thinking, to provoke better discussion.
17. Symposia
A discussion in which a topic is broken into various parts. Each part is presented by an
expert or well-informed person in a brief, concise speech. When Used: When you want to
transmit specific information. Procedure: The facilitator meets with three or four group
members and plans an outline. The participants are introduced and give reports. The group
questions the speakers. At the end of the discussion, the facilitator summarizes the main
issues

18. Debates
A pro-and-con discussion of a controversial issue. The objective is to convince the
audience rather than display skill in attacking the opponent. When Used: When discussing a
controversial issue on which there are fairly definite opinions on both sides to bring these
differences out in the open in a friendly manner.

19. Concentric Circles

A small circle of group members forms within a large circle. The inner circle discusses a
topic while the role of the outer circle is to listen. The discussion is then reversed. When Used:
As a technique to stimulate interest and to provoke good discussion. It is especially good to
get more response from a group that is slow in participating.

21. Phillips 66
A spontaneous method where six people express their opinions for six minutes. When
Used: To add spice and variety to methods of presentation. Procedure: Participants first define
the topic of discussion. The facilitator selects six people and allows them six minutes for
discussion.

22. Role Playing

The spontaneous acting-out of a situation or incident by selected individuals. When
Used: As a basis for developing clearer insights into people's feelings, and the forces in a
situation that facilitate or block good human relations.
23. Picture Making
A way of bringing out ideas or principles on a topic by means of simple illustrations
made by group members on a blackboard or large chart paper. When Used: As a technique to
stimulate interest, thinking, and participation. Very good for flowcharts and models.
24. Brainstorming
Technique of creative thinking in which group members think about a problem or topic
and express their ideas. When Used: To get new ideas and release individual potential in
thinking about ideas.
25. Guest Speakers
A way of bringing new ideas and people into the classroom. When Used: When
someone other than the facilitator is an expert in a field and is available for guest
appearances.
26. Team Teaching
A way of bringing new ideas and people into the classroom. Similar to guest speakers,
but the speaker is involved in the class for more than one session. When Used: When two or
more facilitators can effectively combine their interests and areas of expertise, and share the
class time and work.
27. Socratic Method
A dialogue in which the leader asks leading questions of the group. When Used: To vary
the routine of a regular class and when class participation is desired.
28. Case Studies
An actual account of a particular incident and/or problem is presented to the class. How
the matter was resolved is included. When Used: When a specific example is the best means
of illustrating a topic. This method is often used to supplement traditional lecture approaches
to a topic. Can be used to synthesize ideas and apply theory to practical problems.
29. Tutoring
A tutor guides a student, usually individually, in a particular subject or for a certain
purpose. This allows interaction with students who in large settings are uncomfortable about
asking questions and seeking clarifications. Independent studies entail use of this teaching
method.
REFERENCES:

http://www.gmu.edu/resources/facstaff/part-time/strategy.html

https://magoosh.com/praxis/top-10-teaching-strategies/

http://kumu.brocku.ca/twiki/Teaching_Methods_and_Strategies