Learning
Theories and Teaching Strategies
The purpose of this web site is to provide teachers with
practical examples and resources to help them meet the instructional needs of
all students and to enable them to progress from dependent to independent
learners. Teachers will develop a community of learners by effectively
balancing major teaching approaches that include:
Definition:
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Teachers
provide opportunities for real-world experiences based on students' prior
knowledge.
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Rationale:
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Brain-based
research suggests that students who engage in real world experiences will
attain and assimilate information effectively because the activities are
meaningful in their day-to-day life experiences.
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Definition:
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A
highly structured, teacher-centered information delivery method that may rely
on drills, repetition, and scripted materials.
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Rationale:
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Provides
the teacher with a framework to impart information.
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Definition:
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Teacher-guided
cooperative learning that facilitates student interaction.
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Rationale:
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Strengthens
students' ability to retain information through social interaction involved
with cooperative learning within socially appropriate norms.
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Definition:
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Teacher/student
initiated inquiries that promote critical thinking and problem solving.
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Rationale:
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Develops
student ability to problem solve and think critically.
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Definition:
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Teachers
apply brain research results and extend student learning by building on
students' prior knowledge.
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Rationale:
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The
context in which an idea is taught as well as students' beliefs and attitudes
affect learning.
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Definition:
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Teachers
provide cross-curricular learning on a central theme.
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Rationale:
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Students
are able to make coherent connections among disciplines and acquire an
integrated knowledge base.
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Definition:
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Teachers
implement curriculum based on students' individual learning progress rather
than grade level.
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Rationale:
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Students'
chronological age and mental age do not always correspond. In a multi-age
program students develop self-direction, responsibility, tolerance for
others, social skills, self-assuredness, and positive attitudes toward
learning and school.
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Definition:
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This
theory, developed by Howard Gardner, suggests that intelligence based on IQ
testing alone is far too limited; therefore, he proposed eight different
intelligences to account for a broader range of human potential.
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Rationale:
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It
identifies students' abilities in other areas of intelligence and does not
limit intelligence to strength in the logical-mathematical and linguistic
areas.
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Definition:
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A
list of ideas designed to stimulate teachers' thoughts and assist in
expanding lesson plans.
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Rationale:
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It
provides a resource for the busy, time-challenged teacher.
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Definition:
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Some
other generally accepted theories of learning with resource connections. This
list is by no means exhaustive.
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Rationale:
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Justice
to all learning theories is not possible due to the vast number. This link
supplies information on additional theories.
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