Teaching Strategies
Adapting to learning styles/multiple intelligences
The cognitive theory of multiple intelligences posits that students learn, remember, perform, and understand in different ways, including various intelligence, such as musical–rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. As a cognitive theory, learning styles/multiple intelligences is controversial. Still, it has proved helpful to classroom teachers in fostering different interests, providing variety and differentiation in instruction, and developing the whole child (54).
Meta-Cognition
When studying this unit, it is a good idea for teachers to have students think about actions and consequences. According to Sean Killen from the University of Nebraska, when using meta-cognition, your students may think about what strategies they could use before choosing one. Students may think about how effective their choice was (after reflecting on their success or lack thereof) before continuing with or changing their chosen strategy. (55)
Class Discussions
According to Yale University, class discussions can be utilized in seminars and lectures. This can be used in several ways, and the instructor can tailor the discussion to fit the class's objectives—questions, topics, and art. Issues and questions should be analyzed differently by different people, which not only demands but encourages diversity in answers and ideas. This flexibility stems largely from grounding in Vygotskyian social learning theory, which emphasizes knowledge and conceptual gain through peer-to-peer dialogue.
Art Integration
Arts integration focuses on weaving the arts and standard curricula together to make a stronger, deeper, and more lasting experience for students. Learning is a two-way street with general teachers infusing the arts into their classrooms and arts teachers supporting general classroom curricula. The key is collaboration, planning, and flexibility. The results are increased student motivation, attendance, and test scores! (56)
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