Catering for Students in the Teaching Strategies

By implementing teaching strategies such as student writing, direct instruction, discussion, problem solving, small group work and cooperative learning into classroom settings can cater to all students learning needs. By using these teaching strategies all students are given the opportunity to gain deep and insightful knowledge and understanding of the given concept.

Direct instruction and student writing can be linked together to create a lesson that cater for all learners. These strategies are very effective through equality in what the students learn. By using these teaching strategies at the beginning of any lesson can give all students the same background knowledge on what they need to know. By explaining, modelling and demonstrating what students need to know and allowing them time to also demonstrate their new knowledge through writing can enhance their understanding. Through the teacher’s and their own demonstrations, students are able to use writing as a way to understand concepts. By writing down and explaining what was demonstrated students are able to deeper their understanding.

By combining problem solving with small group work and student collaborative leaning can caters for students struggling with concepts, students with autism and students with English as an addition language. “By combing these strategies the teacher’s role is to provide appropriate guidance and classroom environments and learning activities such that students are given opportunity to construct their own knowledge” (Cobb, 1994 cited in Moyer, Cai & Grampp, 1997). Using problem solving in small groups assists in improving student’s oral communication skills, social skills and promotes self-esteem. By doing this students with different abilities are able to work closely together and can use student language to discuss and explain difficult ideas and concepts. “By having students work together improves students understanding of a subject,” (Johnson and Johnson, 2001). By promoting social skills through small group work in the classroom can allow bright and gifted students to help other students struggling. This can be a positive reinforcement as it provided opportunity for students who struggle socially to gain social skills.

By selectively choosing groups members by their strengths and weaknesses the teacher can provide roles for students in their groups. Research indicates that learning-oriented students “engage in more attentive behavior, use deeper learning and studying strategies, and feel better about themselves as learners.” (The Elementary School Journal, Vol. 93). By giving students responsibilities and making them accountable for their own and others learning in small groups can motivate students to stay on task. This is an important strategy by giving responsibility to students with ADHD or even unwilling students can motivate them to stay on task. “Gifted students can be catered to by providing extension and enrichment opportunities” (Department of Education NSW, 2011) By giving students specific roles in their groups also allows bright and gifted students to work at their potential and can complete work that can challenge their level. By using problem solving with small group work and collaborative leaning as combined teaching strategies cater for all students and their learning needs.