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Effective Teaching Strategies: Moving Beyond Oversimplification in Education

Exploring the importance of testing ideas and claims to construct meaning, this chapter delves into various teaching methods including didactic, facilitative, and coaching styles. It emphasizes the need to challenge assumptions, avoid self-deception, and consider individual learner needs to foster understanding. Guidelines for making instructional choices and utilizing textbooks as resources are highlighted.

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Effective Teaching Strategies: Moving Beyond Oversimplification in Education

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  1. Chapter 10Pages 239-243 Getting Beyond Oversimplification

  2. Questioning Past & Present • To understand—ideas and claims must be tested not just mentioned • Testing ideas and claims is how meaning is constructed and simplistic thinking is overcame • Misunderstandings and forgetfulness occur when ideas are not tested but only covered • Important ideas are not examined from different viewpoints • Education for understanding—emergent questions are essential to understanding

  3. How and When To Teach • Teaching is not defined as direct instruction only • The type of teaching used depends on goals, style, students and situation • Good teaching consist of looking at goals, the learners needs, and the situation

  4. Types of Teaching • 3 broad categories of teaching • Didactic or direct instruction: the teacher demonstrates, lectures and questions; the student receives, takes in, and responds • Facilitative or Constructivist: the teacher discusses, guides inquiry, and uses open-ended questions; the student constructs, examines and extends meaning • Coaching: the teacher guides practices and provides feedback; the student refines skills and deepens understanding

  5. Self-Deception based on habit & comfort • Instructional Methods should be based on what is needed and NOT on what is most comfortable for the teacher. • Teaching for understanding requires all 3 types of teaching routinely. • Deciding which to use and when requires the teacher to use “if/the” statements • General Guidelines to use when making instructional choices: • Be explicit with yourself & your students • Distinguish between “just in time” & “just in case” • Build-in metacognitive opportunities & reflection • Textbook used as a resource only • Let models do the teaching

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