Module 4 Revision

Question 1

Why a range of
teaching and
learning
strategies

Answer 1

Effective teachers know;
• not all students will learn the same thing, in
the same way, at the same time.
Effective teachers therefore;
• cater for individual differences through the
use of a range of teaching strategies.

Question 2

Egs of
strategies used
in EDL 1240

Answer 2

• Think Pair Share
• Jigsaw
• Values Line
• Me Box

Question 3

What to consider
when selecting
and teaching
strategies?

Answer 3

Teaching strategies should be:
• Relevant to the content and outcomes to be
achieved,
• relevant to all children and non-discriminatory,
• developmentally and culturally appropriate, and
• suited to the resources and space available.

Question 4

Cooperative
VS
Collaborative

Answer 4

To collaborate means to work together with
somebody or others in order to achieve a
single shared goal.
BUT
• To cooperate means to work with other
people by achieving one’s own goals as
part of a common goal.

Both cooperation and collaboration are 
needed in order to promote:
- innovation and creativity
- critical thinking
- communication
- active learning 
- accountability of work

Question 5

What is
cooperative
learning?

Answer 5

It is a strategy in which small groups with students
of different skills and abilities must capitalise on
one another’s resources in order to complete
tasks collectively.
➢ Just sitting students in groups is not cooperative
learning

Question 6

Why use
cooperative
learning?

Answer 6

•Promotes academic achievement
•Promotes development of higher order thinking
•Attitude to learning and school. Students are more
motivated to learn
•Increases intrinsic motivation to learn
•Increases retention
•Enhances student satisfaction with the learning
experience
•Attitudes towards teachers are more positive
•Resiliency
•Social development

Question 7

Elements of
Cooperative
Learning?

Answer 7

There are certain conditions which enable
cooperative learning to be more effective:
1. Positive Independence
2. Face To Face Interaction
3. Individual and Group Accountability
4. Interpersonal Skills & Small Group Skills
5. Group Processing

Question 8

Purposes
of
Questions?

Answer 8

. To motivate and arouse interest
2. Maintain attention or redirect learning
3. Managerial – to control social behaviour
4. Check for recall, understanding and to
identify problems
5. Encouraging higher level thinking and
strengthening learning
6. Encourage discussion and evaluate
learning

Question 9

Cooperative Learning Strategies

Answer 9

There are certain conditions which enable
cooperative learning to be more effective:
1. Positive Independence
Each group member’s efforts are required and
indispensable for group success.
• Each member has a unique contribution to make to the
joint effort because of his or her resources and/or role
and task responsibilities.

2. Face To Face Interaction
 Orally explaining how to solve 
problems
• Teaching one’s knowledge to 
others
• Checking for understanding
• Discussing concepts being 
taught
• Connecting present with past learning

3. Individual and Group Accountability
   • Keeping small groups – the smaller the group, the greater
   individual accountability will be
   • Randomly examining students orally by calling on one
   student to present the group’s ideas to the teacher or class
   • Ideal group maximum of four
   • Be prepared to share
   • Observing individual contributions within groups
   • Assigning roles
   • Teach what they have learnt to someone else

4. Interpersonal Skills & Small Group Skills
• Social skills explicitly taught
• Leadership
• Decision making
• Trust building
• Communication
• Conflict management skills

5. Group Processing
   • Group members discuss how well they are
   achieving their goals and working effectively as
   a group
   • Make decisions about what needs to change or
   improve
   • Make decisions about helpful and unhelpful
   group behaviour

Question 10

How do we
use Open
questions?

Answer 10

These questions check understanding at the
explicit level.
• They are often used as ice-breakers to focus
children’s thinking before higher-order questions
are asked.
• Children often enjoy giving short answers and the
fact that these questions only require short
answers means that you have time to get
responses from as many students as possible.

Question 11

How do we
use closed
Questions?

Answer 11

These questions check understanding at
the implicit level.
• They require inferences to be made and
this requires explicit information to be
combined with existing knowledge and
personal experience.

Question 12

How do we
use Divergent
Questioning

Answer 12

• These questions involve making logical
judgements and drawing conclusions.
• The questions require students to consider
the point of view of others.
• These questions often require students to
identify fact vs opinion, bias, propaganda,
validity

Question 13

Costa’s

Theory

Answer 13

Costa’s Model of Intellectual Functioning:
• Level 1 questions focus on gathering and
recalling information
• Level 2 questions focus making sense of
gathered information
• Level 3 questions focus on applying and
evaluating information

Question 14

Bloom’s
Taxonomy
of Learning

Answer 14

LOTS:
Applying
Understanding
Remembering

HOTS:
Create
Evaluate
Analyse

Question 15

Handling
the wrong
answer?

Answer 15

It does happen – and is part of teaching.
• Acknowledge the student’s contribution.
• Find out how the student came up with that
answer.
• Suggest the answer may be correct for an
alternative question.
• Learn from what is given – relate to other
knowledge.
• Rephrase the question.
• Ask the question in another way.

Question 16

Habits to avoid
when asking
Questions?

Answer 16

Try not to:
• Answer the question.
• Restate what the 
student has said 
(parrot).
• Use questioning as a 
punishment.
• Keep talking.
• Belittle a student