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  • Team-Based Learning
  • Problem Based Learning
  • Think Pair Share
  • Predict Observe Explain
  • Brainwriting
  • 5E Instructional Model
  • Jigsaw
  • Inductive Learning
  • Design Thinking
  • Peer Instruction
  • 3-2-1 Bridge
  • Reciprocal Learning
  • Teaching with Digital Dilemmas
  • WebQuest
  • Inquiry Based Learning

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  1. Teaching Strategies

Pedagogies

In LAMS you can implement a lot of teaching strategies and pedagogies that best help you achieve learning outcomes for your students.

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Last updated 2 years ago

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The following teaching strategies are only some example of different pedagogies that you can implement in your teaching using LAMS straight away.

Team-Based Learning

Problem Based Learning

Think Pair Share

Predict Observe Explain

POE is an effective teaching strategy because it engages students in active learning and encourages them to develop critical thinking skills. It also helps to promote a deeper understanding of scientific concepts and principles by providing students with hands-on experience and the opportunity to connect their prior knowledge with new information.

POE can be used in a variety of scientific disciplines, including physics, chemistry, biology, and earth science. It is particularly useful for teaching complex or abstract concepts, as it provides students with a concrete way to engage with and understand these concepts.

Brainwriting

In brainwriting, participants write down their ideas on paper, rather than verbalising them. The process typically involves several rounds of idea generation and sharing, with participants passing their ideas to others in the group for feedback and refinement. The goal is to generate a large number of ideas quickly, while also encouraging creative thinking and collaboration.

5E Instructional Model

The 5Es model is fantastic to plan a well structure inquiry-based lesson that provides a solid guide for sequence reasoning and thinking.It also has a growing base of research to support its effectiveness, and has had a significant impact on science education.

Jigsaw

The premise of the jigsaw pedagogy is that students rely on each other in order to build knowledge and expertise. A topic (jigsaw puzzle) is broken up into chunks (puzzle pieces) and then each of these pieces is assigned to a different student within a working group. Each student in this group is responsible for learning about their part of the puzzle and consequently teaches the other students in their group what they have learnt.

Inductive Learning

In inductive learning, students are not given a set of rules or definitions to memorise, but instead are asked to analyse and synthesise information to create their own understanding. This process involves observing, comparing, classifying, and making generalisations based on patterns and regularities observed in the examples or experiences provided.

Design Thinking

Peer Instruction

3-2-1 Bridge

Reciprocal Learning

Teaching with Digital Dilemmas

WebQuest

A WebQuest is an inquiry-based learning strategy that involves using the internet to complete tasks related to a specific topic or question. It typically includes an introduction, task, process, resources, and evaluation. WebQuests promote critical and creative thinking and can be used in a wide range of subject areas and grade levels.

Inquiry Based Learning

is an active learning and collaborative teaching strategy that enables learners to follow a structured process to enhance student engagement and the quality learning. TBL uses a specific sequence of individual and group activities and immediate feedback to engage and motivate in which students increasingly hold each other accountable for their preparation and contribution to discussion.

is a in which students learn about a subject through the experience of solving an authentic and open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes.

is a widely used strategy where students are presented with a task or question and given time to think individually. Then, students are grouped in pairs and share their individual findings with each other, discuss their thoughts and redefining their individual work in order to come up with a consensus on the question or task. After pairs have had time to discuss, the class reconvenes and members of the different pairs share their thoughts with the class.

is a teaching strategy that is commonly used in science education. The strategy involves three steps: predicting, observing, and explaining.

is a brainstorming technique that involves generating and sharing ideas in a structured and collaborative way. It is a variation of the more traditional brainstorming method, which involves generating ideas in a group discussion. LAMS is ideal for brainwriting as it combines tool and .

provides a constructivist framework for a guided-inquiry approach where students are guided to think and work scientifically by collecting and analysing their own evidence, and communicate their ideas with others.

is a collaborative learning strategy developed by in 1971 and his teams at the University of Texas and the University of California.

is essentially a reversal of the standard deductive learning. So instead of presenting theory or rules that explains a concept, inductive learning flips it around by providing students with examples that students use to create generalisations and hypothesis to figure out the theory and rules.

is a problem-solving approach that focuses on understanding and addressing user needs through a flexible and iterative process. The process typically involves empathising with the user, defining the problem, generating a wide range of ideas, creating low-fidelity prototypes, and testing and iterating on those prototypes. Design thinking is a human-centered, creative, and collaborative approach that values experimentation, iteration, and learning from failure.

is a teaching technique where students work in pairs or small groups to help each other learn. The teacher presents a concept or question, and students discuss their answers with their peers, explaining their reasoning and correcting misconceptions. Peer instruction is effective in improving student engagement, understanding, and collaboration, particularly in fields with abstract concepts.

The is a powerful tool for promoting creative and innovative problem-solving, and can be used in a variety of settings, including classrooms, workplaces, and personal projects. By breaking down the problem-solving process into these three stages, the 3-2-1 Bridge technique helps to focus attention on key elements of the problem and encourages a collaborative and iterative approach to finding solutions.

is a teaching strategy that involves pairs or small groups of students taking turns as "teacher" and "learner" to teach each other the material. The process includes summarising, questioning, clarifying, and predicting, which helps to promote deeper understanding of the material, critical thinking, and collaboration among students. Reciprocal learning is effective in a variety of subject areas and grade levels.

is an instructional approach that presents real-world ethical dilemmas related to technology and digital media to engage students in critical thinking and decision-making. The approach involves introducing a dilemma, gathering information, analysing perspectives, evaluating options, and reflecting on the decision-making process. It helps students to develop digital literacy skills and become responsible and ethical users of technology. The approach can be used in a wide range of subject areas and grade levels.imag

is a teaching strategy that focuses on encouraging the students' curiosity and exploration. In this approach, the students learn by asking questions, investigating and experimenting, rather than just memorising facts.

Team-based learning (TBL)
Problem-based learning (PBL)
student-centered
pedagogy
Think Pair Share
Predict-Observe-Explain (POE)
Brainwriting
powerful document collaboration
branching activities
The 5Es model
Jigsaw
Elliot Aronson
Inductive learning
Design thinking
Peer instruction
3-2-1 Bridge thinking routine
Reciprocal learning
Teaching with Digital Dilemmas
Inquiry-Based Learning (IBL)
Team-Based Learning with LAMSMedium
Problem-Based Learning with LAMSMedium
PBL example
Think Pair Share Learning Strategy OnlineMedium
Predict-Observe-Explain (POE) Teaching Strategy in LAMSMedium
Creating new ideas using BrainwritingMedium
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5E Instructional Model OnlineMedium
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Online Lessons using Jigsaw Teaching Strategy in LAMSMedium
Inductive learning in LAMSMedium
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Teaching Design Thinking with LAMSMedium
Peer InstructionMedium
3–2–1 BridgeMedium
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The Reciprocal Learning Strategy in LAMSMedium
Teaching with Digital DilemmasMedium
4 role WebQuest on King TutLAMS Community
Inquiry-Based Learning: Empowering Students through Curiosity and ExplorationMedium
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Team Based Learning Design
PBL Learning Design
A simple example of Think Pair Share Learning Design
Predict Observe Explain Learning Design
Brainwriting Learning Design
5E Instructional Model
Jigsaw Learning Design
Inductive Learning Design
Design Thinking Learning Design
Peer Instruction Learning Design
3-2-1 Bridge Learning Design
Reciprocal Learning Learning Design
Teaching with Digital Dilemmas Learning Design
WebQuest Learning Design
Inquiry-Based Learning Design
TBL Learning Design LAMS Example
A PBL Learning Design LAMS example
Think Pair Share learning design example in LAMS
Example Predict Observe Explain Learning Design
Example of Brainwriting Learning Design with LAMS
Example 5E Instructional Model Learning Design in LAMS
Example Jigsaw Learning Design in LAMS
Inductive Learning Design in LAMS
3-2-1 Bridge Learning Design in LAMS
Reciprocal learning Learning Design
Teaching with Digital Dilemmas Learning Design in LAMS
WebQuest Learning Design in LAMS
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