Pedagogies
In LAMS you can implement a lot of teaching strategies and pedagogies that best help you achieve learning outcomes for your students.
Last updated
In LAMS you can implement a lot of teaching strategies and pedagogies that best help you achieve learning outcomes for your students.
Last updated
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 (TBL) 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.
Problem-based learning (PBL) is a student-centered pedagogy 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.
Think Pair Share 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.
Predict-Observe-Explain (POE) is a teaching strategy that is commonly used in science education. The strategy involves three steps: predicting, observing, and explaining.
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 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 powerful document collaboration tool and branching activities.
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.
The 5Es model 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.
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 is a collaborative learning strategy developed by Elliot Aronson in 1971 and his teams at the University of Texas and the University of California.
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 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.
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 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.
Peer instruction 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 3-2-1 Bridge thinking routine 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.
Reciprocal learning 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.
Teaching with Digital Dilemmas 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
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 (IBL) 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.
