# Pedagogies 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 Learning Design LAMS Example — Team Based Learning Design

[**Team-based learning (TBL)**](https://docs.lamsfoundation.org/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. {% embed url="" %} ### Problem Based Learning

A PBL Learning Design LAMS example — PBL Learning Design

[**Problem-based learning** (**PBL**)](https://lamslearning.medium.com/problem-based-learning-with-lams-9dd5fa93d9b0) is a [student-centered](https://en.wikipedia.org/wiki/Student-centred_learning) [pedagogy](https://en.wikipedia.org/wiki/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. {% embed url="" %} PBL example {% endembed %} ### Think Pair Share

Think Pair Share learning design example in LAMS — A simple example of Think Pair Share Learning Design

[**Think Pair Share**](https://lamslearning.medium.com/think-pair-share-learning-strategy-online-d719accb578d) 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. {% embed url="" %} ### Predict Observe Explain

Example Predict Observe Explain Learning Design — Predict Observe Explain Learning Design

[**Predict-Observe-Explain (POE)**](https://lamslearning.medium.com/predict-observe-explain-poe-teaching-strategy-in-lams-c4464f214568) 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. {% embed url="" %} ### Brainwriting

Example of Brainwriting Learning Design with LAMS — Brainwriting Learning Design

[**Brainwriting**](https://lamslearning.medium.com/creating-new-ideas-using-brainwriting-3288f6614576) 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](/lams/tools/doku.md) tool and [branching activities](/lams/tools/branching.md). 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. {% embed url="" %} ### 5E Instructional Model

Example 5E Instructional Model Learning Design in LAMS — 5E Instructional Model

[**The 5Es model**](https://lamslearning.medium.com/5e-instructional-model-online-a3f2f20ccc5f) 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. {% embed url="" %} ### Jigsaw

Example Jigsaw Learning Design in LAMS — Jigsaw Learning Design

[**Jigsaw**](https://lamslearning.medium.com/online-lessons-using-jigsaw-teaching-strategy-in-lams-7d99aee3dd9d) is a collaborative learning strategy developed by [Elliot Aronson](https://en.wikipedia.org/wiki/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. {% embed url="" %} ### Inductive Learning

Inductive Learning Design in LAMS — Inductive Learning Design

[**Inductive learning**](https://lamslearning.medium.com/inductive-learning-in-lams-b4403eaae0d6) 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. {% embed url="" %} ## Design Thinking

[**Design thinking**](https://lamslearning.medium.com/teaching-design-thinking-with-lams-208eac439c1b) 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. {% embed url="" %} ### Peer Instruction

[**Peer instruction**](https://lamslearning.medium.com/peer-instruction-af37279ccd15) 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. {% embed url="" %} ### 3-2-1 Bridge

3-2-1 Bridge Learning Design in LAMS — 3-2-1 Bridge Learning Design

The [**3-2-1 Bridge thinking routine**](https://lamslearning.medium.com/3-2-1-bridge-7160da07e779) 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. {% embed url="" %} ### Reciprocal Learning

Reciprocal learning Learning Design — Reciprocal Learning Learning Design

[**Reciprocal learning**](https://lamslearning.medium.com/the-reciprocal-learning-strategy-in-lams-bd452549eda1) 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. {% embed url="" %} ### Teaching with Digital Dilemmas

Teaching with Digital Dilemmas Learning Design in LAMS — Teaching with Digital Dilemmas Learning Design

[**Teaching with Digital Dilemmas**](https://lamslearning.medium.com/teaching-with-digital-dilemmas-802a6c296b08) 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 {% embed url="" %} ### WebQuest

WebQuest Learning Design in LAMS — WebQuest Learning Design

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. {% embed url="" %} ### Inquiry Based Learning

[**Inquiry-Based Learning (IBL)**](https://medium.com/@lamslearning/inquiry-based-learning-empowering-students-through-curiosity-and-exploration-1f5d55a91d7d) 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. {% embed url="" %} --- # Agent Instructions: Querying This Documentation If you need additional information that is not directly available in this page, you can query the documentation dynamically by asking a question. Perform an HTTP GET request on the current page URL with the `ask` query parameter: ``` GET https://docs.lamsfoundation.org/lams/teaching-strategies/pedagogies.md?ask= ``` The question should be specific, self-contained, and written in natural language. The response will contain a direct answer to the question and relevant excerpts and sources from the documentation. Use this mechanism when the answer is not explicitly present in the current page, you need clarification or additional context, or you want to retrieve related documentation sections.