As students become more experienced at explaining what they know, their productive skills grow. In a classroom discussion about 'Where are we in the universe? Get students to do this 'wondering stage' first in small groups, then as a whole-class activity. As teachers, we can help to elicit interesting questions from our students by being 'wonderers' ourselves.
Students often work in small groups at this stage to share what they have learned through the lessons.
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As students discuss and write down their knowledge and experience, they use their productive skills of speaking and writing while applying the new vocabulary and grammar they have learned. When the discussion moves to a whole-class activity, students have the confidence to speak out about their learning experiences. This is often followed up by a project, in which students work together and use what they have learned to achieve a goal. Essentially, inquiry-based learning is a natural way to learn a second language.
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How to use inquiry-based learning with young learners. What is your favorite quality in a young learner? A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.
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The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances. This involves giving enough time for children to practise new skills and introducing learning progressively.
The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Evidence to support this is not conclusive, however.
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But classroom management — including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students — was noted as important. Putting students in groups depending on their ability makes little difference to their learning. This can result in teachers not accomodating to the various different needs within one group and in some instances going too fast with high-ability groups and too slow with low ones. But despite the popularity of this approach psychological evidence shows that there is no evidence this actually works.
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You can read more about the evidence on learning styles here. One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term.
Elizabeth Ligon Bjork, professor at the University of Michigan and Robert Bjork, professor at the University of California, said that varying the type of tasks you ask pupils to do improves retention even though it makes learning harder initially. The report said that there may not be a direct link with these practices and student achievement, but to capture a broad definition of good teaching they should be included. Here are 10 salient points to take away: 1.
Know your subject The report, which looked at more than pieces of research, found that there were six main elements to great teaching and one of the most important ones was subject knowledge. Praise can do more harm than good The wrong kind of praise can be harmful for students, the report found. Teacher beliefs count The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress.