since many modern teaching strategies are merely a quotation or development of existing and previous strategies, and considering that old or traditional teaching strategies do not mean It is a strategy that is no longer usable, but it is a reference and an attempt to put teachers in the hands of more choices, to make them take from them and try what they see fit for their students and the specifics of their classes.
I find that both old and new strategies for teaching can be effective. For me a key factor is communicating with my students. I need to develop an arena where the curriculum and the student can meet. I try to be a facilitator more than a lecturer. Students learn more effectivly when they learn through discovery. «To learn», is in many ways, «to discover» for oneself. The more relevant and meaningfull the teaching is, the more effective. Motivation is closely connected to the students needs and interests (+ passions, wishes and dreams). That means I can either tap in to the students needs and interests that are already present, or I can engage the students by awakening their curiosity. For me writers like Paulo Freire, John Dewey and William Ayers have been great sources of inspiration for my teaching practice. Turki Fahed Almasaeid
From the perspective of elementary and secondary schools, effective teaching strategies are part of what is needed to boost student learning but they alone are not enough. We must consider the belief systems of the educational institutions, faculty, and staff; the relationships of the teachers with students and families; the contextual setting of the school and their relationship with their communities; school culture; curriculum; and additional factors such as equity support services. In this way we can consider the ecological contextual setting that our students are nested within and how they impact their performance in relation to other factors.
Instructional Strategies must coincide with student psychosocial methods
Teaching Effectiveness (ie instructional strategies employed to promote learning) is responsible for 50% of student educational outcomes/attainment.
Not only can effective strategies boost student learning, there is also empirical evidence that subsequent ineffective pedagogical practices can negatively impact previous positive student outcomes longitudinally. Clements, Sarama, Wolf & Spitler (2013) and Watts, Duncan, Clements & Sarama (2017) [both full texts available on Douglas H. Clements' ResearchGate profile] demonstrate this convincingly.
Dear Turki Fahed Almasaeid
The way i look at this is that we can't fully deny traditional learning, ts always good to create an environment of traditional and digital learning.
Yes they can, so far as they suit the learners developmental stages.
Not all students learn in the same way. Therefore, in order to promote competency in the learning of the students an instructor should present their materials in several different ways. These different approaches can build on each other to enhance the comprehension of the material being taught.
yes they can but how competent is the one who delivers those instructional strategies and how supportive is the learning environment for the instructional strategies to flourish?
There is a long-established research field on 'teacher effectiveness'. A relatively recent 'state-of-the-art' review appears to argue that while the processes and conditions that promote student learning may be reasonably well-established, these processes and conditions are "typically not used to construct appropriate learning environments for [the students'] teachers"; see:
Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art: teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256.
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