A plethora and combination of techniques based on the young learners’ experiences and different backgrounds. Your techniques could be oxymora, but they can surprisingly boost the acceptance of being different.

I am teacher at the University of Zaragoza (Spain) and use the REAPSES method, which has been applied to primary school students. The REAPSES method means Learning Style Corners for Primary, Secondary and Higher Education. The aim is to adapt them to the active, reflective, theoretical and pragmatic learning styles that we can find in the classroom.

Elementary schools consist of little children who see play as a very important aspect of their life and from which they learn. Thus the most appropriate teaching method is playway method.

The most appropriate pedagogical approach for teaching elementary school classes is often considered to be learner-centered learning. This approach emphasizes active engagement, hands-on activities, and personalized instruction to cater to the diverse needs and developmental stages of young children. Learner-centered approach helps foster a love for learning, supports individual growth, and builds foundational skills that learners will carry with them throughout their educational journey.

The effective instruction of elementary school students requires a nuanced and multifaceted pedagogical approach that caters to their unique developmental needs, learning styles, and cognitive capacities. Contrary to the notion of a one-size-fits-all teaching method, research suggests that a flexible and adaptive instructional framework is necessary to address the diverse learning needs present in a typical elementary school classroom. A key consideration in determining the most appropriate pedagogical approach is the recognition that students learn in a variety of ways, each with their own preferences and strengths. As such, an effective instructional model should encompass a range of teaching strategies, allowing educators to accommodate the diverse learning styles of their students (Felder & Brent, 2005) (Neuman et al., 2000). This could involve the incorporation of visual, auditory, and kinesthetic modalities, as well as the use of differentiated instruction, cooperative learning, and inquiry-based approaches.

Moreover, the selected pedagogical approach should be grounded in a well-defined theory of learning, which serves as the foundation for classroom practices and facilitates the measurement of teaching effectiveness (Deris & Carlo, 2013). Depending on the specific needs and characteristics of the student population, this could involve an emphasis on intellectual and ethical development or a focus on inference and judgment. In addition, the adoption of inclusive and collaborative teaching practices, such as co-teaching and the use of the Universal Design for Learning framework, can further enhance the effectiveness of elementary school instruction. By leveraging these approaches, educators can ensure that all students, regardless of their individual needs or abilities, are provided with equal opportunities to succeed.

In conclusion, the most appropriate pedagogical approach for teaching elementary school classes is one that is flexible, adaptive, and grounded in a sound theoretical foundation. By incorporating a variety of instructional strategies, addressing diverse learning styles, and promoting inclusive practices, educators can create a learning environment that maximizes the potential of every student (Lee & Picanco, 2013) (Gibson, 2013).

References

Deris, A R., & Carlo, C F D. (2013, May 1). Back to basics: working with young children with autism in inclusive classrooms. Wiley, 28(2), 52-56. https://doi.org/10.1111/1467-9604.12018

Felder, R M., & Brent, R. (2005, January 1). Understanding Student Differences. Wiley, 94(1), 57-72. https://doi.org/10.1002/j.2168-9830.2005.tb00829.x

Gibson, L. (2013, January 2). Differentiated Instruction and Students with Learning Disabilities. Emerald Publishing Limited, 161-183. https://doi.org/10.1108/s0270-4013(2013)0000024012

Lee, C., & Picanco, K E. (2013, April 3). Accommodating Diversity by Analyzing Practices of Teaching (ADAPT). SAGE Publishing, 36(2), 132-144. https://doi.org/10.1177/0888406413483327

Neuman, S B., Copple, C., & Bredekamp, S. (2000, January 1). Learning to Read and Write: Developmentally Appropriate Practices for Young Children