teaching-and-learning-strategies.pdf

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Teaching and Learning Strategies Teaching and Learning Strategies
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© 2013 School Drug Education and Road Aware FOUNDATION Teaching and Learning Strategies | 161 The interactive teaching and learning strategies described in this section are used to engage students in the resilience and wellbeing, drug education and road safety content included in each focus areas of this resource. Strategies are indicated in bold text in the learning activities. Teachers should refer to this section of the resource for an explanation of the purpose and how to implement the strategy with their students. The strategies aim to promote critical and reflective thinking, research and evaluation skills that will help students to take positive action to protect, enhance and advocate for their own and other’s health, wellbeing and safety. Students use personal and social capability to work collaboratively with others in learning activities, to appreciate their own strengths and abilities and those of their peers and develop a range of interpersonal skills such as communication, negotiation, team work, leadership and an appreciation of diverse perspectives. The learning activities and strategies have been organised under the basic elements of an inquiry process : y Tuning in strategies provide opportunity for students to explore their current knowledge, attitudes and values about health and safety issues. While working independently or collaboratively, students can use suggested graphic organisers to record and share information. Teachers will also be able to use evidence gathered from students’ responses to plan a program to cater for the needs of all students. y Finding out strategies help students’ identify gaps in their existing knowledge and understanding of key health, safety and resilience and wellbeing concepts, and work collaboratively to gather information through self-directed investigation. Students will be able to use the information gathered to generate and communicate ideas and record responses. y Sorting out strategies encourage students to sort, analyse, organise, review, compare and contrast information to further develop and consolidate their knowledge, understandings, skills, attitudes and values. Summarising key information and clarifying relationships or associations between information and ideas will assist students to draw conclusions and apply their understandings. y Reflecting strategies allow students to identify, discuss and consider changes in their understandings, skills, attitudes and values. These elements are also fundamental to the decision- making process in the Health and Physical Education Learning Area and reflect self-management, social management, self-awareness and self-management skills.
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  • Fall '08
  • Krecz
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