Teaching method for kids

Strategies Teachers Use to Help Kids Who Learn and Think Differently

Your child’s teachers may use a variety of teaching strategies in their classrooms. But do these strategies help kids who learn and think differently?

There’s no one way for teachers to deliver instruction to their students. However, some strategies are backed by research and are more effective than others.

These approaches and techniques can benefit all students. But they’re especially helpful to kids who learn and think differently. They can make a big difference in how well struggling students take in and work with information. (Some may even be used as formal accommodations in and .)

You may have heard of one or more of these strategies from your child’s classroom or special education teachers. If not, you can ask the teachers whether they use the strategies and how you might adapt them to use at home.

Here are six common teaching strategies. Learn more about what they are and how they can help kids who learn and think differently.

1. Wait time

“Wait time” (or “think time”) is a three- to seven-second pause after a teacher says something or asks a question. Instead of calling on the first students who raise their hand, the teacher will stop and wait.

This strategy can help with the following issues:

Slow processing speed: For kids who process slowly, it may feel as though a teacher’s questions come at rapid-fire speed. “Wait time” allows kids to understand what the teacher asked and to think of a response.
ADHD: Kids with ADHD can benefit from wait time for the same reason. They have more time to think instead of calling out the first answer that comes to mind.

2. Multisensory instruction

Multisensory instruction is a way of teaching that engages more than one sense at a time. A teacher might help kids learn information using touch, movement, sight and hearing.

This way of teaching can help with these issues:

Dyslexia: Many programs for struggling readers use multisensory strategies. Teachers might have students use their fingers to tap out each sound in a word, for example. Or students might draw a word in the air using their arm.
Dyscalculia: Multisensory instruction is helpful in math, too. Teachers often use hands-on tools like blocks and drawings. These tools help kids to “see” math concepts. Adding 2 + 2 is more concrete when you combine four blocks in front of you. You may hear teachers refer to these tools as manipulatives.
Dysgraphia: Teachers also use multisensory instruction for handwriting struggles. For instance, students use the sense of touch when they write on “bumpy” paper.
ADHD: Multisensory instruction can help with different ADHD symptoms. That’s especially true if the technique involves movement. Being able to move can help kids burn excess energy. Movement can also help kids focus and retain new information.

3. Modeling

Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I Do, We Do, You Do” to model a skill. The teacher will show how to do something (“I do”), such as how to do a math problem. Next, the teacher will invite kids to do a problem with the teacher (“we do”). Then, kids will try a math problem on their own (“you do”).

This strategy can help with these issues:

All learning and thinking differences: When used correctly, I Do, We Do, You Do can benefit all learners. That’s because a teacher can provide support during each phase. However, teachers must know what support to provide. They also need to know when students understand a concept well enough to work on their own. Think of it like riding a bike: The teacher needs to know when to take off the training wheels.

4. Graphic organizers

Graphic organizers are visual tools. They show information or the connection between ideas. They also help kids organize what they’ve learned or what they have to do. Teachers use these tools to “scaffold,” or provide support around, the learning process for struggling learners. (It’s the same idea as when workers put up scaffolding to help construct a building.)

There are many different kinds of graphic organizers, such as Venn diagrams and flow charts. They can be especially helpful with these issues:

Dyscalculia: In math, graphic organizers can help kids break down math problems into steps. Kids can also use them to learn or review math concepts.
Dysgraphia: Teachers often use graphic organizers when they teach writing. Graphic organizers help kids plan their ideas and writing. Some also provide write-on lines to help kids space their words.
Executive functioning issues: Kids with weak executive skills can use these tools to organize information and plan their work. Graphic organizers can help kids condense their thoughts into short statements. This is useful for kids who often struggle to find the most important idea when taking notes.

5. One-on-one and small group instruction

One strategy that teachers use is to vary the size of the group they teach to. Some lessons are taught to the whole class. Others are better for a small group of students or one student. Learning in a small group or one-on-one can be very helpful to kids with learning and thinking differences.

Some kids are placed in small groups because of their IEPs or an intervention. But that’s not always the case. Teachers often meet with small groups or one student as a way to differentiate instruction. This means that they tailor the lesson to the needs of the student.

This strategy helps with:

Dyslexia: Students with dyslexia frequently meet in small group settings for reading. In the general classroom, teachers often work with a small group of kids at the same reading level or to focus on a specific skill. They might also meet because kids have a common interest in a book.
Dyscalculia: For kids with dyscalculia, teachers gather one or more students to practice skills that some students (but not the whole class) need extra help with.
Dysgraphia: In many classrooms, teachers hold “writing conferences.” They meet with students one-on-one to talk about their progress with what they’re writing. For students with dysgraphia, a teacher can use this opportunity to check in and focus on specific skills for that student.
ADHD and executive functioning issues: This type of instruction often takes place in settings with fewer distractions. The teacher can also help students stay on task and learn skills like self-monitoring.
Slow processing speed: Teachers can adjust the pace of instruction to give students the time they need to take in and respond to information. In these groups, teachers can focus on the priorities of the lesson so students have the time to grasp the most important concepts. Being in a focused setting may also help decrease the anxiety students feel in whole-class lessons.

6. Universal Design for Learning (UDL) strategies

UDL is a type of teaching that gives all students flexible ways to learn and succeed. UDL strategies allow kids to access materials, engage with them and show what they know in different ways. There are many examples of how these strategies help kids who learn and think differently.

ADHD: UDL allows students to work in flexible learning environments. For students who struggle with inattention and distractibility, a teacher might allow a student to work in a quiet space away from the class. Or the student may want to wear earbuds or headphones.
Executive functioning issues: Following directions can be tough for kids with executive functioning issues. One UDL strategy is to give directions in more than one format. For instance, a teacher might give directions out loud and write them on the board.
Dyslexia: When teachers follow UDL principles, they present information in many different ways. For instance, instead of telling students they must read a book, they would be invited to listen to an audiobook. This removes a barrier for students who struggle with reading.
Dysgraphia: One UDL strategy is to give assignment choices. Kids with dysgraphia may struggle to show how much they know about history by writing an essay. But they may shine when delivering a presentation or acting out a historical skit.

To learn more about any of these teaching strategies, talk with your child’s teacher. Ask which strategies they use, whether they are evidence-based and how you might use them at home.

Key takeaways

Some teaching strategies may be part of a child’s IEP or 504 plan.
The strategies aim to give kids needed support as they learn.
Talk with your child’s teachers about the strategies they use.

BEST TEACHING METHODS - Kindergarten Lessons

Keep motivation intrinsic

One of the best teaching methods is to motivate children by modeling enthusiasm and curiosity.

Motivation comes from within (intrinsic) and from outside (extrinsic). Model curiosity and asking questions about the topics studied.

Young children are generally motivated to learn about everything. Unless they have often been made fun of when investigating or presenting their knowledge, they usually have a strong desire to find out and share information. Making too much fuss of any one child can result in a competitive attitude in the class.

Reinforce thinking processes rather than praising the child. Try, “That is an interesting way that you sorted your blocks. Tell me what you were thinking.” Then, “Sarah sorted her blocks in a different way. Both ways of sorting are interesting.”

Have children describe or share their new knowledge regularly

When children have an opportunity to communicate their new knowledge to patient adults it helps solidify concepts. It often takes children time to find the correct words to explain their thinking.

Supply the students with descriptive words as they are playing or working, e. g. “Notice how dull those rocks are, the other ones are shiny”. This extends their vocabulary and increases their ability to share new discoveries.

Remember that children

need

If kindergarten students have been sitting still too long, they will quickly let you know when it’s time to move.

Well-planned, interesting learning plans fail if the children need a break.
- Go for walks around the school, jump up and down, act out a story, do anything that gets the blood pumping around. It results in good circulation and more alert studentsScheduling lots of movement breaks throughout the day is an invaluable best teaching practice.

Be Sensitive to Children’s Needs

One thing I learned early in my teaching career is that learning doesn’t happen if a child is over tired, hungry, upset, scared or worried. Learning to be flexible and understanding with young children is a skill that will serve you well in your educational career. At times, children need to get away from everyone and be left alone.

A small space, such as under your desk, works well for some students who are too overwhelmed by home or other circumstances, to cope with their peers or their teacher.

If a student is hungry, it’s easier to let her eat part of her lunch early or to provide a snack, than to try to force the child to concentrate on a task until the scheduled eating time.

Inexperienced teachers sometimes misinterpret a child’s unwillingness to participate as stubbornness or bad behavior. It’s good to remember…

That children often do not have the vocabulary to express themselves.
To use reflective listening to help children understand what is upsetting them.
That sometimes children work well in groups and this helps them learn to share and develop ideas and at other times they need to be alone with ample time to figure things out.
To relax and have fun with your students!

Summary

Maintain a classroom atmosphere of warmth and acceptance. For some kindergarten children, your classroom will be one of the few places where their opinions and ideas have been heard and valued.

Methods of teaching and educating preschoolers

Essence of methods of educating and educating preschoolers

Methods of educating preschool children are scientifically based methods and techniques of pedagogically expedient interaction between the educator and children, aimed at organizing their effective activities and relationships that stimulate active cognitive behavior.

Methods of teaching children are certain methods of purposefully organized activity implemented by the educator, in the process of which pupils acquire specific knowledge, skills, and carry out the formation of their worldview and the development of innate abilities.

Educational methods must be distinguished from techniques.

Definition 1

Techniques (training and education) are parts, elements and details of a specific method.

Methods of teaching and educating preschool children have their own specifics, which are determined by the characteristics of the preschool period.

The effectiveness of the upbringing and education of preschool children largely depends on the methods correctly selected by the educator. When choosing a method of education and upbringing, the teacher should be guided by a number of rules, the methods should:

correspond to the age and level of development of children;
available for the implementation of preschool educational institutions, that is, the material and technical base of the kindergarten should be taken into account;
are understandable and accessible to children.

In addition, the educator must be able to use the chosen method in practice.

Each method of teaching and upbringing has two sides:

The external side of the method is the total system of ways to influence the child.
The inner side of the method is the mental cognitive processes that underlie the mode of action used.

Note 1

Thus, each method is a set of techniques aimed at solving certain didactic tasks (familiarization with new information, consolidation of the studied educational material, creative processing of what has been learned, etc.).

Types of methods of educating preschool children

The following methods of educating preschool children are distinguished:

Methods of formation - include the following methods of working with children: clarification, storytelling, conversation, analysis of real life situations, exhortation, etc. This method can be applied by the educator within the framework of organized activities, as well as within the regime moment. For example, organized activities - a conversation about a read story, with a discussion of the actions of the heroes, regime moments - a reminder of the need to wash hands before eating, neatly fold your things, etc.
Methods for organizing the daily life of children in a kindergarten group - consist of such techniques as exercises, assignments, creating various educational situations, pedagogical requirements, etc. For example, fulfilling the teacher's instructions, such as putting away toys, helping a junior teacher; hygiene requirements.
Methods of stimulating the behavior and activities of pupils - are represented by methods: competitions, encouragement, demand, punishment, etc. For example, the requirement to remove toys after games; praise for the beautifully arranged toys and well-coordinated work.
Control methods - represent a combination of the following techniques: pedagogical conversation, pedagogical observation, pedagogical survey, consultation, analysis of the results of children's activities, etc. For example, conducting an individual conversation with a pupil about his behavior, repeating the rules of behavior in a team; control over the execution of the order.

Types of teaching methods for preschool children

The classification of teaching methods for preschool children is mainly carried out depending on the source of obtaining knowledge, skills and abilities. The teacher's choice of a particular teaching method depends on the set educational goal and the content of the lesson.

The following methods of teaching preschool children are distinguished:

Visual methods:
- observations - direct examination of objects and phenomena of the surrounding world, highlighting the main, establishing the causes of changes, formulating conclusions;
- demonstration - allows you to introduce children to a visual image of unfamiliar or familiar objects.
Practices:
- exercises - repeated repetition of practical or mental actions of a certain content;
- experiments and experiences - assisting in understanding phenomena or gaining knowledge about a particular subject;
- modeling is a visual-practical method that involves the use of a globe, map, plan, etc.
Game methods:
- didactic games - aimed at consolidating and improving knowledge, as well as the assimilation of new various content;
- a variety of imaginary situations in expanded form - aimed at the assimilation of certain knowledge.
Verbal methods:
- educator's story - presentation of new educational material, story about an object or phenomenon;
- conversation - conducted by the teacher with the children, in the event that they have certain knowledge about the topic of the conversation;
- Reading fiction - is a unique source of information about the world, develops children's imagination, thinking, memory.

In one lesson, organized by the preschool teacher, several methods are most often used simultaneously, which together make up a certain method. The task of the educator is to carefully consider and outline the techniques that will need to be applied in the learning process. Basically, preschool educational institutions are dominated by visual and game methods in combination with verbal ones.

The choice of teaching methods depends on:

The content of the implemented educational activities.
Age opportunities and needs of children.
The level of mental development of pupils.
Forms of organization of educational activities.
Equipping the educational process with the necessary material and technical means.
The personality of the educator, the level of his professionalism and skill.

Practical methods of teaching preschoolers

Definition 1

A method is a way to achieve a set goal, involving a certain orderly activity.

The concept of teaching methods and techniques

Definition 2

Teaching method is a way of organized and orderly activity of a teacher and children aimed at achieving the goals and objectives of education in the learning process.

Quite often, the concept of method is identified with the concept of reception. However, these concepts are different in content and definition.

Definition 3

A reception is a part of a method that is its specific element.

Teaching methods involve interrelated activities of the teacher and students, the direction of which depends on the educational goal. In this connection, each teaching method organically includes the educational activities of the teacher and the active educational and cognitive activities of children.

The activities of children, within the framework of the teaching method - active and purposeful work on the perception and assimilation of educational material provided by the teacher.

The activity of a teacher, within the framework of the teaching method - the presentation of educational material, explanation, organization of a lesson, etc.

Quite often the role of the teacher in the educational process is reduced to the fact that he defines the topic, conducts an introductory conversation, gives instructions for the implementation of independent educational work, and only after that invites the children to comprehend and assimilate the educational material.

Thus, the nature of the teacher's activity depends on what method of teaching he has chosen to master a particular educational topic. However, despite the type of method, the orderly and organized activity of the teacher and children is a prerequisite.

Note 1

So, teaching methods are understood as all methods of the teacher's teaching work and the organization of educational and cognitive activity of children aimed at solving didactic problems and mastering new educational material.

Types of practical teaching methods for preschoolers

The following types of teaching methods for preschoolers are distinguished:

Visual methods: observation, demonstration of visual aids.
Verbal methods: storytelling (teacher or children), conversation, reading fiction.
Game methods: didactic game, imaginary situations with roles.
Practical methods: exercises, elementary experiments, experimentation, modeling.

Practical methods of teaching preschoolers are methods aimed at organizing the cognitive activity of preschool children in order to assimilate new knowledge and skills of a practical nature.

The leading practices for teaching preschoolers are:

Exercise
Elementary experiments and experiments
Simulation

Exercise – multiple repetition of mental or practical actions by a child in order to consolidate them and bring them to the state of a skill. In the process of performing exercises, children are given the opportunity to master various ways of mental activity, to form educational and practical skills. With the help of exercises, the child can learn most of the content of preschool education.

Elementary experiments and experiments are aimed at acquiring new knowledge about a certain subject, phenomenon or action by a preschool child. During the experiment, the child influences the object of knowledge in order to establish its properties, connections, etc. In the event that the object has any hidden properties, then their identification is carried out through the organization of elementary experiments.

Experimentation, as an activity of a child of preschool age, is formed and developed in line with his own activity throughout his preschool childhood.

Experiments and experimentation are aimed at developing such qualities and skills as observation, the ability to compare, compare, give reasoned opinions, and formulate conclusions.

Modeling is a visual-practical teaching method that involves the creation of a model that includes generalized images of the main properties of the object being modeled.

The basis of the modeling method is the substitution of a real object for its model (image, model, symbol, etc.).

Initially, the ability to model (substitute) is formed in children during the game, when they replace real objects with toys or even make a symbol (for example, a stick is a spoon, a leaf of a tree is money, pebbles are sweets for a doll, etc.). P.).

In addition, the experience of modeling (substitution) is accumulated in the process of mastering the child's speech, in visual activity. For example, when mastering speech, the teacher uses colors for sound analysis: vowels - red, consonants - blue, which contributes not only to the assimilation of the sound basis of the word, but also to the accumulation of modeling experience.

The choice of teaching methods

The choice of teaching method for preschool children is most often carried out by the teacher in an arbitrary form. When choosing a method, the teacher takes into account a number of factors, such as:

Educational goals facing a preschool institution, based on the state standard and the guidelines of modern didactics.
Taking into account the peculiarities of the content of the studied science or subject.
The peculiarity of the methodology of teaching a particular academic discipline, due to its specifics.
The purpose, objectives and content of educational material for a specific age level.
Accounting for the characteristics and individualities of children, their age-related capabilities and needs.
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