Li, Y. (2024). Choosing Appropriate Instructional Methods for Adapting to Student Diversity in the Classroom. In Y. Li, Mastering the Art of Lesson Planning: A Practitioner Guide for Teachers (Backed by Scientific Evidence) (pp 16-31). CSMFL Publications. https://dx.doi.org/10.46679/9788196780579ch02
Abstract
This chapter discusses how to select appropriate methods for your objectives and content, how to balance direct and indirect instruction, and how to incorporate different learning styles and modalities into lesson planning. It provides examples of various teaching methods such as direct instruction, inquiry-based learning, cooperative learning, project-based learning, and flipped learning, and explains their advantages and disadvantages. It also suggests ways to vary your methods to meet the diverse needs of your students, such as using visual, auditory, and kinesthetic aids or providing differentiation and scaffolding. The chapter concludes with recommendations for practicing teachers on how to choose and implement effective teaching methods in their classrooms.
Attard, C., Berger, N., & Mackenzie, E. (2021). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM. Frontiers in Education, 6(1). https://doi.org/10.3389/feduc.2021.693221
Chou, C.-P., Chen, K.-W., & Hung, C.-J. (2021). A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.753463
Engelmann, S., & Carnine, D. (2016). Theory of instruction: principles and applications. Nifdi Press.
Gillies, R. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Hornby, G., & Greaves, D. (2022). Cooperative Learning. In Essential Evidence-Based Teaching Strategies (pp. 63–81). Springer, Cham. https://doi.org/10.1007/978-3-030-96229-6_5
Ismail, N., Alias, S., & Albakri, I. (2006). Inquiry based learning: A new approach to classroom learning. English Language Journal, 2(1), 13-24.
Kerr, P. (2020). Flipped learning. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.
Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? American Psychologist, 59(1), 14–19.
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0032-z
Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes A second-order meta-analysis. Journal of Pedagogical Research, 6(4). https://doi.org/10.33902/jpr.202217481
Quint, J., Visher, M., Bangser, M., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-Based Learning A Literature Review. MDRC.
Rosenshine, B. (2012). Principles of Instruction Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12–19.
Spronken-Smith, R. (2012). Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. In International Colloquium on Practices for Academic Inquiry. University of Otago (pp. 1-17).