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Every teacher has to face some challenges, that his students able to understand his teaching how much & how quickly they get it. Different teaching methods are used by the teachers in the classroom to teach the students. It is very necessary to use the Innovative Teaching Strategy to teach the children. So we will discuss in this blog on Innovative Teaching with different strategies.

Can an indoor game of 'Snakes & Ladder' or 'aim the target' be used in teaching students in a class? Surprisingly, yes. Education, despite being a serious business, need to be imparted through fun classroom activities, especially for primary class students. A teacher uses several innovative teaching methods to educate the kids who just want to have fun in their classes. Even a well experienced and highly qualified teacher finds himself/ herself in a jiff where it gets difficult to control a super energetic bunch of kids in a classroom. The teacher may not know how to make a group of primary class students pay attention to the class. Few innovative teaching methods based on the zero-investment concept enhance learning through games in the classroom. Let's take a look at 5 fun classroom activities for primary students that can be implemented in schools across the globe:

There is an understandable interest in deep-learning, after all, who wants their students to have a superficial understanding of the content. Read the marketing of almost any school and you are likely to find some statement about the deep-learning that is achieved as a result of their excellent teaching and learning platform. Likewise, ask any teach about their philosophy of teaching and you will hear how they engage their students with learning that promotes a deep-understanding.

Only those who have taught a class for a year, who have struggled with the challenges faced by students and who have shared in the moments of success will truly understand why we teach. Maybe that is why we seek out opportunities to gather and share what we do, to spend even a Saturday in the company of those who "get" what it is that we do and why we do it. Teaching is a beautiful thing to be a part. 

Main Menu Home Articles Submit Article Google Gadgets Site Search Contact Us spacer.png, 0 kB Home arrow Articles arrow Storycaching Storycaching PDF Print E-mail The premise of Storycaching is to combine the use of a GPS with an iPod where a user goes to a specific place using map coordinates, then listens to a podcast (audio on demand), usually a story, that takes into account the nature of the area where the listener is now located. Like geocaching, a cache may be located at the site and can contain some relevant objects that add a physical dimension or symbolism to the cached story. Storycaching is designed to enhance the experience of both the storyteller and the listener. By allowing the storyteller to reference elements in the environment where the listener is located, the listener is provided a third dimension to the story, that of authentic physical feelings and sensory input. Storycaching is a concept created by Dr. Martin Horejsi at The University of Montana-Missoula. For example, a girl walks to a distinctive place in order to listen to a story on her iPod. Using map coordinates and a GPS, she climbs part way up a hill on the edge of town. When arriving at a specific spot according to the GPS, she locates a small box containing some relics. Sitting on a rock, she holds the objects in her hand listens to a sound file on her iPod. Overlooking the valley, the power of the Native American elder's words stir her emotions as landmarks, smells, the wind, and other sounds are referenced in the story, all possible because the person telling the story knows that the listener will be in a specific place while listening to the story. Or maybe, the story was recorded years ago when the elder sat in the very spot where the young girl now sits. A connection with the story is forged in a way never before experienced alone. Another example is where a high school student studying earth science walks through a river drainage with his teacher. But his teache

For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.  

President Obama's first address on educational reform.

Traditional methods of teaching maths have more in common with how we programme a computer that what we might do if we wanted to engage our students in mathematical thinking. We shouldn't be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response. But is there a better way?

Election 2012 is all over the news and, with just a few short weeks remaining until the "big day," your students are probably asking tons of questions about this exciting process. If you're looking for great teaching resources on voting, the candidates and/or the Electoral College, you've come to the right place!

The process of developing electronic teaching portfolios can document evidence of teacher competencies and guide long-term professional development. The competencies may be locally defined, or linked to national teaching standards. Two primary assumptions in this process are: 1.) a portfolio is not a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflective tool which demonstrates growth over time; and 2.) as we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers.

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Film educational software for schools is now completing the all teaching and training needs of the millions of students those required the careful analysis of the software features.

A common challenge for students and teachers is how to develop a great idea for a piece of writing. Too often students struggle with the process of finding inspiration for their writing. They have a vague idea for the story they hope to tell, but all too quickly it transforms into a list of events with little or no detail. The goal here is to provide our students with a process to use during the planning process. The hope is that by identifying the type of thinking required during the early phases of ideation and to focus their attention on details, that the stories our students subsequently compose will be more enjoyable to read. Hopefully, this process helps.

Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)

What should our goal for student thinking be? How do we scaffold student thinking in ways that are meaningful while developing autonomy and encouraging students to think effectively when we are not there? What would success with thinking strategies look like? These were the challenging questions that Mark Church presented to teachers at the most recent 'Cultures of Thinking Teach Meet' hosted by Masada College.

Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.

I keep circling back to this question of what do we need to know, or to learn. It comes up so often in conversations around education and is closely connected to what we hope to achieve for our students. It is a question whose answer shapes not only what we teach but how we teach and what we assess. It strikes at the heart of how we perceive the role of education in society and the way we answer it reveals much about our personal philosophy of education. 

Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 

At the start of each year we arrive back from our break hopefully rested and energised. The new year brings many new opportunities including new students, new team members and new teaching programmes. We begin again the climb up the hill with a fresh group of learners arriving at our doors full of excitement who will rely on us to meet their learning needs in the year ahead. All of this means we are at risk of starting the year with a certain level of panic. There is so much to do, our students are not accustomed to our routines, we don't know each other well, there are parents to meet, assessments to be done and before we know it we are back to being busy.