Primary Context - Methodologies

Teaching Approaches and Methodologies

The pedagogical approaches and teaching methodologies used to implement the curriculum in the primary classroom reflect the curriculum’s child- centred philosophy. An overview of methodologies for each of the subjects in the primary curriculum is available in the Teacher Guidelines for each subject. See https://www.curriculumonline.ie/Primary/

Detailed below are some key methodologies which pertain to all subjects and some accompanying supports.

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Active Learning

Active Learning is generally defined as any instructional method that engages children in the learning process. It requires children to participate in meaningful learning activities and think about what they are doing. The Primary School Curriculum (1999) encourages teachers to use a variety of approaches and strategies to promote active and independent language learning. A range of active learning approaches can be found in the following PDST Documents:

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Dialogic Classroom

A dialogic classroom relates to the relationships we foster within the classroom and the balance of ownership between teacher and child. Dialogue in these classrooms are collective, reciprocal, supportive, cumulative and purposeful.

The pedagogical goal is to focus on the processes of thinking. The Primary Language Curriculum (2019) highlights that language empowers children to develop their thinking, expression, reflection and critique. Such learning occurs when child and adult or child and child have meaningful interactions and conversations. In dialogic classrooms, teachers ask divergent, open questions, listen attentively to children’s responses, respond to what children say with specific feedback, and scaffold children to reflect on their contributions and levels of understanding by seeking clarification and supporting children to connect ideas. Children take many turns, give lengthy contributions, listen, and build on what has already been said. (Reznitskya, 2012, p. 447, p. 448)

Children also take on key responsibilities for the flow of discussion and present elaborate explanations of their ways of thinking. Useful resources which support the dialogic classroom are detailed below:

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Here you can see a video of guided discovery in practice.(PDST-Technology in Education)

Guided Discovery

The principle of guided discovery and the importance of the teacher providing opportunities for this, are central to the curriculum. In order to ensure that learning is fully productive, the teacher needs to identify particular stages of development in the child’s understanding and then choose the sequence of activities that will be most effective in advancing the child’s learning (Primary School Curriculum Introduction, p.15).

The guided-discovery strategy involves the teacher in designing a series of questions that will eventually lead to one or more appropriate answers and ultimately the discovery of a particular concept or ‘solution’. It is one of the approaches that offer children the opportunity to make decisions, solve problems or take initiative. The use of this approach promotes discussion among children and enhances the child’s capacity to evaluate (Physical Education Guidelines, p.43).

Co-operative Learning

Co-operative learning uses small groups for teaching and learning, so that children work together to maximise their learning. Co-operative learning is highly structured and is always used with mixed ability groupings, therefore, inclusive in nature. Roles within the group may vary according to the activity with an emphasis on utilising children's own unique strengths and abilities.

The most common model of cooperative learning is that of Johnson, Johnson and Smith (1991). This model incorporates five specific tenets, which are: individual accountability; mutual interdependence; face-to-face promotive interaction; appropriate practice of interpersonal skills and regular self-assessment of team functioning. While different cooperative learning models exist, the core element held in common is a focus on cooperative incentives rather than competition to promote learning. Click the button below for further information for teachers in relation to co-operative teaching.

Co-operative Teaching

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