PI 1.3 Methodologies and Strategies

Rationale for Including Methodologies and Strategies in Lesson Planning

Methodologies and strategies, when incorporated into a lesson plan, are key in determining how the lesson content is addressed and how students will engage with the content (Tomlinson, 2014, p. 99). Methodologies and strategies provide an organized method for delivering instructions with lesson objectives in mind that is responsive to the various learning needs of students, (Tomlinson, 2014, p. 99). Methodologies and strategies incorporated in a lesson plan help a teacher to select and use teaching methods that are best suited to the learning goals and content of the lesson. These methods can improve student understanding, retention, and transfer of knowledge (Marzano, Pickering & Pollock, 2001). For example, cooperative learning strategies may develop skills for teamwork and collaboration, while direct instruction may be better suited to introduce new content. Additionally, methodologies and strategies encourage and support differentiated instruction by giving teachers more opportunities to develop learning experiences based on the variety of abilities, interests, and learning patterns (Tomlinson, 2014 son). This flexibility and responsiveness is key to creating an environment for diversity and inclusion where all students have opportunity to succeed. Similarly, appropriate methodologies and strategies will ultimately promote student engagement and motivation. In other words, by offering a variety of instructional strategies, teachers can create more dynamic and interesting lessons, thus encouraging student participation and investment in the learning experience (Doyle, 1986).

References

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392431). Macmillan.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: ResearchBased Strategies for Increasing Student Achievement. ASCD.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.