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. Here are three 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:
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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.
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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:
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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.
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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.
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Dysgraphia: Teachers also use multisensory instruction for handwriting struggles. For instance, students use the sense of touch when they write on “bumpy” paper.
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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:
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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.