How can teachers enhance their teaching abilities? 4 Practical Methods!

Many teachers are trapped in the dilemma of putting in effort but not achieving the expected results in their teaching, which not only makes students lose interest in learning, but also leads to professional burnout.

In fact, improving teaching ability is not about "blindly increasing workload", but about "finding the right methods and making precise efforts".

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Today, we will share four practical methods validated by frontline teachers, from "classroom design" to "teacher-student interaction", and then to "post class review", to help you create an efficient classroom that students enjoy and excel in, and quickly improve your teaching ability.

Method 1: Replace "dull explanations" with "scenario based teaching" and encourage students to actively participate

Many students find learning boring because teachers isolate and theorize knowledge without integrating it with their life experiences. Scenario based teaching "constructs" real or simulated life scenarios "to enable students to actively learn knowledge while solving problems, which can stimulate interest and deepen understanding.

1. Specific operation: 3 steps to create a scenario based classroom

(1) Finding the 'Connection Point': Linking Knowledge with Life Scenarios

Before lesson preparation, consider: "Can this knowledge point be applied in daily life? What are the common scenarios?"

For example:

When teaching "percentages" in mathematics, design a scenario for "supermarket discount calculation" ("How much is a piece of clothing worth 20% off its original price of 200 yuan? What kind of discount is more cost-effective if you spend 100 yuan or more?");

When teaching "letter writing" in composition, create a scenario of "writing back letters to pen pals from afar" (providing pen pal letters, allowing students to write back letters based on their own experiences, practicing format and emotional expression);

(2) Setting up a 'task chain': allowing students to learn knowledge while solving problems

After setting up the scene, design a "step-by-step task" to guide students to explore knowledge step by step:

Primary task: Familiarize yourself with the scene and clarify the problem (such as "identify all promotional activities in the supermarket discount scene first");

Intermediate task: Apply knowledge to solve problems (such as "calculating the final price of different discounts");

Advanced task: Expand and extend, flexibly apply (such as "How to combine discounts to save money if buying two clothes?").

(3) More interactive: Encourage students to actively express and collaborate

Scenario based teaching is not about "teachers acting and students watching", but about making students the protagonists:

Group cooperation: 4-6 people work together to complete tasks and cultivate collaborative skills;

Display and Sharing: Each group sends representatives to share solutions, and teachers provide feedback and extract knowledge points;

Questioning supplement: Encourage other students to express different opinions and deepen their understanding of the knowledge.

2. Real case studies:

Teacher Li, a primary school mathematics teacher, did not directly explain the formulas when teaching the volumes of rectangular and cubic prisms. Instead, he brought physical objects such as Rubik's cubes, books, and delivery boxes, and created scenarios of "packing the delivery box and calculating how much packaging paper (surface area) is needed" and "packing the box and calculating how much (volume) it can hold".

Students grouped for measurement, calculation, and discussion not only quickly mastered the formulas, but also flexibly solved the extended problem of "irregular object volume measurement". In the final exam, the accuracy of the class's rectangular volume related questions increased by 35% compared to the previous semester.

Method 2: Replace "one size fits all teaching" with "differentiated guidance" to enable every student to make progress

Many teachers are accustomed to "uniform progress, uniform homework, and uniform evaluation", but students have different foundations, acceptance abilities, and interests. "One size fits all" can lead to "students with good foundations not being able to eat enough, and students with weak foundations not being able to keep up". Differentiated guidance "provides" layered teaching content, assignments, and evaluations "based on students' different situations, allowing each student to progress in their" zone of proximal development ".

1. Specific operation: Implement differentiation from "3 dimensions"

(1) Layered teaching content: progressive three levels of foundation, improvement, and expansion

Basic layer: Ensure mastery of "core knowledge points" (such as teaching "linear equations" in mathematics, students in the basic layer can solve simple equations);

Enhancement layer: Increase "variant exercises" and flexibly apply knowledge (such as solving equations with parentheses and denominators);

Expansion layer: Design "comprehensive application questions" or "open-ended questions" (such as creating equation application questions based on real-life situations).

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In class, the teacher first explains the basic content to ensure that all students master it; Then assign different tasks to students at different levels, with weaker students doing basic questions and teachers providing focused guidance; Students with a good foundation are encouraged to do improvement or expansion questions and explore independently.

(2) Layered homework assignment: combining "mandatory questions + optional questions"

Required questions: covering core knowledge points, all students must complete them (such as "Memorizing key paragraphs and completing post class exercises" after Chinese language teaching);

Multiple Choice Questions: Divided into "One Star, Two Star, Three Star", students can choose according to their own situation (such as "Draw a Mind Map for the Text" for the One Star Question, "Write a Reflection on the Text" for the Two Star Question, and "Adapt the Ending of the Text" for the Three Star Question).

This can ensure that students with weak foundations "complete basic tasks and do not fall behind", while allowing students with good foundations to "challenge higher difficulty and not be bored".

(3) Hierarchical evaluation method: focus on "progress" rather than "ranking"

Adopt different evaluation criteria for students at different levels:

Students with weak foundations: Focus on evaluating whether they have made progress compared to before (such as "The accuracy rate of solving equations this time is 20% higher than last time, great!");

Students with average foundation: Evaluate whether they have mastered the core knowledge and can flexibly apply it (such as "This variant question is well done, indicating that you have understood the knowledge points!");

Students with a good foundation: Evaluate whether there is innovation and whether it can be expanded and extended (such as "The application questions you have written are very close to life and have considered multiple situations, very thoughtful!").

2. Key effects:

Language teacher Mia, after implementing differentiated teaching, the learning enthusiasm of students in the class has significantly improved: students with weak foundations are no longer afraid of learning because they can "complete necessary exercises and receive recognition"; Students with a good foundation are more motivated to learn because they have the opportunity to take on challenges and demonstrate their abilities. After one semester, the average language score of the class increased by 12 points, and the pass rate increased from 75% to 92%.

Method 3: Replace "delayed evaluation" with "timely feedback" to let students know "how to improve"

Many teachers' feedback has two issues:

Delay "(such as the homework being graded and sent out only a few days later, and the student has already forgotten the thought process at that time);

Blurriness "(such as only checking" √ "or" X ", writing" keep going "or" continue to work hard ", students don't know where they went wrong and how to correct it).

Timely feedback "requires teachers to provide" specific, targeted, and actionable "evaluations as soon as students complete learning tasks, to help students adjust in a timely manner.

1. Specific operation: Feedback should achieve "three clarifications"

(1) Clarify 'where': affirm specific actions and reinforce strengths

When giving feedback, do not say 'you did a great job', but point out specific strengths:

For this math problem, not only did you write out the formula, but you also annotated the meaning of each step. Your thinking is very clear

Regarding the classroom speech: "You mentioned 'expressing blessings at the end of a letter', which is crucial and complements everyone's omission. It's great

(2) Clearly identify 'where is wrong': point out specific issues without denying the overall picture

When errors are discovered, do not blame 'why are you wrong again', but rather specify the problem:

The idea behind this question is correct, but when inserting the data in the second step, '3.14' was written as' 31.4 ', resulting in an error in the result. Please pay attention to the decimal point when calculating next time

The beginning of this essay is very attractive, but there are not enough details in the middle part when writing about 'an unforgettable experience'. For example, descriptions of the emotions and environment at that time can be supplemented to make the reader more immersed

(3) Clarify 'how to improve': provide actionable suggestions, not vague requirements

The core of feedback is to help students make progress, so specific improvement methods should be provided:

For students with weak foundations: "You missed three key sentences in this recitation. I suggest that you first divide the sentences into three parts: 'cause, process, and result', and then memorize each part as a whole. How about I randomly check these three parts tomorrow

For students with a good foundation: "Your English essay grammar is fine, but your vocabulary can be more diverse. For example, 'good' can be replaced with 'excellent' and 'fantastic'. Next time, try using three newly learned adjectives, okay? ”

2. Feedback timing: The faster, the better

In class: After students speak, they immediately comment; After group discussion, summarize in a timely manner;