20132204

1
Essay 2 - Teaching and Learning
Strategies
Current research has shown that not all
students respond to content in the same way,
thus current teaching and learning strategies
have changed in order to ensure maximum
learning potential is achieved. This essay will

This essay showcases the theoretical understanding of

strategies which have been identified that will promote and
engage students to participate in the classroom.
The following elements showcase this by
A) The impact of using problem-based historical inquiry
in the classroom
B) Further explanation on the positive connotations of
using Inquiry Based Learning in the history classroom
C) How PBL can be used to promote engagement in the
classroom
D) The importance of Vygostsky as a theorist to
education

discuss and evaluate inquiry-based [IBL],

problem-based [PBL] and small-group learning for their effectiveness as both teaching and learning strategies.
In summation this essay will address these three strategies that can be used to create a positive and efficient
way to deliver content and foster lifelong learning. Specifically, these strategies will be discussed in relation to
their implementation into a stage 6 history classroom.

Inquiry-based learning is used within a classroom environment as a tool to assist in constructing knowledge
and allowing students to solve problems and involves the application of several problem solving skills
(Pedaste et al., 2015, p48). This strategy coupled with both knowledge and understanding provide students
with important skills that will allow them to excel in the history classroom. The Ancient History syllabus
allows for students to assess contemporary ethical issues associated with these ancient cultures, sources and
societies (Board of Studies NSW, 2009). This can be developed through the use of problem-based historical
inquiry that ensures that students can create and research beyond the surface of content and are given the
opportunity to grow in their current learning (Saye and Brush, 2012). This specific example can be applied
to research of the impact of historical political leadership figures and their impact on both their contemporary
society as well as the legacy for future generations. This historical inquiry goes beyond the surface learning
object and creates the knowledge that they would be able to apply to their own lives, for instance the
characters that are needed to establish an influential leadership. Although only one area, the mandatory case

20132204
2
studies within the Ancient History course are inquiry-based investigations that will allow a development of
skills that underpin studies across stage 6.

However, it is to be noted that in order to achieve the desired learning goal for the students, the limitations of
the use of IBL need to be considered. When being applied to any curriculum, teachers need to ensure that
they provide appropriate guidance that is required for successful scaffolding so that students can achieve/
reach their maximum learning potential (Hmelo-Silver, Duncan & Chinn, 2009). With the scaffolding and
guidance coupled with immediate feedback and prompting questions from the teacher, students are able to
continue along the desired learning pathway that is developed at their own pace (Graesser & McNamara,

2010). Additionally, students are able to set their own learning goals which they are able to control, and thus
can become more engaged in both the classroom and the content presented as teachers are acting as the
facilitator in the learning process (Poitras & Lajoie, 2014).

Problem-based learning allows for students to work collaboratively or individually to both decide on a
learning goal and find solutions to a complex problem. (Ferreira & Trudel, 2012, p. 23; Rotgans & Schmidt,
2011). PBL can be applied to real world situations which will allow for students to see the benefits within
their learning process and thus be able to engage with the content as they consider it authentic learning (Saye
and Brush, 2012). Both the Modern and Ancient History syllabuses for stage six emphasise that a key
competency that is developed throughout the courses is the ability to develop problem solving skills and
complex decision making (Board of Studies NSW, 2009). This is able to be achieved through the
development of skills required to analyse sources for their usefulness and reliability which is a key feature in
both syllabuses (Board of Studies NSW, 2009, p11). Additionally, the PBL approach can be incorporated into
a historical site study, where students have to evaluate the evidence that has been discovered by
archaeologists and historians, with the potential to discover the cultural and religious aspects of a

20132204
3
society. This would provide a more authentic and engaging learning experience where self-regulated
learning is encouraged to develop a more critical reflection of the learning content (Poitras & Lajoie,
2014).

Although PBL can be considered a strong and efficient learning strategy for students, there are restraints
when attempting to incorporate it into the curriculum. Although a key strategy for the development of social
skills both inside and outside the classroom, teachers need to regulate the activity as, especially in stage six,
there is the potential that students will not always be on task. This differing engagement style that is
considered needs to be regulated through prompt questions and scaffolding (Kelly, Haidet, Schneider, Searle,
Seidel & Richards, 2010).

Small group learning is structured around collaborative work on open-ended questions and problems in a way
that attempts to stimulate the engagement in these learning situations (Damsa, 2014). The use of small group
learning will effectively allow students to become more engaged with the content being that it is able to be
associated with Vygotskys constructivist learning approach, whereby students learning through a social

environment is considered meaningful and essential (Vygotsky, 1978). This strategys importance and
integration into classroom activities can benefit students in being able to develop their teamwork skills as well
as develop an appreciation of others contributions. Both the Ancient and Modern Syllabuses encourages both
teachers and students to choose a topic that reflects the interests and abilities of the students (Board of
Studies NSW, 2009). In this way small group learning can be utilised to its maximum potential in any area of
the syllabus, creating a group assessment in the basis of an historical investigation such as a case or thematic
study, significant events or on various aspects of a particular society (Board of Studies NSW, 2009).
It is to be noted that Flosason, McGee and Ludwig (2015) emphasise that small group learning activities can
be difficult to execute and control in large group situations and thus should be regulated and planned

20132204
4
accordingly. However, keeping this in mind, the active or experiential learning that is developed through this
strategy far outweighs the negative as a successful learning process.

Therefore, it can be seen that through the use of these strategies; inquiry-based learning, problem based
learning and small group learning, the potential value for the student and the skills they can develop and
foster are beneficial for the overall learning process. These key teaching and learning strategies all attempt to
help foster lifelong learning through the development skill such as problem solving and critical thinking,
effective teamwork and self-directedness (Chiang, Leung, Chui, Leung & Mak, 2012, p1184). An essential
aspect of these three strategies is that they all are focused on creating a student-centred rather than teacher
centred learning environment, which may assist in fosterling the lifelong learning goals. These skills are
essential as they can incorporated not only in future learning environments but also in workforce situations.

In conclusion, it can be seen that these three strategies, having various strengths and limitations, can provide
students with the positive learning experience that is required for them to be interested and therefore
engaged. IBL, PBL and small group learning provide the opportunities for the development of skills to be
used outside of the classroom atmosphere, essentially fostering lifelong learning. It is therefore essential that
teachers have a thorough understanding of how their students learn in order to make an informed decision as
to which strategies, if not all, to use within a stage 6 History classroom.

20132204
5
References
Board of Studies NSW. (2009). Ancient History Stage 6 Syllabus. Retrieved from NSW Board of Studies.
http://www.boardofstudies.nsw.edu.au
Board of Studies NSW. (2009). Modern History Stage 6 Syllabus. Retrieved from NSW Board of Studies.
http://www.boardofstudies.nsw.edu.au
Chiang, V. C. L., Leung, S. S. K., Chui, C. Y. Y., Leung, A. Y. M., Mak, Y. W. (2013). Building life-long
learning capacity in undergraduate nursing freshmen within an integrative and small group learning
context. Nurse Education Today, 33:1184-1191.
Damsa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in objectoriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3):247281.
Ferreira, M. M., & Trudel, A. R. (2012). The Impact of Problem-Based Learning (PBL) on Student Attitudes
Toward Science, Problem-Solving Skills, and Sense of Community in the Classroom. Journal of
Classroom Interaction, 47(1):23-30.
Flosason, T. O., McGee, H. M., & Ludwig, L. D. (2015). Evaluating Impact of Small-Group Discussion on
Learning Utilizing a Classroom Response System. Journal of Behavioural Education, 24(3): 317-337
Graesser, A. C., & McNamarra, D. (2010). Self-regulated learning in learning environments with pedagogical
agents that interact in natural language. Education Psychologist, 45(4):234-244.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. E. (2009). Scaffolding and Achievement in Problem-Based
and Inquiry Learning: A Response to Kirschner, Sweller, and Clark. Educational Psychologist,
42(2):99-107.

Pedaste, M., Maeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A.N., Kamp., E. T., Manoli, C. C.,
Zacharia, Z. C., Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and inquiry cycle.
Educational Research Review, 14:47-61.

20132204
6
Poitras, E. G., & Lajoie, S. P. (2014). Developing an agent-based adaptive system for scaffolding selfregulated inquiry learning in history education. Educational Technology Research and Development,
62(3):335-366.
Rotgans, J., & Schmidt, H. (2011). Cognitive engagement in the problem-based learning classroom. Advances
in Health Sciences Education, 16(4):465-479.
Saye, J.W., & Brush, T. (2012). Using Technology-Enhanced Learning Environments to Support Problembased Historical Inquiry in Secondary School Classrooms. Theory and Research in Social Education,
35(2):196-230
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge:
Harvard University Press.