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APPENDIX F
TEACHING AND LEARNING
STRATEGIES
 APPENDIX F
TEACHING AND LEARNING STRATEGIES

Differentiated Instruction Strategies Appendix F1

Anchor Activities
●● Are tasks learners automatically move to when they complete assigned work (i.e., important to essential learning and never just

time fillers).
●● Allow for additional practice or promote deeper understanding.

●● Are self-directed, providing time on task and ownership for own learning.

Assistive Technology
●● Comprises any technology that allows learners to increase, maintain, or improve their learning.

Choice Boards
●● Provide learners with a choice of tasks (i.e., learners can select one or more tasks to complete). All tasks should be explicitly taught

(i.e., start small; 2 – 3 choices only).

●● Tool for learners to demonstrate what they know, understand or can do.

Cooperative Learning
●● Requires the teacher to instruct/model appropriate group roles and expectations.

●● Involves learners working with their peers to accomplish a shared or common goal.

●● Specific roles assigned to each learner, which may change depending on the task.

Cubing
●● Involves the use of a cube that has a different task on each side.

●● Can also be created with a standard die and a set of index cards.

Exit Cards
●● Are learner responses to questions posed at the end of a class or learning activity (could be written, oral or visual).

●● Require learners to put their names on cards and respond to a question given by the teacher and handed in before they leave the

classroom.
●● Allow the teacher to use the responses when planning further instruction and determining grouping and next steps.

Four Corners
●● Is a strategy that actively engages students, provides opportunities for interaction with others, and presents students with

challenging situations or questions that require critical thinking skills; checks learning.
●● Requires that learners move to a labelled corner of the room which best describes their response to a question posed. In each

corner learners work together to collect evidence and present an argument supporting their beliefs or solutions.

Graphic Organizers
●● Are visual frameworks to help the learner make connections between concepts.

●● Are used before learning to show prior knowledge; during learning to cue important concepts; after learning to promote

meaningful review.

Jigsaw
●● Enables each learner of a “home” group to specialize in one aspect of a learning unit.

●● Asks learners to meet with members from other groups who are assigned the same aspect and, after mastering the material, return

to the “home” group and teach the material to their group members.
●● Promotes learner accountability in that each part is essential for the completion of the activity.

Learning Centres or Stations

●● Are different instructional tasks that take place in various places in the classroom, gymnasium, or school.

●● Can be designed for individuals, pairs or groups of students.

●● Are not differentiated if all students go to all centres and do the same work.

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Differentiated Instruction Strategies - continued... Appendix F1

Modelling
●● Requires teacher to think aloud, model learning strategies and demonstrate the learning task.

●● Asks students to think out loud and model their strategies (e.g., making predictions; summarizing and evaluating text; showing

steps used to solve a math problems; express, explain, and model movement and game strategies; showing the steps required to
perform a movement skill).

Scaffolding
●● Refers to a number of specific instructional strategies designed to advance learning a step at a time.

●● Allows gradual release of responsibility from teacher to learner.

●● Builds on prior knowledge, internalizes new information.

●● Activities provided are just beyond the level of what the learner can do independently (zone of proximal development).

Think Pair Share

●● Provides students with the opportunity to process their thoughts and to check their ideas with a partner before, during, or after

instruction.
●● Think – for a moment (or read a piece of text, or write about an idea or concept).

●● In Pairs – discuss their thinking, reading or writing with a partner and determine what to share with a larger group.

●● Share – ideas or responses with a larger group.

Tiering
●● Involves creating more than one version of a task in response to varied levels of learners’ readiness.

●● Focuses on the same learning goal for all students but differs in complexity, structure, open-endedness or degree of independence

required to complete the task.

●● Is creating a grade-appropriate learning task, determining for whom this task would be too easy or too difficult and why, and

adding tiers which vary in degrees of concreteness or complexity.

Visuals
●● Involve using a variety of material to help student see the concept, process or skill being taught (e.g., sketches, picture symbols,

maps, charts, graphic organizers, manipulatives, interactive white boards, rubrics, anchor charts).
●● Should be embedded into the lesson or routines of the classroom and displayed where learner can readily refer to them during and

following instruction.

Flexible Grouping
●● Differentiated Instruction groups are never fixed. Groups are created for the content to meet specific needs.

●● Total: whole class instruction and all students are doing the same thing (e.g., pre-assessment, presenting new information, guest

speaker, and viewing a video).

●● Alone: all students working alone may have a variety of tasks based on interest and readiness (e.g., pre-assessment; journal entry;

self-assessment; tickets out; note taking and summarizing).

●● Paired: all students have a partner, random selection (e.g., card, colour), teacher selection, students choose a partner, task or

interest oriented (e.g., checking homework, peer editing, researching, interest in similar topic, and planning for homework).
●● Small Groups: homogeneous for skill development, heterogeneous for cooperative groups, random or structured by teacher or

students, interest or task oriented (e.g., problem solving; group projects; learning centres; cooperative group learning assignments;
and carousel brainstorming).

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 APPENDIX F
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Teaching and Learning Strategies for Health and Physical Activity Appendix F2

Teachers should endeavour to provide students with positive, successful experiences in a wide range of health and physical activities.
The teacher provides the opportunities for the students to demonstrate their learning. The teacher needs to select a variety
of dynamic, authentic and relevant instructional strategies that will meet the needs of all learners. The use of technology is an
important teaching learning strategy. Schools should provide an opportunity to use current technology to enhance student learning
where possible. Teachers are encouraged to vary teaching styles to assist students in becoming independent learners.

Some of the common teaching/learning strategies used in this document include:

Strategy Description Examples

Teachers can use this critical thinking strategy to ●● Teacher prompt: “Like any other decisions, a
help students examine inequities based on race, decision about sexual health requires you to look
ethnicity, gender, class, point of view or perception, at all sides of an issue. How can you do that?”
and any number of physical or mental attributes
of individuals. Students can examine their own
Analysis of Bias prejudices, as well as systemic discrimination, and
learn to understand how social, political, economic,
and Stereotype organizational, and cultural structures contribute to
these perceptions. Students learn the skills to make
critical assessments with respect to their reading,
listening, and viewing in order to be aware of biases
and stereotypes reflected therein.

Use Brainstorming as a thinking strategy to help ●● Teacher prompt: “What you eat can contribute
students generate questions, ideas, and examples positively to your overall health. What are some
and to explore a central idea or topic. During reasons we make healthy food choices?”
brainstorming, students share ideas that come
to mind and record these ideas without making
judgements about them. When introducing a
Brainstorming topic, teachers can use brainstorming sessions to
determine what students already know or wish
to learn, and to provide direction for learning and
reflection. Brainstorming stimulates fluent and
flexible thinking and can also be used to extend
problem-solving skills.

During a student–teacher Conference, students ●● Teacher prompt: “While you’re completing fitness
can report on their progress, consider problems stations, we individually we are going to have a
and solutions, and note strengths and areas for Conference about your application of goal setting
improvement. Teachers can discuss students’ and self-monitoring skills that have been used
work with pairs or small groups of students in throughout the unit. Please bring your portfolio
order to facilitate learning. Conferences therefore with you when it’s your turn.”
require an inviting and supportive atmosphere to
Conference encourage open discussion, as well as a high level
of trust between participants. Conferences provide
teachers with an opportunity to guide and support
learners and a forum for students to demonstrate
their learning through discussion, sketchbooks, or
portfolios.

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Allow students to try a variety of activities to ●● Teacher prompt: “Try this”, “What other ways can
reinforce learning through modelling a skill and you…”
Demonstration allowing students to practice and apply knowledge ●● Skills Circuit Stations
learned through personal exploration. ●● Gymnastics group presentation
and Exploration ●● Dance presentation
●● Game Play

Allow students to practise skills in response to a ●● Teacher prompt: “When I say go, you …”
Direct Instruction signal or command.

Students form a line. The line is then folded in half
with the two ends meeting. Students partner up—
the two ends are partners, the two people beside the
ends are partners. The third from the front is partners
with the third from the back and so on. With their
partners students respond to a teacher prompt.
Folding Line
Strategy
●● Teacher prompt: “I want you to form a line based
on how strongly you feel about the following
prompt: ‘Underage drinking is a problem in our
school.’ We will start the line here with students
who strongly agree and the line will move this way,
ending with people who strongly disagree. Please
stand single file in the line. Now we are going to
fold the line. Students at the front please walk
around and pair up with the students at the back
who are in your reversed position-third from the
front, is partner with third from the back- Once
you have your partner, I want you to compare
and contrast you thoughts related to who can be
harmed by underage drinking and how.”

Two important principles apply to the use of ●● Line

Formations: ●● Circle
●● Students should be aligned in such a way that ●● Horse shoe
all participants are able to view the leader (and ●● 4 corner
therefore the leader can view the participants). If ●● Squads
outside, be aware of placement in regard to the ●● Stations
sun. To support better listening, stand so that the
Formations sun shines in the eyes of the teacher, not students.
●● Ensure adequate spacing between groups so that,

if working in several groups, one group’s activity

does not interfere with another group’s activity.
Use formations that are appropriate to the specific
type of activity.

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Teaching and Learning Strategies for Health and Physical Activity - continued... Appendix F2

There are many ways to divide students into groups or teams. Avoid choosing two captains and allow them
to “pick” the teams. Use different ways used to divide classes into groups to provide variety and to give
students opportunities to work with different people.
Whistle Mixer: Students jog on the spot. When whistle is blown a certain number of times, students form
groups corresponding to the number of whistles. (This can also be done by calling out numbers.)
Partners: Any method of forming partners will also serve as a method of dividing a class into two teams.
Select a Partner: If students choose their own partner, two teams can be created by either choosing several
pairs to form one team and other pairs to form the other team, or by splitting partners so that one partner
goes to one team and one partner goes to the other. If students are choosing their own partner, designate
an area to be the “lost and found” where anyone without a partner can go to find one. Challenge the class
to make sure that the same people are not required to go to the “lost and found” on a regular basis. If this is
the case, the teacher should use other methods for dividing the students into groups.

A B Line A becomes one team, line B the other team

Forming Groups * *
* * Next time, count down the line – the first half of the pairs are
* * one team, the second half of the pairs become the other team.
* *
“Back to Back”: Have the students stand back to back (or shoulder to shoulder, elbow to elbow) with
another student as quickly as possible. Change partners and body parts connecting. The goal is to emphasize
rapid selection. To make two teams, at any point, one partner sits, the other stands. Those standing move to
one area, those sitting move to another.
“Similarities”: Ask students to find a partner with, the same shoes, the same colour shirt, the same colour
eyes, colour hair, birthday in the same month, etc.

Have students line up (use a line on the floor, field) and number the students off 1, 2, (or orange/apple, sky/
tree, red/blue, etc.)

Students use the four levels of the achievement
chart to assess their knowledge and understanding,
thinking, communication or application and display
their level by holding up a corresponding finger
Four Finger Self-
Assessment
●● Students display a finger which represents the
following scale for application of interpersonal
skills:
1 finger – I need reminders to cooperate and follow
the rules of fair play.
2 fingers – I sometimes cooperate and follow the
rules of fair play.
3 fingers – I cooperate and follow the rules of fair
play.
4 fingers – I always cooperate and follow the rules of
fair play.)

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Label the four corners of the room with "Disagree,
Strongly Disagree, Agree, and Strongly Agree." Read
a statement and have students move to the corner
representing their point of view. All students sharing
Four Corners the same point of view will respond in various ways
including collecting data for their response, creating
a poster of the view, generating a list to compare and
contrast with other views.
Guided Discovery allows teachers to introduce new
materials, explore centres or areas of the classroom,
and prepare students for various aspects of the
curriculum. Students can creatively and actively
Guided Exploration
engage with the new tool or areas, ask questions, and
practice making appropriate choices with regard to
the focus of the discovery.
Students form two circles. One circle is inside the
other circle. The inner circle faces the outer circle
and students partner up, an inner circle student with
an outer circle student. Students share a response
Inner/Outer Circle to a teacher prompt. The outer circle will move one
student to the left while the inner circle remains in
place, thus creating new partners. Students respond
again to another prompt, or the same prompt.
Students randomly call out responses to a teacher
prompt. Students self monitor when it might be their
Popcorn Strategy turn to speak and should be encouraged to not speak
over another student.
Problem Solving is a mental process that allows
students to tap into higher ordered thinking. They
Problem Solving work through possible outcomes and move to a
desired solution.
Rapid Write enables students to generate as many
ideas as possible in the command of a teacher
without having to worry about language conventions.
Rapid Write
Often this raw material can be revised to be included
in “good copies” of their ideas.
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●● Teacher prompt: “Sexting – or the practice of
sending explicit messages or photos electronically,
predominantly by cell phone – is a practice that
has significant risks. Move to the appropriate
corner if you strongly agree, agree, disagree or
strongly disagree.”
●● Teacher prompt: “Balance with three body parts
touching the ground”
●● Stations
●● Beginning of a Unit (assessment for learning):
diagnostic assessment to see student prior
knowledge and skill level
●● Teacher prompt: “With your partner, describe
how your running changes as you approach a long
jump.”
●● After one minute of discussion, the outer circle will
rotate so students have a new partner.
●● Teacher prompt: “What things do you consider
when making a short-term fitness goal?”
●● Students call out responses.
●● Teacher prompt: “Move from the red line to the
black line while keeping the ball away from your
partner”
●● Teaching Games for Understanding (TGFU)
●● Teacher prompt: “When I say go, I want you to
write for 2 minutes about…”
●● Teacher prompt: “Don’t even lift you pen up, just
try to get as much information down as you can.”
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Teaching and Learning Strategies for Health and Physical Activity - continued... Appendix F2
Through Simulation, students can participate in a
replication of real or hypothetical conditions and
respond and act as though the situation were real.
Simulation is useful when students are learning
about complex processes, skills, strategies, ideas,
Simulation
or issues, or when they are trying to understand
the emotions and feelings of others. Simulation
can take a number of forms, including role playing,
dramatizations, and strategy run through.
Task Teaching gives the student a greater sense of
ownership (i.e., student-directed teaching). Formal
Teaching by Task
instruction is given, yet students are capable of
making choices or following set instructions.
In the Think-Aloud Strategy, the teacher models out
loud a thinking or learning process while using it.
It is particularly useful when students are learning
a difficult concept, skill, or strategy or to reinforce
Think-Aloud
learning. Think-Alouds can also be done by students
on their own as they learn a skill, with a peer, or with
the teacher for assessment purposes.
During a Think Pair Share activity, students
individually consider an issue or problem and then
discuss their ideas in pairs or in a small group. A few
Think Pair Share
students are then called on by the teacher to share
their thoughts and ideas with the whole class.
After completing a Think Pair Share, partners join
with another pair and they compare and contrast
Think Pair Share
responses.
Square
Visualization is a process of making an object, an
event, or a situation visible in one’s imagination by
mentally constructing or recalling an image. Teachers
can use visualization with students as an exercise
Visualization in applying tactical solutions prior to application in
a game situation. Visualization allows students to
draw on their own prior experience and extend their
thinking.
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●● Teacher prompt: “When you come to station five
of today’s target lesson, I have set up a tactical
solution that you will need to solve through
simulation. I want you to talk me through your
response and thinking process.”
●● Teacher prompt: “At each station, read the card,
look at the picture and do the task”
●● Teacher prompt: “Do any three of the five choices”
●● Teacher prompt: “With a partner, complete a
think-aloud as you underhand serve against a wall.
Share with your partner details of what every part
of your body is doing and what you are thinking
about as related to the skill and applicable tactical
solutions.”
●● Teacher prompt: “Alone, I want you to think about
the impacts of bullying and harassment. Once you
have thought about this, join with a partner and
share your thoughts. You will have three minutes
before you will share your discussion with the
class.”
●● Teacher prompt: “We’ve heard some of your pair
thoughts. I want you to join with another pair
close by and compare and contrast responses you
and your partner had come up with”
●● Teacher prompt: ‘Today I’m going to be monitoring
your active participation. What does it look like,
sound like, and feel like to actively participate? I
want you to close your eyes and visualise yourself
participating actively. What are you doing? How do
you feel?”