Teaching and learning approaches

Teaching and learning approaches and activities - strengths and limitations

Approach/activity Description Strengths Limitations
Activities
Assignments Tasks carried out by pairs, a group or Learners are active Not all learners may want to participate
Blended learning individual, relevant to the topic being Develops group interaction Clear objectives should be set, activity
taught must be clearly explained
Brainstorming Can be produced by the teacher to Time limit required
A longer term activity based around challenge a learner’s potential or Time needed for feedback or de-brief
Buzz groups the qualification or topic, which consolidate learning If set by an awarding organisation, ensure
provides evidence of learning Can be formative or summative all aspects of the syllabus have been
Can be practical or theoretical taught beforehand
Several methods of learning can be Must be individually assessed and written
Using more than one method of combined, enabling all learning feedback given which can develop
teaching, usually including technology preferences to be met learning further
For example, a teaching session can Formal teaching can be supported with Not all learners may have access to the
be supported with learning materials informal learning technology
and resources available via the
organisation’s website, with e- Quickly stimulates thoughts and ideas Some learners may not contribute or
support/assessment from teachers as Involves everyone might be judgemental and overpowing
required Builds on current knowledge and Ideas may be given too quickly to write
A list of suggestions or ideas experience down
regarding a particular theme, topic or Can be teacher led or group led Time limits need to be set
problem without judgements or
criticisms Can break up a more formal session Learners may digress
The list can then be refined and used Allows interaction of learners and focuses Specific points could be lost
as a basis for other activities, usually ideas Checking individual learning has taken
written on flip chart paper or a board Checks understanding place may be difficult
so all learners can see Doesn’t require formal feedback
Short topics to be discussed in small
groups

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Case studies Can be a hypothetical situation, a Can make topics more realistic, Time limits must be set
Coaching description of an actual event or an enhancing motivation and interest If carried out as a group activity, roles
Debates incomplete event, enabling learners Can be carried out individually or in a should be defined
to write how they would deal with it group situation Must have clear outcomes
Demonstration Builds on current knowledge and Allow time for a de-brief to include a
Dictation A one to one, or small group activity experience group discussion
Discussion which can occur spontaneously Ideal for on the job training Not suitable for large groups
Ongoing advice and guidance can be Can be time consuming
Learners or guests present a case to given Suitable environment needed
others, with subsequent arguments, Takes account of individual needs
questions and discussions Learner centred Some learners may not get involved,
Allows freedom of view points and others may take over – teacher needs to
A practical way of showing how demonstrates understanding manage this carefully
something works Can be time consuming
Can be supported with handouts and Learners may need to research a topic in
Reading notes out loud for learners to activities to cover all learning preferences advance
write down Can increase attention and confidence Can generate inappropriate behaviour
Equipment may not be available or in
Learners talk about a topic or the Gives emphasis to key points – should be working order
teacher can introduce a topic for the used in moderation Larger groups may not be able to see the
group to discuss Can be followed up with learners carrying demonstration or have enough resources
out research regarding what was dictated Individuals may not pay attention or get
i.e. via the internet bored
Learners write down what is said, but may
All learners can participate and share not understand it
knowledge and experiences Some learners may get behind with their
writing and miss points
Does not allow for clarification or
questions
Some learners may be shy or not want to
be involved
Easy to digress
Teacher needs to keep the group focused
and set a time limit
Some learners might dominate

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Distance learning or Learning which takes place away Learning can occur at a time and place to Could be a long gap between submitting
open learning from the organisation offering the suit the learner work for assessment and receiving
programme/qualification Can be combined with other learning feedback
Drawing Work can be posted to learners and methods e.g. blended learning Self-discipline is needed
e-learning (see also returned for assessment Targets must be clearly agreed
online learning) Good for visual learners Learner may never meet
Illustrations to show how something teacher/assessor
Essays works Learning can take place anywhere a Needs explaining carefully
Electronic learning – learning which is computer is available
Experiential/discovery supported or enhanced using Learning can be flexible Learners need access to a computer and
information and communication Ongoing support is given need to be computer literate
Extension activity technology (ICT) Self discipline is needed, along with clear
Flexible learning Useful for higher level subjects targets
A formal piece of written or word Can check a learner’s English and maths Authenticity of learner’s work may need
processed text, produced by the skills validating
learner, for a specific topic Can confirm knowledge and Technical support may be required
understanding, along with application to Not suitable for lower level learners
Practical tasks enabling learners to practice Requires clear assessment grading
act out or experience an event Good for group work and to put theory criteria
into practice Marking can be time consuming
A task to stretch and challenge Learners find out things for themselves Plagiarism can be an issue
learners
Can be used when learners finish a task Not all learners may want to participate
Learning that can take place at a time earlier than others Some learners may lack confidence or not
and place to suit the learner and/or Can be used to extend a learner’s want to embarrass themselves in front of
using different delivery approaches thinking about a subject their peers
within a session to meet particular Suits learners who cannot attend formal Can be time consuming
challenges sessions Some learners might feel pressured to
complete them when they are not able to
i.e. peer pressure

Ongoing support and monitoring of
achievement is required
Not all learners are motivated to this style
of learning

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE

Games A fun way of learning in pairs or Board or card games can be designed to Need to be well prepared in advance
Gapped handout groups to enable problem solving and make learning enjoyable Learners need to remain focused
Group work decision making to take place Assesses skills, knowledge, Objectives need to be clear
understanding and/or attitudes A pilot should take place first to make
Handouts Blank spaces within a handout for Encourages interaction and healthy sure it works
Homework learners to fill in missing words in competition Careful supervision is needed
sentences Physical games put theory into practice Rules must be followed
Enables learners to carry out a Online games develop computer skills
specific activity, for example, problem Different versions for different levels of Some learners might find it too easy
solving learners could be devised
Can be practical or theoretical Useful to fill in time during a session Careful management by the teacher is
Allows interaction between learners required regarding time limits, progress,
Written information/drawings etc to Learners learn from each other’s and ensuring all group members are clear
promote and support learning experiences and knowledge with the requirements
Encourages participation and variety Potential for personality clashes
Activities carried out between Rotating group members enables all One person may dominate
sessions, for example, further learners to work with each other Learners might get left out or be too shy
reading, answering questions to contribute
Learning doesn’t have to stop just Useful for learners to refer to after a Ground rules might be needed to keep
because the session has session the group on track
Can incorporate questions for learners to Time is needed for a thorough de-brief
answer as a homework activity and feedback
Can be differentiated for levels of Should be used in conjunction with other
learners activities
Needs to be adapted for any special
Learners can complete at a time and learner requirements
place that suits them Should be produced well in advance
Maintains interest between sessions Spelling, grammar, punctuation and
Encourages learners to stretch syntax must be accurate
themselves further Clear time limits must be set
Learners might not do it
Must be discussed, or marked/assessed
and individual feedback given

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Icebreakers/energisers A fun and lighthearted way of A good way of learners getting to know Not all learners may want to take part
team building exercises introducing learners and topics each other, and for teachers to observe Some learners may see these as
skills and attitudes insignificant – careful explanations are
Instruction Formal method of teaching learners, Can revitalise a flagging session needed to link the experience to the topic
whereby the teacher tells or shows If one to one, a good method of pacing If to a group, some learners may get left
the learner what to do, to achieve a learning to suit the individual behind or forget what to do
particular skill, the learner then Learners can hear and/or see what they Needs supporting with a handout or
performs this should do, and try this out immediately further information/activities
Appropriate positioning is required, e.g.
Interactive whiteboard Teachers and learners can use Good for group work and presentations for left handed learners of right handed
Journal or diary various functions including linking to teachers
the internet Develops self assessment skills Not all learners can use it at the same
Learners keep a record of their Relates theory to practice (if learners are time
progress, their reflections and having work experience)
thoughts Helps the teacher English skills Should be specific to the learning taking
place and be analytical rather than
Lecture Traditional teacher centred technique Useful for teaching theoretical subjects descriptive
of delivering information Key points can be prepared in advance Learners need to be guided as to how to
on postcards as prompts write in a particular way to meet the
Mentoring One to one guidance and support by Ideal for large groups programme criteria
someone other than the teacher, who Can be supported with visual images Contents need to remain confidential
is usually experienced in the subject Can be time consuming to read
Expertise and knowledge can be passed Learners are passive and may not listen
on through ongoing support to what is being said
Times can be arranged to suit both Learners may not feel they can interrupt
parties or ask questions to clarify points
Learners need good listening and note
taking skills
Good voice projection and clarity of
speech required
Can be time consuming
Mentor and mentee might not get along

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Micro teaching A simulated teaching session taught Enables learners to practice in a safe Not all learners enjoy the experience
by the learner, usually in front of their environment Recording equipment, if used, can be
Mind maps/ peer group Can be recorded to aid self-evaluation difficult to manage whilst observing
spidergrams Peer feedback can be given by the other learners
learners Some learners might not give constructive
Mnemonics feedback
A visual way of organising information Learners are active Not all learners may want to contribute or
Models and making plans, learners draw a Topics can be explored in a fun and understand what to do
circle with a key point and branch meaningful way One learner may dominate
Online learning (see from this with subheadings to explore Links between ideas are easy to see Needs careful supervision
also e-learning) and develop points further New information can easily be added Large paper or a board and marker pens
required
Remembering things by associating A quick way of remembering facts Demonstrates knowledge but not
the first letters of words with understanding
something else e.g. Richard of York Learners have a chance to see how Some learners might get the letters mixed
Gave Battle In Vain (RYGBIV) is Red, something looks and/or works, and ask up
Orange, Yellow, Green, Blue, Indigo, questions
Violet for the colours of the rainbow Must be clearly explained and
Useful where the real object cannot Learning can take place anywhere a demonstrated
be seen computer with internet access is May be an additional cost
Life models, for example, in art available Needs careful planning and preparation
classes or machinery models in Learning can be flexible Should be supported with a handout
engineering Ongoing support is given Learners need access to a computer with
Learning that takes place in a virtual internet access
learning environment (VLE) via a Learners need o be computer literate
computer connected to an intranet or Self discipline is needed, along with clear
the internet Asynchronous learning targets
does not need to be accessed at fixed Authenticity of learner’s work may need
times validating
Synchronous learning takes place in Technical support may be required
an environment where the teacher Reliable internet connection needed
and learner are simultaneously
present, perhaps at different
locations, but communicating with
each other in real time

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Paired work Enables learners to carry out a Allows interaction between learners Careful management by the teacher is
specific activity with their peer, for Learners learn from each other required regarding time limits, progress,
Peer learning example, problem solving Encourages participation and variety and ensuring each pair is clear with the
Peer assessment Can be practical or theoretical Pairs can then link up as fours and so on requirements
Peer feedback to share experiences and knowledge Potential for personality clashes
Learners gaining skills and/or Difficult to assess individual contributions
Podcast knowledge from their peers Enables learners to work together in an Time is needed for feedback from each
Pose, pause, pick informal way to learn from each other’s pair
questioning A digital, audio or video file of the experiences and knowledge There may be personality clashes
session uploaded to the internet Learners support each other throughout resulting in subjective feedback
Practical work the session or programme Not all information given may be correct
Ask a question, then pause for a few Learners give feedback to each other
Presentations seconds so that all learners are Useful if learners cannot attend a session Some learners might not be able to
thinking about a response. Then pick Can listen or watch the session again access them
a learner to answer the question, May encourage non-attendance
stating their name as you look at Enables all learners to consider the Chosen learner might not know the
them. answer rather than thinking they might be answer
A task that individuals can carry out, asked
whilst the teacher observes progress,
usually follows a demonstration or Actively involves the learners Some learners may not respond well to
presentation Help and advice can be given as needed practical activities
Similar to a lecture, with greater use Can be time consuming
of audio-visual aids
Interaction can take place between the Kinaesthetic learning preferences might
teacher and learners
Visual and aural learning preferences can not be included
be reached
Effective use of media can make Some learners may not pay attention
presentations stimulating, motivating and Too many slides can switch off learners’
inspiring
A good activity can be for learners to attention
carry out research and then present their
findings to others

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Projects A longer term activity enabling Can be interesting and motivating Clear outcomes must be set, along with a
learners to provide evidence of, or Can be individual or group led time limit, must be relevant, realistic and
Questions consolidate their learning and Learners could choose a relevant topic to achievable
experiences cover the learning outcomes, leading to Progress should be checked regularly
Quizzes autonomous learning If a group are carrying out the project, be
Reading A key technique for checking aware of each individual’s input
Repetition or rote understanding and stimulating Can be written or oral Thorough feedback should be given
learning thinking Enables the learner to think about what Closed questions only give a yes or no
Reports they are learning response which doesn’t demonstrate
Research Fun activities to test knowledge, skills Can challenge a learner’s potential knowledge
and/or attitudes by the use of An effective way of testing knowledge Questions must be unambiguous
crosswords, panel games, online when open questions are used Learners might struggle to answer oral
activities etc questions in front of their peers
Learners work from relevant Learners are actively involved Written questions might be misinterpreted
texts/books/journals etc Useful backup activity if spare time Time constraints might be necessary
available Can seem trivial to mature learners
Learners repeat aspects such as the Dominant learners might take over
times tables (1 x 6 is 6, 2 x 6 is 12 Good for read/write learning preferences Shy learners might not get involved
etc) Encourages further learning
Learners produce a document to Reading and note taking skills required
inform, recommend and/or make A good way of remembering useful facts Learners can get bored or easily
suggestions based on a given topic distracted
Useful for higher level learners May need to have differentiated texts to
An in-depth way of finding out Encourages the use of research account for a range of levels in the group
answers or more information techniques Only demonstrates the learner can
regarding a topic remember and repeat, doesn’t
Learners can use the internet, texts, demonstrate understanding
journals etc in their own time Good writing skills and the use of
referencing might be required
Learners need to interpret and evaluate
their reading to demonstrate their
understanding
Learners need to know how to research
Learners might not know how to apply
their research to real situations

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE

Rhyme and Rap Repeating phrases or songs to aid Learners can create their own phrases or Can seem trivial to mature learners
Role plays Does not test knowledge and
memory, for example, 30 days has songs understanding, only the ability to recite or
Self assessment recall
September, April June and November Can be fun Can be time consuming
Seminars Clear roles must be defined
A practical activity to demonstrate Can see learners’ behaviour and actions Not all learners may want, or be able to
skills, knowledge and understanding Encourages participation in a safe participate
of a particular topic environment Time limit should be set
Acting out a hypothetical situation or A fun method of learning Some learners may get too dramatic
scenario Can lead to debates Time is needed for a thorough de-brief
Links theory to practice Some learners might be excluded
Learners decide how they have met Gives learners the opportunity to
the assessment criteria, or are demonstrate communication skills Some learners may feel they are doing
progressing at a given time Learners can observe and give peer better or worse than they actually are
feedback Assessor needs to discuss progress and
achievements with each learner to
Promotes ownership, learner involvement confirm their decisions
and personal autonomy
Encourages learners to check their own Learners need to be specific about what
work before handing in they have achieved and what they need
Encourages reflection to do to complete any gaps
Learners need to be specific about what Difficult to be objective when making a
they have achieved and what they need decision
to do to complete any gaps Agree topics well in advance along with a
Promotes individual thinking regarding running order of who will present first
progress and achievements Learners need specific objectives and a
time limit
A presentation of ideas, followed by Allows learners to research topics and Other learners may not pay attention
questions and a discussion – usually gain confidence at speaking to a group Careful planning is needed
Can lead to worthwhile discussions Can be time consuming
by the learners Specialist equipment may be needed
Ground rules must be agreed
Simulation An imitation activity carried out when Enables learners to demonstrate skills Not all learners may be able to participate
the real activity would be too Learners may realise things about fully
dangerous. For example, the themselves they were not aware of May not be taken seriously
evacuation of a building when the fire Thorough de-brief needed
alarm goes off, there’s no need to set
fire to the building for a simulated Page 9 of 12
evacuation

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE

Starter activity A short activity at the beginning of a If a learners arrives late, they only miss Some learners might feel it’s trivial or
session to settle learners and focus the starter activity not the introduction to wasting time
Surveys their attention towards learning (also the session
known as a welcome activity) Permission may be required
Teaching/training/ It could be a quiz to test knowledge Active task, learners can work Ethics and confidentiality required
tutoring gained so far, a discussion to open up individually, in pairs or groups Quality of question content is important
thinking about the current subject, or Learners can meet other people Confidentiality should be maintained
Team teaching or co- an energiser activity focusing upon enhancing their experience Time consuming to analyse
training the session topic Some learners do not respond well to
Technology based Learners ascertain information formal teaching
learning regarding a particular topic, from Not all learning preferences reached all of
Tests others the time

Educating learners in a subject, A variety of approaches can be used
furthering their skills, knowledge, depending upon the subject
understanding and/or attitudes using If planned well, can reach all learning
formal and informal approaches preferences, motivate learners and
encourage development and progression

Facilitating a session with a colleague Enables learners to see different styles of Staff involved need to plan carefully who

delivery is doing what and when

Using relevant equipment and Generates discussions and leads to Can be time consuming
materials, for example, further learning and questions Learners need to pay attention
videos/CDROMs/DVDs/the internet Brings real events to learners Learners should not be left unsupervised
etc
Written questions (open, closed, Learners are active Needs to be carried out in supervised
multiple choice) to test knowledge Can be used to fill in time towards the conditions
and understanding end of a session or to extend learning Time limits required
Practical activities to assess skills Useful for individual learners who like to Can be stressful to learners
be challenged further Feedback may not be immediate
If set by an awarding organisation, ensure
all aspects of the syllabus have been
taught before issuing the test

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE

Tutorial reviews A one-to-one or group discussion A good way of informally assessing a Needs to be in a comfortable, safe and
between the teacher and the learner’s progress and/or giving feedback quiet environment as confidential issues
learner/s, with an agreed purpose, for An opportunity for learners to discuss may be discussed
example, discussing progress so far issues or for informal tuition to take place Time may overrun
Records should be maintained and action
Undoing Learners can undo or take apart an Great for kinaesthetic learners and for points followed up
object, to learn how it was put developing practical skills Not so good for theoretical learners
together. An example is taking a plug Needs to be demonstrated by the teacher Objects/resources need to be available
apart to see how it was originally first for all learners
wired Useful in practical sessions, needs to be
supported with a handout, further Not interactive
Video/TV/DVD/Webinar Watching a recording or a live information and careful guidance Doesn’t suit all learning preferences
and online recordings programme via various media Good for visual learners
including the internet Promotes discussions
Virtual learning An online platform for teachers to
environment (VLE) upload learning materials and interact Enables learners to access materials Not all learners might be computer literate
with learners outside the sessions Not all learners have internet access
Can be used for online learning instead of
Visiting speakers An expert in the subject area speaks attending sessions Must be arranged well in advance
Visits/field trips to the group Allows online interaction between other Some speakers may charge a fee
learners and the teacher Allow time for questions and discussions
Learners visit a venue relevant to the Assignments can be accessed by Needs careful planning, organisational
programme or qualification learners and uploaded once complete, and health and safety procedures must be
teachers can give feedback via the VLE followed
and records are automatically maintained Needs finance
Can give variety and expertise to a topic, Group need to be well briefed and
with a different perspective prepared, ground rules must be set
Supervision usually required
Fact finding, active, interesting and De-brief needed
stimulating
Makes the subject real
Puts theory into practice
Can be discussed in subsequent
sessions
Can link with projects and assignments

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE

Webcast Videos and information uploaded to A useful way of distributing additional No interaction between learners
Worksheets the internet information to support current teaching Not all learners have internet access
Similar to podcasts
Workshops Handouts to read and complete to Fun informal activity can be done Mature learners may consider them
check knowledge and understanding individually, in pairs or groups inappropriate
(can also be electronic) Useful for lower level learners or Too many worksheets can be boring,
Blank spaces can be used for homework learners might not be challenged enough
learners to complete sentences Can be created at different degrees of
Words can be circled, phrases difficulty to address differentiation Individual support is required
completed, lists put in order Suitable workpacks need producing or
An opportunity to share practice, use Enables learners to work at their own resource packs need purchasing to
pace enable learners to progress at their own
activities and develop knowledge and Learners can support each other and pace
learn from each other’s experiences
understanding in a real or simulated

environment (RWE)

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Gravells A (2014) The Award in Education and Training (Revised) London Learning Matters SAGE