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Teaching and learning strategies




These strategies....

Tuning in …can be used to determine students’ current knowledge, skills and attitudes prior to planning a program. They will engage and focus students in the learning experiences and content.
Before and after, Card clusters, Graffiti,  KWL (know, want to know, learnt), One minute challenge, Question partners, Quiz
Finding out … encourage investigation and independent learning about key health and safety concepts.
Brainstorm, Circle talk, Head talk, Jigsaw, Placemat, Rip and review, Scavenger hunt, Simulated Streamline, Surveys, Viewing
Sorting out … encourage the analysis, organisation, review and reflection of information.
Mind maps, 90 degree thinking, T and Y charts, Venn diagram, Written responses
Developing values … allow students to identify, discuss and develop positive attitudes towards safer and healthier lifestyles.

  • Choose a corner,  My attitude my action, Oxford style debate, Values continuum, Values voting
Making decisions … provide opportunities for students to develop decision-making skills to enable them to make safer and healthier choices.
Decision-making model, Fortune teller, Helpful and positive thinking, Hypothetical, PNI (positive, negative and interesting), Problem predicting, Role-play, Send a problem, Snap decisions
Speaking out … provide opportunities for students to develop the communication and negotiation skills required for safer and healthier choices.
Chook house speeches, Health promotions, Think-pair-share, Toss a die, Vox pop interviews
Reflecting … allow students to identify, discuss and consider the changes in their understandings, attitudes and values.
Reflective questions, Thought shapes, 3-2-1 reflect,  Unfinished sentences


Using the teaching and learning strategies

The following strategies help to promote student-centered learning, while catering for differenent learning styles.

They promote:

  • critical and reflective thinking
  • research skills
  • evaluation techniques
  • collaborative learning
  • literacy skills

The strategies reflect contemporary learning theories including Gardner's Multiple Intelligence Theory and the revised Bloom's Taxonomy. The strategies have been divided according to the basic elements of an inquiry process. These elements are also fundamental to the decision-making process that is a part of the Self-Management Skills Outcome.

The teaching and learning strategies are used to engage students in the sexual health content of this resource. The strategies have been hyper linked within the text of each learning activities. Teachers can refer to this section of the resource for an explanation of the purpose and how to implement the strategy with their class.

Quick links

Special thank to School Drug Education and Road Aware (SDERA) for permitting the use of these strategies which have been adapted from Challenges and Choices.

Selecting teaching and learning strategies

The teaching and learning strategies have been linked to learning experiences described in each unit of this resource. Teachers are encouraged to use their professional judgement to review the suggested strategies and then decide on the most appropriate for meeting the needs of their students and deliver the essential content.

Adapting learning strategies

Strategies can be modified to be used in another category by altering the focus, the delivery of the activity and the desired outcome.

For example:

  • A think-pair-share has been suggested as a speaking out strategy in this resource. It can easily be adapted for students to use when sorting out or reflecting on information gained during a learning experience.
  • A placemat has been suggested as a Finding out strategy in this resource. It can also be used to tune students into a new concept or to consider information when making decisions.

Addressing students’ learning styles and needs

When teachers are asked to cater for individual differences it does not mean that every student must be given an individual work program or that instruction must be on a one-to-one basis. When teaching and learning is individualised it is reflected in classroom organisation, curriculum and instruction. Teaching and learning strategies can include a range of whole class, group and individual activities to accommodate different abilities, skills, learning rates and styles that allow every student to participate and to achieve some degree of success.

After considering students’ needs, learning styles and levels of achievement in relation to the learning outcomes, it is important to select strategies:

  • focusing on the development of knowledge, skills and attitudes
  • that will assist students to engage in the essential content
  • that will support and extend learning
  • that will enable students to make progress in their achievement and maximise their accomplishment of the learning outcomes.

Being inclusive of all students  

All students are able to learn. However, the learning rate for students with disabilities or severe learning difficulties may be influenced by nature, the severity of their disability or their access and interaction with the environment. Individualised educational programs may be needed in order for these students to demonstrate particular outcomes.

Adapted from SDERA Challenges and Choices

Special thanks to School Drug Education and Road Aware (SDERA) for permitting the use of these strategies which have been adapted from Challenges and Choices, Government of Western Australia (2007).