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EFFECTIVE TEACHING STRATEGIES

 

 
The   Northwest Regional Educational Laboratory (1991) suggests that role playing, Socratic instruction, and small group work are effective teaching strategies for curriculum infusion
 
The Role Playing Process:
1.      Make sure the students define a situation that is relevant and important to them--for example, a situation in which they may be offered a drug. Get details such as the setting and number and types of people involved.
    1. Set the stage by arranging furniture, indicating where 'doors' might be located.
    2. Prepare the audience by giving them specific questions to be prepared to answer at the conclusion of the role play. Examples:
(a) Would this work in real life?
(b) How would you have handled the situation?
    1. There are numerous ways to select participants. Discuss ideas.
    2. Begin the role play, stopping it if it is unrealistic, going nowhere, or has accomplished its purpose.
    3. Ask questions of the participants and audience.
    4. Reenact the role play, if necessary, using a variation of the situation, new participants, feedback provided to improve a skill. . .
 
 
Socratic Instruction:
Note that one of the most effective strategies for teaching about alcohol and other drugs is Socratic instruction (questioning). Socratic questioning fosters critical thinking, evaluation, and knowledge application in students and should be used as frequently as possible in assignments and class discussions.
    1. Allow 'wait time' for thinking. Give students time to consider the question and their response before requesting them to answer.
    2. Avoid yes-no questions. They lead nowhere and do not promote thinking nor discussion.
    3. Be sure students have the needed background and resources to respond to the questions posed. It is unfair and detrimental to their progress to not accept their levels of knowledge and experience.
    4. Open-ended and closed questions are useful. Open-ended questions promote critical thinking, while closed questions can focus attention.
    5. Include clarifying questions, demands and statements. They are as valid as questions are. Students may need guidance as they sift through possible answers.
    6. Use questions from all levels of thinking. Help students to develop higher levels of critical thinking as well as the typical knowledge and comprehension levels."
 
 
Small Group and Cooperative Learning:
    1. Establish heterogeneous groups.
    2. Establish group size.
    3. Designate group work areas.
    4. Designate specific responsibilities to group members.
    5. Provide clear directions, time constraints, rules, procedures.
    6. Provide necessary materials.
    7. Establish leader selection process.
    8. Minimize exchanges of information between groups.
    9. Watch for conflict.
    10. Encourage and praise group support.
 
 
 

References



Beane, J. (October, 1991). The middle school: The natural home of the integrated curriculum. Educational Leadership 49(2), 9-13.
Benard, B. (1991, August). Fostering resiliency in kids: Protective factors in the family, school, and community. Portland, OR: Western Center for Drug-Free Schools and Communities.
Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Drake, S. (1993). Planning integrated curriculum: The call to adventure. Alexandria, VA: Association for Supervision and Curriculum Development.
Fennimore, T.F., & Tinzmann, M.B. (1990). What is a thinking curriculum? [On-line]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/thinking.htm
Fogarty, R. (1991). The mindful school: How to integrate the curricula. Palatine, IL: IRI/Skylight Publishing.
Gibbs, J. (1986, April). A review of current research and state of the art strategies to prevent and disrupt the use of alcohol and other drugs by children and youth. Lakewood, CO: Prevention Center of Boulder, Colorado.
Hixson, J. (1994). Making the case for integrating prevention and restructuring initiatives. In Student Assistance for the 21st Century (pp. 41-44). Oak Brook, IL: Midwest Regional Center for Drug-Free Schools and Communities.
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Office of Substance Abuse Prevention, Division of Community Prevention and Training. (1991). Getting it together: Promoting drug-free communities. A resource guide for developing effective youth coalitions. Rockville, MD: Author.
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Pittman, K.J., & Cahill, M. (1992, January). Youth and caring: The role of youth programs in the development of caring. Paper commissioned by the Lilly Endowment Research Grants Program on Youth and Caring and presented at the Conference on Youth and Caring in February 1992.
Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J., Fine, C., & Pierce, J. (1990). What is the collaborative classroom? [On-line]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm
Voorhees, C.V., & Burke, S.V. (1995, May). Safe and drug-free schools recognition program: 1994-95 winning school abstracts. Oak Brook, IL: North Central Regional Educational Laboratory.
Western Regional Center for Drug-Free Schools and Communities, Northwest Regional Educational Laboratory. (1991, January). Curriculum infusion. Oak Brook, IL: Midwest Regional Center for Drug-Free Schools and Communities.
Wisconsin Department of Public Instruction. (1992). A guide to curriculum planning in alcohol and other drug abuse prevention programs. Madison, WI: Author.
Yen, F. B., & Brinkerhoff, C. V. (Eds.). (1992). School program self-assessment instrument. In Evaluation resource notebook for AOD coordinators (pp.7-13 - 7-19). Portland, OR: Western Cegional Center for Drug-Free Schools and Communities, Northwest Regional Educational Laboratory. Available online (requires Adobe Acrobat software): http://www.nwrac.org/pub/library/e/e_evaluat.pdf