Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

Table 2: Instruction modes

Modes Student traits

Direct teaching evasive, competitive, dependent

Individualized teaching evasive, competitive, dependent

Peer learning participatory, cooperative, independent/

dependent

Cooperative learning participatory, cooperative(intra team),

competitive(inter team), independent

Sport education participatory, cooperative(intra team),

competitive(inter team), independent

Inquiry learning participatory, cooperative, independent

Teaching games for understanding evasive, competitive, dependent

Source: Min et al., 2012, p. 267.

Another example is a primary school class in which students can choose an
activity to engage in for learning the topic. In this case, the teacher presents
the possible activities (e.g. role play, painting, etc.), and the students choose
one option. Figure 2 illustrates this method using the example of telling a
story. The children all had the same goal: to express the behaviour of the
characters in the story they read. The teacher used whole class, group and pair
activities when the students were engaged in reading the story, and when
talking about their experiences and about the characters of the story, but the
children chose their own activities to explore the meaning of the story (Min
et al., 2012, pp. 47–48).

Figure 2: Students’ choice of learning activities

Objectives Read the story and express what the characters look like and

how they behave

Unit 1–2–9 unit 10–11 (pp. 242–249)

• Motivation
  
  
  • Students wear masks of cows and mice and have a dialogue
  
  
  
  


• Main learning activities
  
  
  • Reading the story
  
  
  • Talking about their experiences of seeing cows and mice
  
  
  • Talking about the story
  
  
  • Imitating what the characters say in the story
  
  
  • Expressing the appearances and behaviours of the characters
  
  
  • Choosing one activity they like and completing the task