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Principled Practices for Strategic Teaching
William G. Brozo
This
column is concerned with teaching strategies and practices to enhance
students’ academic performance. But strategic knowledge alone
does not always lead to improved student learning. Teachers also need
to know why certain strategies are worthwhile to employ and others
are not. Sadly, many find it difficult to rationalize their
instructional approaches on the basis of foundational principles
(Brozo & Simpson, 2007). And yet we know that effective teaching
is principled teaching (Smagorinsky, 2001).
Unlike strategies, principles
are not a series of steps that must be adhered to or a set routine
that must be followed. Instead, they guide effective strategic
teaching that takes different forms depending upon teachers and
students in particular learning contexts. Strategic teaching is more
likely to be effective when it is applied in ways that are sensitive
to the unique circumstances and available resources of different
schools and classrooms.
What follows are five principles
to guide strategic teaching. Each principle is briefly explained and
exemplified so as to develop an appreciation for how the principles
can support acts of teaching that are innovative, student-centered,
and responsive to the needs of learners.
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Strategic Moves from William G. Brozo