Interactive teaching strategies

The learning activities and strategies have been 
organized under the basic elements of an inquiry process 
Tuning in strategies provide opportunity for students to 
explore their current knowledge, attitudes and values about 
health and safety issues. While working independently or 
collaboratively, students can use suggested graphic 
organizers to record and share information. Teachers will 
also be able to use evidence gathered from students’ 
responses to plan a program to cater for the needs of all 
students. 

Finding out
strategies help students’ identify gaps in 
their existing knowledge and understanding of key 
health, safety and resilience and wellbeing concepts, 
and work collaboratively to gather information through 
self-directed investigation. Students will be able to use 
the information gathered to generate and communicate 
ideas and record responses. 

Sorting out
strategies encourage students to sort, 
analyze, organize, review, compare and contrast 
information to further develop and consolidate their 
knowledge, understandings, skills, attitudes and values. 
Summarizing 
key 
information 
and 
clarifying 
relationships or associations between information and 
ideas will assist students to draw conclusions and apply 
their understandings. 

Reflecting
strategies allow students to identify, discuss 
and consider changes in their understandings, skills, 
attitudes and values. 
Using teaching and learning strategies 
Teachers are encouraged to use their professional 
judgment to review the suggested strategies and decide on 
the most appropriate for meeting the needs of their students 

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J Appl Adv Res 2018: 3(
Suppl.
 1) 
https://www.phoenixpub.org/journals/index.php/jaar  
S37 
and deliver the essential content in a resilience and 
wellbeing, drug education or road safety context. 
1.
 
Adapting teaching and learning strategies 
The strategies linked to learning activities are a 
suggestion only. As teachers know their students learning 
styles and needs they can select alternative strategies or 
adapt those suggested to deliver the content. For example: 

a think-pair-share
can easily be adapted for students to 
use when sorting out information or reflection on their 
learning at the end of an activity 

a placemat
can be used to tune students into a new 
concept or to consider information when making 
decisions 

a thumbs up, thumbs down
can be used by students to 
indicate their attitudes at the start of an activity or as a 
reflection strategy to evaluate changes in their 
knowledge and understandings. 
2.
 
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 is on a 
one to-one basis. When teaching and learning is 
individualized it is reflected in classroom organization, 
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 success. 
After considering the range of their students’ current 
levels of learning, strengths, goals and interests, it is 
important teachers select strategies that: 

focus 
on 
the 
development 
of 
knowledge, 
understandings and skills 

will assist students to engage in the content 

will support and extend students’ learning 

will enable students to make progress and achieve 
education standards. 
3.
 
Being inclusive of all students 
Many students with disability are able to achieve 
education standards commensurate with their peers provided 
necessary adjustments are made to the way in which they are 
taught and to the means through which they demonstrate 
their learning. Teachers can adapt the delivery of activities 
and strategies in this resource to ensure students with 
disability can access, participate and achieve on the same 
basis as their peers. 
4.
 
Facilitating values education 
Health and physical education issues require students to 
consider their own beliefs, values, attitudes and behaviors. 
Teachers conducting values learning activities should act as 
a facilitator and remain non-judgmental of students who 
display beliefs that may not agree with their particular stance 
on an issue. Teachers should also make students aware that: 

Sometimes people form opinions without being well-
informed 

Personal experiences often contribute to opinions 

There will usually be a cross-section of opinions within 
any group and that these opinions need to be respected 

Peers, family, society, media and culture will influence 
values.