[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642101-105":59,"doc-detail-642101-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","approaches-to-teaching-and-learning-chapter-3-approaches","Approaches to teaching and learning - Chapter 3 - Approaches","","The chapter explains how high-impact teaching approaches improve students’ learning, performance, and personal growth within the Cambridge learner and teacher attributes framework. It emphasizes that understanding is constructed in learners’ minds, requiring teachers to challenge and extend learners’ mental models through active listening and engagement. It defines active learning and scaffolding in the zone of proximal development, then details strategies for learner engagement, feedback, whole-class discussion, and formative assessment that guides next steps.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/approaches-to-teaching-and-learning-chapter-3-approaches/642101/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/approaches-to-teaching-and-learning-chapter-3-approaches/642101.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why is excellent teaching considered the most significant factor for student outcomes?","Question",{"text":111,"@type":112},"Excellent teaching strongly affects learners’ academic performance and personal growth. 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Approaches to teaching and learning  \nThis chapter considers approaches to instruction that have the highest impact on students’ learning and performance and support the development of the Cambridge learner and teacher attributes.  \nFurther reading about the ideas in this chapter is available in:  \n• The Developing the Cambridge learner attributes guide  \n• Chapter 4 of the ‘Developing your school with Cambridge’ guide and;  \n• Other resources in the ‘Teaching Cambridge at your school’ area of the Cambridge International website  \n3.1 The Cambridge teacher  \nExcellent teaching – including the development of the learner attributes – is the single most significant factor impacting on learners’ academic performance and personal growth that a school can influence. Successful schools, and successful school systems, develop and nurture highly skilled teachers who are encouraged to be creative professionals working in a collaborative culture.  \nIt is important to stress that there is no single recipe for excellent teaching, and that different schools, operating in different countries and cultures, will have strong traditions that should be respected. However, there is a growing, evidence-based consensus that a certain number of powerful practices and approaches help learners fulfil their potential and be prepared for modern life.  \nUnderstanding cannot be transmitted from one person to another; it is always constructed in learners’ minds. In order to develop a learner’s understanding, their existing mental models must be challenged and extended. Teachers have to listen to the voice of the learner, in the classroom and as evidenced in the work they produce, and engage with it to support learning to help the learner develop their own understanding. This process helps to develop independent learners as they start to model the teacher’s approach.  \nThe most effective teaching practices and learning environments challenge learners’ thinking beyond what they could achieve independently. The role of the teacher is to support (sometimes referred to as ‘scaffold’) student learning in what Vygotsky (1978) described as the ‘zone of proximal development’. This is the area of challenge beyond what the learner can manage on their own but achievable with the help of a skilled other person. As a collection of practicesand principles, Cambridge International describes this as ‘active learning’. The word ‘active’ refers to learners’ being actively engaged in learning rather than passive recipients of teaching. Teachers also need to be active leaders of learning rather than transmitters of knowledge or facilitators of learning. This involves constantly challenging student thinking, monitoring the impact of their instructional approaches and adjusting what they do based on feedback. See the‘Getting started with Active Learning guide’.  \nTeaching and learning strategies  \nTeachers need to employ a variety of teaching strategies in the classroom. This will normally include carefully-designed individual learning activities, group work and whole-class instruction. The key element is the quality of learner engagement and the opportunities provided for feedback between the learner and teacher to guide the next learning steps. Whole class instruction can be a highly effective instructional approach if it includes discussion and learners have the opportunity to respond and contribute.  \nTeachers should apply assessment practices that regularly inform them whether learners are reaching their objectives. These assessment techniques also allow learners to understand where they are on their learning journey and how they can improve (see the ‘Getting started with Assessment for Learning guide’) .  \n1  \n2  \n3  \n4  \n5  \n\n| Contents |\n| --- |\n| Introduction |\n| Curriculum\u003Cbr>planning: An overview |\n| Designing\u003Cbr>the school\u003Cbr>curriculum |\n| Approaches to\u003Cbr>teaching and learning |\n| Leadership, curriculum evaluation and\u003Cbr>building school capacity |\n| Cambridge Int","cbCaiuouriVRTbTy","https://ap.wps.com/l/cbCaiuouriVRTbTy","pdf",1114897,"English","# Introduction\n# Curriculum planning: An overview\n# Designing the school curriculum\n# Approaches to teaching and learning\n# Leadership, curriculum evaluation and building school capacity\n# Cambridge International Resources and Support Services\n# References\n# Annotated bibliography and other resources\n# Glossary\n# Appendices","[{\"question\":\"Why is excellent teaching considered the most significant factor for student outcomes?\",\"answer\":\"Excellent teaching strongly affects learners’ academic performance and personal growth. Successful schools develop skilled teachers within collaborative cultures that encourage creativity and professional growth.\"},{\"question\":\"How do teachers support learners’ understanding according to the chapter?\",\"answer\":\"Understanding is constructed by learners, so teachers challenge and extend existing mental models. Teachers listen to learners’ voices, including evidence from learners’ work, to help learners develop their own understanding.\"},{\"question\":\"What does “active learning” mean in this chapter’s framework?\",\"answer\":\"Active learning refers to learners being actively engaged rather than passive recipients. Teachers act as leaders of learning by constantly challenging thinking, monitoring impact, and adjusting instruction based on feedback.\"}]","Approaches to teaching and learning - Chapter 3 - Approaches | PDF"]