Teaching & Learning Strategies: Active, Inquiry, Group, Project, Blended

• FACULTY OF EDUCATIONAL SCIENCES
ASSIGNMENT SUBMISSION
COVER PAGE AND DECLARATION
We declare that the assignment is our own work, have all the sources used, and
listed all references on the last page of the assignment.
Subject Code
POL26W0
Lecturer Name
Ms N. Nongalo
Assessment
TWO (2)
Group leader Name
Loki A.
Contact details
073 411 1641
Due Date
11 June 2025
Surname and Initials
Student Number
Department
1. Loki N.
221582886
Tech Voc Ed
2. Slevu M.
240132327
EMS
3. Susani A.
230521460
Natural
Sciences
4. Litholi N.
230947859
Tech Voc Ed
5. Mkrazuli H.
231453973
Tech Voc Ed
6. Nazo K.
240855175
Maths, Sci, &
Tec

7. Dwayisa W.
240415930
Maths, Sci, &
Tec
8. Ndengezi A. T
240144007
Maths, Sci, &
Tec
9. Mtshengu S.
221097333
Natural
Sciences

Table of Contents
Introduction......................................................................................................... 1
Active Learning .................................................................................................... 2
Inquiry-Based Learning ........................................................................................ 4
Group Work ......................................................................................................... 6
Project-Based Learning ......................................................................................... 7
Blended Learning ................................................................................................. 8
References ........................................................................................................ 10

1
Introduction
In the inclusive classroom of today, teachers need to employ a range of teaching
strategies to meet the diverse needs, interests and abilities of the learners in their
care. Abulhul, (2021) defines teaching and learning strategies as the methods teachers
and learners use to help make learning easier and more effective. Different authors
explain them in different ways. Nurtanto, Kholifah, Masek, Sudira, Samsudin, (2021)
describes them as the planned steps teachers take to guide learners towards
understanding. Stanton, Sebesta, and Dunlosky, (2021), however, focus more on the
learner’s side, saying strategies are techniques learners use to improve their learning.
While they all agree that strategies are important, each highlights a different part of
the learning process, teachers, learners, or the full learning system. Now, teaching
should not be seen as simply the presentation of information; it is the creation of
engaged students who make connections and build deeper understanding. In addition,
current literature emphasizes the necessity of approaches that will strengthen
reasoning, concept development, and problem-solving within the subjects (Amalia,
Mamuri, El Hakim, 2021). This essay discusses five of the major strategies namely,
active learning, inquiry-based learning, group work, project-based learning, and
blended learning, and critically explores how each of these strategies contributes to
effective teaching and learning.

2
Active Learning
Teaching and learning have changed a lot in recent years, and one of the biggest
changes is how we see the learner’s role in the classroom. In the past, teaching was
mainly about the teacher talking and the learners listening quietly. Now, many
teachers use something called active learning, which is all about getting learners
involved and making them take part in their own learning (Doyle, 2023). Li, Lund, and
Nordsteien (2023) describe active learning as learners doing things and thinking about
what they’re doing. It’s not just about writing notes or answering questions at the end
of the lesson, but about actually taking part during the lesson.
This could be through class discussions, working in pairs or groups, solving real-life
problems, or even role-playing. What makes active learning powerful is that learners
don’t just hear the information, but they use it, question it, and explain it to others.
One of the biggest benefits of active learning is that it helps learners to understand
and remember information better. Saleem, Kausar, and Deeba (2021) explains that
when learners are involved in activities, they are more likely to remember what they’ve
learned because they are making sense of it in their own way. It also helps them to
develop important skills like critical thinking, which means being able to analyse ideas,
question them, and form your own opinions (Altun, Yildirim, 2023).
According to Hendrickson (2021), active learning also makes learning more interesting
and enjoyable. Sitting in a classroom listening to the teacher for 40 minutes can
become boring, but working with others or solving problems makes the lesson feel
alive. Meece (2023) outlines that when learners are engaged, they are more motivated
to learn and take responsibility for their own progress. But while active learning sounds
good, it’s not always easy to use, especially in classrooms with many learners. Baepler,
Walker, Christopher, Brooke, Saichaie, and Petersern (2023) warn that active learning
needs good planning. Without structure, learners can easily go off-topic or not
understand what they’re supposed to be doing.
This assignment believes that teachers need to make sure that the tasks they give
learners are clear, well-linked to the lesson, and supported by guidance from the