ABSTRACT
There has been a great deal of recent interest in teaching models, methods, styles, and strategies. In the UK, government publications have recommended that teachers should employ a range of teaching ‘strategies’ (Department for Education DfE, 1992, 1995), teaching ‘approaches’ (Curriculum Council for Wales CCW, 1992), or teaching ‘styles’, in order to cater for different pupil ages, abilities, needs and attainment levels, and have the flexibility to use a variety of teaching strategies in one lesson (Department of Education and Science DES, 1985).
