Innovative Teaching Strategies For TUP Graduate School

Innovative Teaching Strategies
Prof. Glen R. Mangali

Colegio de San Juan de Letran ( Manila)
House Rules
Sit up, listen and heads up.

Be an active participant and not as spectator/observer
Be open for new leaning
What do you need?
A piece of paper/notebook/ipad/tablet
Pencil/ Ball pen
Topic Outline
1. The 21st Century Learners and

Teachers
2. 30 Innovative Teaching Strategies
3. New Trends in Education Today
Strategizing can lessen the
problem you and your class
experience in the classroom.
Personality Test
https://www.eclecticenergies.com/enneagram/te
st.php
Multiple Intelligence Test
http://www.literacynet.org/mi/assessment/findyo
urstrengths.html
Learning Style
http://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml
Enneagram Type 1: The Reformer
M.I. Test: Intrapersonal,

Interpersonal, Musical
Learning Style
( Visual, Auditory and Tactile)
APPROACH
refers to the choosing and
defining the content of a
certain discipline to be taught
use of Big or pervasive ideas
STRATEGY
calculation of the means and
ends of education
a plan accompanied by
careful application of a
method
TECHNIQUE
specific ways of implementing
a strategy of teaching
APPROACH
Theoretical
STRATEGY
Procedural
TECHNIQUE
Implementational
What is the difference of 21st
Century from 20 Century
th
students?
20th Century students 21st Century students

20th Century 21st century
FOCUS On teaching and On process of
student learning and
achievement activities of mental
INTELLIGENCE One-dimensional/ Pluralistic view.

single view ( Multiple
( linguistic, Intelligence)
mathematical and
logical)
DIVERSITY Looked at deficits Looked at as

and deviances capabilities and
potentialities
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

20th Century 21st century
CURRICULUM A core curriculum, a A variety of strategies
set of facts that that make use of
everybody should multiple intelligences.
know with very few Multi-modal teaching
electives approach.
Learner-centered.
Global
EVALUATION Students are tracked, Students other gifts

labeled, categorized, are recognized. Other
evaluated, promoted, ways of assessment
denied and rejected and evaluation are
along the lines of IQ considered.
and paper and pencil
tests
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14
New Trends in Teaching are

guided and based on:
1. Motivation
2. Uniqueness of the learners
3. Encouragement
4. Independence
5. Family Atmosphere
6. Integration
7. Working plan
30 Innovative
Teaching
Strategies
1. Buzzing a technique where

students buzz around for ideas. All
ideas are accepted and eventually
concretizes the ideas presented.
1. Buzzing
Biology
Give one characteristic of
living organism.
What are the characteristics
of bacteria?
1. Buzzing
Linear Programming
Consider the linear programming problem:
Find y1 and y2 to minimize y1 + y2
subject to the constraints,
y1 +2y2 3
2y1 + y2 5
y2 0.
2. Circular response a group of 10

students is arrange in a circle and
gives their answers in a circular
manner. Each member is given the
chance to answer the question raised.
3. Single Round Robin
Inorganic Chemistry:
Write the chemical formula of a table
salt.
3. Single Round Robin students are

given the chance to answer the
question using (1) ball pen and a
piece of paper. All answers are
written on the sheet of paper.
Chemistry:
Write the chemical formula of a table
salt.
Organic Chemistry:
Give me the complete name of the following
hydrocarbon
CH2 CH2 CH3
2 4 6
H 3C CH2 CH2
1 3 5
CH3
1
H 2C
2
CH2 CH
5 3
H 3C CH2 CH3
6 4
4. Mock jury/ Trial it develop the

reasoning skills of students where the
situation is held in a mock classroom
which serves as the court.
4. Mock jury/ Trial
Sample Issue: Paternity Issue/Maternity

Issue
Trial Simulation/ Court room trial
Jury
4. Mock jury/ Trial
5. Puzzles the use of picture puzzles

or cut outs develops team building
and increases the ability of putting
things together.
5. Puzzles
https://www.whatihavelearnedteaching.com/wp-
content/uploads/2016/04/Number-Puzzles-23.jpg
5. Puzzles
https://www.whatihavelearnedteaching.com/wp-
content/uploads/2016/04/Number-Puzzles-23.jpg
6. Maze students are challenge to find

the right path or direction. Concepts
are hidden in the maze and this can
be done through a human maze in
the classroom/ school.
Uses time and concepts
Lessen Math/Science Anxiety
Problem; Reading Comprehension
6. Maze
Related to STEM track

Maze
Station 1 G.I. JANE
Science Concept: Energy Conservation
Mechanics:
All tribe members must use the rope to cross from
one side to the other without falling. If a tribe member
fails to cross or falls down on the pit, the whole tribe
must repeat the challenge. The tribe to do the task in
the shortest time possible will be declared the winner.
Maze
Station 2 ST. ELMOS FIRE

Science Concept: Transfer/ Use of SOLAR
Energy
Mechanics:
Each tribe, equipped only with a magnifying lens
and a small clay pot, must harness the suns
solar energy to produce their own fire to get their
next clue. Tribe members may gather twigs and
other materials such as dry leaves that might
help them complete the task.
Maze
Station 3 BAROCK O BOMB
Science Concept: Measurement & Probability
Mechanics:
Each tribe, equipped with a triple beam balance, must
find three specific, but unmarked rocks with
predetermined masses from an improvised rock pit.
Each tribe member will get a rock from the pit to be
weighed and will continue doing so until their tribe can
find the right rocks. The first tribe to find the three
correct rocks that will give the desired mass in the
shortest time possible will be declared the winner.
Maze
Station 4 YOU RAISE ME UP
Science Concept: Volume by Water Displacement
Mechanics:
Tribe members must be able to transfer the exact
amount of water from the main container to the
measuring cup using the concept of water
displacement. The challenge is for them to find the
right materials with the right volume to displace the
exact amount of water. Teams that will go beyond the
required amount of water must repeat the challenge.
The tribe to do the task in the shortest time will be
declared the winner.
Maze
Mathematics
Station 1 Shadow Reckoning Application of Triangle Similarity
Objective: To find the approximate height of the rappelling tower.
Procedure:
1. Students will measure the length of the shadow of the rappelling
tower.
2. One student will stand beside the tower such that her shadow is
parallel to that of the towers shadow.
3. Measure the students height and shadow.
4. Solve for the height of the rappelling tower by applying concepts
learned on Triangle Similarity.
Station 2
Measuring the amount of water in the pool
Objective: To measure the amount of water in the
swimming pool.
Procedure:
Students will measure the dimensions of the pool and then
estimate the amount of water in the pool by getting the
volume.
(Additional question: How much does the water in the pool
weigh?)
Station 3
Minefield (Use of tangrams/ puzzles)
Objective: To form different figures using several puzzle
pieces.
Procedure:
The activity involves crossing a minefield by utilizing
strategically placed wooden platform on the ground
using the resources (logs, planks, etc.) provided. Planks
will be placed in every log but before they can connect
the planks and transfer to another log, they have to
solve two puzzles.
7. Chain technique
Idea Idea Idea Idea

7. Chain technique
Carbohydrates Lipid Protein Nucleic Acid

7. Chain technique
Idea Idea Idea Idea
Give the characteristics of a plant.

Give the characteristics of an animal.
8. Pattern Fan
Details
Details
Main Idea
Details
Details
8. Pattern Fan
Details
Details
Characteristics of
Living Organisms Details
Details
9. Discussion Web
YES NO
_______ ______
_______
QUESTION _ ______
_______ ______
CONCLUSION
_____________
_____________
_____________
9. Discussion Web
YES NO
_______ ______
_______ ______
_______ ______
QUESTION
CONCLUSION
Are in favor of animal testing?

CONCLUSION
_______________________________
10. Authors Chair/ Hot Seat

A student is asked to sit at the
center. The rest of the class raises
questions regarding the topic,
discussion or reports rendered in
class.
* History of Science/Scientist
10. Authors Chair/ Hot Seat
Ask anything about her/him.

11. Concept mapping

SUBTOPIC
SUBTOPIC
MAIN
CONCEPT
SUBTOPIC
SUBTOPIC
11. Concept mapping
North America Eurasia
Laurasia
Pangaea
Australia
South America
Gondwanaland
Africa Antartica
12. Phillips 555

Students are group into 5 members
each. They are given 5 questions to
be answered in 5 minutes.
13. Fishbowl technique
Group C
Group B
Group A
Appropriate grade level: all levels

13. Fishbowl technique
Course: Office Administration
Size and nature of a business C
B A
1stPresenter A
(Igneous Rock)
2nd Presenter- B
(Sedimentary Rock)
3rd Presenter C
(Metamorphic Rock)
14. Pick your spot
A B
C D
14. Pick your spot
14. Pick your spot
Organic Chemistry
A B
( Alkane/QA) ( Alkene/QB)
C D
( Alkyne) (Aromatic/QD)
15. Venn Diagram
Difference Similarities Difference

15. Venn Diagram
Element Similarities Compound

16. Milling Around technique where

students roam around the classroom to
develop certain concepts and skills.
Room Tour
Gallery Walk on Cell Membrane/Cell parts
and Function
17. 4 Folded technique

NEGATIVE TAKERS AFFIRMATIVE SIDE
SYNTHESIZER QUESTION FORMULATOR

17. 4 folded technique
Topic: Climate Change
NEGATIVE TAKERS AFFIRMATIVE SIDE
SYNTHESIZER QUESTION FORMULATOR

18. Problem solution planner

PROBLEM (S) SOLUTION(S)
18. Problem solution planner

PROBLEM (S) SOLUTION(S)
Flooding
Improper Disposal
of Garbage
Obesity
19. Pyramid
Idea
Concepts
Facts
Generalization
19. Pyramid
19. Pyramid
Carbohydrates
All carbohydrates are

made up of Carbon
(ask the students to
give at least 5 concepts)
Rice is rich in Carbohydrate ( Give at

least 7)
Carbohydrates can be seen in food rich in sugar

20. Use of LGL

LIST
GROUP
LABEL
20. Use of LGL
LIST Give examples of

organisms in the forest
GROUP Group them
according to their similarities
LABEL- Arrange them and
properly label the organisms
by group
21. Free Discovery Method

( Jerome Bruner)
Step 1 Free inquiry ( Unstructured)
a. Present a question or problem
b. Show materials
c. Allow time to explore

( Jerome Bruner)
Step 1 Free inquiry ( Unstructured)
a. Can an instrument produce four
different pitches?
b. 6 plastic drinking straws, thin 6
plastic drinking straws, thick , hole
punch , scissors
c. Allow time to explore

( Jerome Bruner)
Step 2 Free exploration
a. Pursue the problem
b. Guide the students to get
through the inquiry process.
c. Trial- and-error

( Jerome Bruner)
Step 3 Free discovery
a. Sharing of findings from the
exploration.
b. Theorize, argue or pursue
c. Generalization

( Jerome Bruner)
Step 4 Application
22. Inductive Method

STEPS:
1. Motivation
2. Presentation
3. Comparison and Abstraction
4. Generalization
5. Application
Appropriate grade level: 7-8

How many here are
Dog lover?
The National Cancer Institute aims
to eliminate the suffering and
death caused by
cancer by 2015.
Scientists have made great
advances in understanding what
cancer cells can do, but translating
this knowledge into saving lives
has been slow.
Rodents are favorite
research models, but cancer
treatments that work in rats
and mice usually fail in
humans.
More than 1/3 of U.S.
households include dogs,
and four million of these
dogs
will be diagnosed with cancer
this year.
Oncologists hope to better understand and treat human cancers
by studying cancer in dogs.
Understanding the resemblances and differences between the
cancers of humans and dogs may lead to:
better cancer treatments
improved dosage of anti-cancer
drugs
cancer prevention
Source: Scientific American Current Issues in Biology Volume 5

23. PROBEX
PREDICT
OBSERVE
EXPLAIN
24. Use of Model and constructing

model
Appropriate grade level: all levels

25. Investigatory Project/Research

It develops interdependence among
groups and members within a group.
THESIS FORMAT
IMRAD
Chapter 1: The Problem: Rationale and
Background
Title Introduction
Authorship and Affiliation Statement of the Problem
Abstract (100-150 word Theoretical Framework
Significance of the Study
count) Scope and Limitation
Hypothesis
Assumptions
1.0 Introduction Definition of Terms
2.0 Theoretical Background
2.1 Theoretical Framework Chapter 2 : Review of Related
2.2 Literature Review Literature
2.3 Research Model
(Simulacrum) Chapter 3 : Research Methodology
Research Design
3.0 Methods
Research Locale
3.1 Subjects Population and Sampling
3.2 Instruments Research Instrumentation
3.3 Data Collection & Data Gathering Procedure
Procedure Statistical analysis
3.4 Data Analysis Ethical consideration
3.5 Ethical Consideration
Chapter 4: Presentation, Analysis and
4.0 Results/ Findings 104
Interpretation of Data
5.0 Discussion Chapter 5 : Summary, Conclusion and
6.0 Conclusion Adapted from prepared slide of Recommendation
7.0 References Golda Aira V. Crisostomo, Ph.D.
26.Literature Based Approach

a concrete illustration on how to
teach science using a different
methodology in literature.
26.Literature Based Approach
26. Social Action and

Value Clarification Technique
- focuses on environmental
awareness
28. Stir the Teams

Students are assigned to teams and each
student in the team has number ( typically
1-4). Team discuss their group answer to
the teachers question, when the team is
done they give signal. When all teams are
done, the teacher calls a number ( from 1-
4) and the students with that number
rotate to the next group to share their
teams answer with their new team.
29. Jigsaw
Teacher divides major task into subtasks
Teacher gives each team member a specific task
Members break out from their original group
and join an experts group ( those with same
task)
Jigsaw-Teams
30. Individualized Instruction

( Valencia:2002)
focus on individual which allows
him/her to exercise creativity and
individuality

( Valencia:2002)
Guidelines:
Individual rather general ( slow, average,
fast)
Must have a learning kit/ portfolio
Must work on their own pace
Curriculum should be graded into units of
increasing difficulty ( measurable on an
achievement test)
Workshop
Various teaching strategies can be used in class as : motivation,
lesson proper and summary. Your task is to select 1 or 2 teaching
strategy/ies that you can use in your field of expertise. Write the
process on how you can use this teaching strategies on manila paper/
MS PowerPoint. Indicate whether the teaching strategy used is for
motivation, lesson proper or summary only. Use GRASP in writing the
activity for student.

( Valencia:2002)
focus on individual which allows
him/her to exercise creativity and
individuality

( Valencia:2002)
Guidelines:
Individual rather general ( slow, average,
fast)
Must have a learning kit/ portfolio
Must work on their own pace
Curriculum should be graded into units of
increasing difficulty ( measurable on an
achievement test)
A-uthors Chair Jury/ MocK Trial Single Round
B- uzzing Literature Robin; Social
Circular Response Based; LGL Action
Discussion Web Model Chain
INductive Technique
ConcEpt Mapping
Method Milling
Pattern Fan;
FOlded AroUnd
Fishbowl
Technique Ven Diagram
Technique; Free
Discovery Method Puzzles;
JigsaW
Pyramid
InvestiGatory EXperiment
Project/Research Question and
Answer Pick Your
PHilips 555 Spot
PRoblem
Individualized Solution MaZe
Instruction Planner
Workshop 1:
TEACHING STRATEGIES
INVENTORY
Directions: Rank the following
strategies of teaching as these
are used in your subject/course.
Task 1 Teaching Strategies Inventory
Directions: Rank (1-25) the following strategies of teaching as these are used in your subject/course. Write your subject below the
word subject. Ex. Biology.
Strategies Subject 1 Subject 2 Subject 3 Subject 2

1. Authors Chair
2. Buzzing
3. Circular Response
4. Discussion Web
5. ConcEpt Mapping
6. Pattern Fan; Fishbowl Technique; Free Discovery Method
7. InvestiGatory Project/Research
8. PHilips 555
10. Jury/ MocK Trial
11. Literature Based; LGL
12. Model
13. INductive Method
14. FOlded Technique
15. Puzzles; Pyramid
16. Question and Answer
17. PRoblem Solution Planner
18. Single Round Robin; Social Action
19. Chain Technique
20. Milling AroUnd
21. Ven Diagram
22. JigsaW
23. EXperiment
24. Pick Your Spot
25. MaZe

Workshop2
Groupings: Field of Expertise
Various teaching strategies can be used in class as :

motivation, lesson proper and summary.
Your first task is to select 1 or 2 teaching strategy/ies
that you can use in your field of expertise. Write the
process on how you can use this teaching strategies on
manila paper/ MS PowerPoint. Indicate whether the
teaching strategy used is for motivation, lesson proper or
summary only. Be ready for the demonstration later.
Your second task, is to write an activity for students, use
GRASP as your format. See guide below.
involved in
more than
passive
listening
involved in
higher engaged in
order activities
thinking
Active
Learning
greater
can receive emphasis
immediate placed on
feedback developing
students
motivation skills
is
increased
Six mentioned obstacles to using active
learning strategies include:
You cannot cover as much course

content in the time available
Devising active learning strategies
takes too much pre-class preparation
Large class sizes prevent
implementation of active learning
strategies
Most instructors think of themselves as
being good lecture
TECHNOLOGY INTEGRATION
Hololens
Despite widespread use of
technology by scientists across
many disciplines, computers and
network technologies are often
underutilized and poorly
integrated into core science
education activities in k-16
classroom.
What is technology integration?
Technology integration involves the

usage of computers in classrooms. It
also involves the various usage of
technological items such as
smartboards, calculators, and various
computer programs to implement
classroom activity.
Why integrate technology?
Interactive
Student engagement
Differentiation
Increases teacher and student
resources
Reinforcement
Technology is continuously changing and
becoming more accessible and easier to
use
Technology is a tool that can be utilized by
teachers to improve practice
Integration of Technology to Education
Reasons why technology is not used to its
fullest
Lack of funding or resources
Lack of educators training tools
Educators apprehension or
misunderstanding of tools
A continually changing field of
technology
Available Technology Tools
1. Physical Tools ( Camera, video recorders,
scanners, clickers, smartboard, OHP,
telephone, computer)
2. Supportive Computer Programs ( Software
application: word processing, spreadsheet
programs, data analysis, email)
3. Educational Programs (Educational software:
Simulation/Model building)
Technology in the classroom in
Mathematics
Computers
Calculators
Smartboards
Mimios
Projectors
Integration in Math
Spreadsheets
Web sites
Graphic Organizers
Study Island
Vocabulary
What is the teachers role?
Learn the technology

Create procedures and
guidelines
Create rubrics for lessons
Model for students
Monitor
Tips and Warnings
Preview all websites

Make sure equipment is safe and
secured
Make sure students are approved
to use technology
Helpful Websites
Education.com
Discovery.com
Coolmath.com
Mathplayground.com
Funbrain.com
Brainpop.com
Remember to:
Know your students

Know your technology
Balance technology with lecture
Use technology effectively
Monitor students while using
technology
IN SCIENCE
NASA WEBSITE
BIOKIDS
E-learning for kids
GENYO e-learning
Gluing
together
Social media channels
Flickr user striatic

Over 800 million users (200
million US), 900 million
objects
26% of US users are 26-

34yo, 16% 35-44yo, 12% 45-
54yo
At least 85% of US college

students have accounts
Why should your course/class
have a Facebook page?
To reach the students where they are.

You dont need to be friends with your students!
...But I think you should.

Twitter is a microblogging
platform
Twitter by the
Numbers
Source: Twitter Blog

Course Twitter
Accounts
In-class
discussion for
courses
(Patell/Water
man)
stabler
platform for
messages
and links
Course Twitter Accounts
The socially integrated
website
John Morris
Social Media dataflow for a restaurant
Ethan Hein
Social Media dataflow for a course
website
all links
all videos
Connections
FadderUrl
RSS
Really Simple Syndication
An XML application
summarizes lists of
content without
presentation markup
The wires to connect

websites
SlideShare to Facebook
RSS URL
RSS URL
Do a class Flickr stream
roadcasting Blackboard
nnouncements
Blackboard black box
Bb to Fb
API
IN ASSESSING LEARNING
In diverse learners
Five ways to improve your
teaching
Reflect (Dialogue with Yourself through a Teaching
Log)
Solicit Feedback from Your Students
Dialogue with Faculty and Peers
Seek Outside Consultation
BOTTOM LINE:
CHANGE YOUR
PERSPECTIVE.
DO NOT ALLOW ANYONE TO
PUT LABEL ON YOU.
BOTTOM LINE:
CHANGE YOUR
PERSPECTIVE.
Psalm 139:14
I praise you because I am fearfully and
wonderfully made; your works are
wonderful, I know that full well
If we only have the right perspectives, we
will have the right view in teaching and
learning.
-Glen Mangali-
Thank you for
listening!
Glen R. Mangali
glenmangali@yahoo.com
glenmangali@gmail.com
Website:
https://sites.google.com/site/glenmangali/
Fan Page
Type Glen Rodriguez Mangali, lives in Antipolo City, Teacher. Then Like the
page.
References:
De Guzman, Allan. Outcomes Based
Education. Across Disciplines
Handbook on Typology, Outcomes-
Based Education and Institutional
Sustainability Assessement

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Innovative Teaching Strategies

Prof. Glen R. Mangali

Sit up, listen and heads up.

1. The 21st Century Learners and

M.I. Test: Intrapersonal,

20th Century students 21st Century students

INTELLIGENCE One-dimensional/ Pluralistic view.

DIVERSITY Looked at deficits Looked at as

Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

EVALUATION Students are tracked, Students other gifts

New Trends in Teaching are

1. Buzzing a technique where

2. Circular response a group of 10

3. Single Round Robin students are

4. Mock jury/ Trial it develop the

Sample Issue: Paternity Issue/Maternity

5. Puzzles the use of picture puzzles

6. Maze students are challenge to find

Related to STEM track

Station 2 ST. ELMOS FIRE

Idea Idea Idea Idea

Carbohydrates Lipid Protein Nucleic Acid

Idea Idea Idea Idea

Give the characteristics of a plant.

Are in favor of animal testing?

10. Authors Chair/ Hot Seat

Ask anything about her/him.

11. Concept mapping

12. Phillips 555

13. Fishbowl technique

Appropriate grade level: all levels

14. Pick your spot

15. Venn Diagram

Difference Similarities Difference

15. Venn Diagram

Element Similarities Compound

16. Milling Around technique where

17. 4 Folded technique

SYNTHESIZER QUESTION FORMULATOR

Topic: Climate Change

NEGATIVE TAKERS AFFIRMATIVE SIDE

SYNTHESIZER QUESTION FORMULATOR

18. Problem solution planner

18. Problem solution planner

All carbohydrates are

Rice is rich in Carbohydrate ( Give at

Carbohydrates can be seen in food rich in sugar

20. Use of LGL

LIST Give examples of

21. Free Discovery Method

21. Free Discovery Method

21. Free Discovery Method

21. Free Discovery Method

21. Free Discovery Method

22. Inductive Method

Appropriate grade level: 7-8

Source: Scientific American Current Issues in Biology Volume 5

24. Use of Model and constructing

Appropriate grade level: all levels

25. Investigatory Project/Research

26.Literature Based Approach

26. Social Action and

28. Stir the Teams