Interactive and Innovative Teaching Strategies 3

A Resource book for 21st century teachers

The Interactive and Innovative Teaching Strategies: A Resource Book for 21 st Century
Teachers is especially prepared and written to respond to the needs, interests and abilities of
diverse types of learners. It challenges teachers to use/employ these strategies that cater to the
learning styles and modalities, multiple intelligences of the learners. The teachers are given the
opportunity to be flexible and to be more creative in the application of these strategies as long
as these are aligned with the learning outcomes.

The following are the list of the different interactive and innovative teaching strategies:

1. A chef for the day

A very creative way to start the discussion by pretending to be a chef. Make this
activity real by bringing a kettle or a frying pan, a turner or a ladle. This is most
appropriate for elementary pupils.

Desired Learning Outcomes

 Increases class participation
 Promotes creativity and resourcefulness

Teaching Procedures
a. Pretend to be a chef for the day
b. Cut out pictures of food, fish, vegetables and the like.
c. Let them write concepts/ideas/terms on the cut-outs based on the lesson for the
day.
d. Serve the food by posting them on the board.

2. Acronyms
This challenges the students to summarize the lesson by making an acronym of
the concepts learned for the day.

Desired Learning Outcomes

 Enhance oral and written communication skills
 Promote the creativity of the learners
 Generate more learning through written form

Teaching Procedures
a. Tell the class to summarize the topics/concepts of the day through the use of an
acronym. This can be done by pair, individually or by group.
b. Encourage the students to share this in class.
c. Post their work on the bulletin board.

3. Alternative reading strategy

This is a strategy which allows the students to read the topics/lessons/concepts
or ideas by: rows, columns, colors, ages, birthdates, length of hair, weight, height and
the like.

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 Desired Learning Outcomes
 Allows the students to read the discussion
 Ensures the participation of all class members
 Determines the reading abilities of the class.

Teaching Procedures
a. Prepare the topic for the day. Instead of the teacher reading the text during the
discussion, let the students read the parts of the lesson.
b. Ask/discuss lesson after each reading.
c. Continue reading the lesson until the lesson is completed.

4. Alternative Response cards

This is a strategy where students are highly engaged through the use of
alternative response cards e.g. True or False, Yes or No, Right or Wrong, Tama o Mali,
Agree or Disagree, Fact or Fiction, etc.

Desired Learning Outcomes

 Allow all the students to participate
 Improve critical thinking skills
 Enhance focus and attention

Teaching Procedures
a. Prepare or assign students to make the alternative cards based on the lesson.
b. Discuss the lesson/raise the questions.
c. Let the students raise their alternative response cards to answer the given questions.

5. Awesome possibilities
This challenges the learners to create as many possibilities for a certain situation
or event. This allows the learners to be critical and creative.

Desired Learning Outcomes

 Promote critical and creative thinking skills
 Enhance communication skills
 Encourage students to create as many possibilities for a certain event/situation/scenario

Teaching Procedures
a. Present some situations, events, or scenes.
b. Tell the students to create as many awesome possibilities.
c. Share their awesome possibilities in class.

6. Book Jacket parade

This strategy or activity promotes love for reading. This is an excellent way to
encourage students to read more and learn more.

Desired Learning Outcomes

 Develops reading skills.
 Stirs up the interest of students to read more
 Improves oral communication skills.

Teaching Procedures
a. Assign the students to get their favorite book.

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 b. Have them photocopy or illustrate the book cover.
c. Let them prepare interesting facts about the book.
d. Have a book parade after the sharing.

7. Can you guess?

This is a strategy where students are asked to formulate guesses guarding the
text/topic/concept or idea. This can be in the form of a story, riddle or incomplete
statement.
Desired Learning Outcomes
 Improves critical thinking skills
 Enhances interpersonal skills
 Improves communication skills

Teaching Procedures
a. Read the story, text, riddle, or incomplete statement.
b. Formulate a question, situation or event where they need to guess what is next? What
will happen? What will be the outcome and the like.
c. Summarize the discussion for the day.

8. Charade
This is a guessing activity used by the teacher or the students to guess what is
being acted out by the assigned pupils/facilitators through the use of gestures. The
students will guess the concept for the day. This can be a good starting point for the
day’s lesson or can be used to recapitulate the lesson for the day.

Desired Learning Outcomes

 Encourages pupils’ participation
 Stimulates creativity and ingenuity
 Enhances oral proficiency

Teaching Procedures
a. Prepare sheets of paper where concepts are placed.
b. Give the activities or procedures for the day.
c. Divide the class into those who will act out the concept and those who will guess the
words.
d. Once the concepts care stated, these should be listed on the board for the class to
guess the lesson for the day. This may be also used as a culminating activity for the
class to enjoy.

9. Class Graffiti
This is a strategy where students write their thoughts, express their feelings
about the topic before or after the class activity. This allows for free expressions.

Desired Learning Outcomes

 Allows the students to express their ideas and feelings
 Improves oral, written and communication skills
 Enhances intrapersonal and interpersonal skills

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 Teaching Procedures
a. Post a Manila Paper on the wall.
b. Tell the objectives of the graffiti wall.
c. Allow them to write their thoughts about the lessons or activities.

10. Class Magazine

This is a strategy where the class is required to create a class magazine about
the topics learned for the week. This serves as a culminating activity of a chapter or a
unit.

Desired Learning Outcomes

 Improves creativity and resourcefulness
 Enhances visual-spatial intelligence
 Establishes unity, teamwork and cooperation

Teaching Procedures
a. Let the class magazine regarding the chapter or unit. This can be assigned for a week.
b. Allow them to use various modes of presenting the lesson in their magazine.
c. Post/ make an exhibit, showcasing all the accomplished class magazines.

11. Class review

This is a strategy where students are requested to write about their evaluation of
the lesson in a form of review.

Desired Learning Outcomes

 Enhances written and oral communication skills
 Gives feedback about the lesson
 Improves intrapersonal intelligence

Teaching Procedures
a. Let the class write a class review about the lesson for the day.
b. Allow them to share in class or post them on the web.

12. Clean up the mess

This is a strategy to allow the class to clean up the mess which were scattered in
class. This “mess” are the concepts which were intentionally scattered in class. This
serves as starting points of the lesson.

Desired Learning Outcomes

 Instills the value of cleanliness and orderliness in class
 Improves communication skills
 Strengthens interpersonal skills

Teaching Procedures
a. Scatter pieces of paper where concepts, ideas or topics are written. Use recyclable
paper for this activity.
b. Instruct the class to clean up the mess.
c. Inform them to open the scratch paper.
d. Let them write the concept or idea in class in the trash can.
e. Ask what is the topic or lesson for the day.

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 f. Discuss the topic using the ideas written on the board.

13. Clustering
This is a vocabulary strategy to encourage the students to give more ideas,
words or concepts about a certain term.

Desired Learning Outcomes

 Allows everybody to participate in class discussion
 Increases vocabulary skills.

Teaching procedures
a. Write the term or concept on the board using the template.
b. Call on students to write as many words as they can think of, about the given term.
c. Ask them why they thought of the term, when everybody has done the task.

14. Creating a prayer

This is a strategy where the students write their individual spontaneous prayer
about the lesson, concept or idea. This also integrates concepts learned across the
broader aspects of the curriculum.

Desired Learning Outcomes

 Integrates values in class
 Enhances oral and written communication skills
 Improves intrapersonal skills

Teaching Procedures
a. Let the class create a spontaneous prayer about the contexts of the lesson. This can be
done individually, with a partner or by group.
b. Allow them to share their spontaneous prayer in class.

15. Cubing
This allows the student to write the concepts/terms/ideas and processes in the
cube. This activity/strategy will allow the students to do as directed by the term/process
indicated in the cube.

Desired Learning Outcomes

 Increases learner’s attention
 Encourages pupils to participate
 Promotes interpersonal intelligence

Teaching Procedures
a. Prepare a multi-purpose cube where terms/concepts/ideas or processes are indicated in
each phase of the cube.
b. Toss the cube and let the students do as directed
c. Let the pupils/learners/players toss the cube until all the concepts are
completed/finished.

16. Dear classmate/Friend

This is a strategy where students are taught to write a classmate, a buddy, a
friend about the lesson or topic for the day. The emphasis is on the implications of the
lesson in his/her life.

MICHELLE B. COPONES
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 Desired Learning Outcomes
 Develops intrapersonal intelligence
 Improves oral/written communication skills
 Enhances the mechanism of writing

Teaching Procedures
a. Culminate the class activity by giving an assignment of writing a letter to a friend,
classmate, peer or buddy.
b. Let them work on this as an assignment.
c. Allow them to read their letter after the lesson.

17. Facebook (like)

This is a strategy that emphasizes the use of technology to motivate/encourage
students to post their comments in class in their Twitter, Instagram or Facebook.

Desired Learning Outcomes

 Improves written and communication skills
 Enhances literacy skills
 Builds interpersonal relationships
 Provides avenues for social interaction

Teaching Procedures
a. Discuss the lesson/topic in class.
b. Let them summarize the discussion.
c. Allow them to post their comments/likes and reactions on Facebook.
d. Let them print or share what they have written on their account.

18. Fashion show

This strategy allows the students to showcase their talents through bodily
kinesthetic activities. Instead of the usual titles, the learners will be the Ms./Mr.
__________
(concept) of the day.

Desired Learning Outcomes

 Improves oral proficiency
 Enhances the interviewing skills
 Promotes creativity/resourcefulness
 Generates more questions from the class.

Teaching Procedures
a. Assign students to represent a concept by being Mr. _______ and Ms. ___________ of
the day.
b. Let them introduce themselves by giving the salient points of the concepts.
c. Allow the class to formulate questions. Let them raise their questions to the contestants.

19. Fill my bag

A strategy which calls for individual responses from students. Each student
writes the concept asked for by the teacher which shall be placed in the bag.

Desired Learning Outcomes

 Generated responses from individual members of the class.
 Improves oral and written communication skills.

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 Teaching Procedures
a. Generate a concept/idea.
b. Let the class create their answers and put the ideas in the bag.
c. Let the last member read all the written concepts.
d. Let these concepts be the starting point of the discussion of the day.

20. Give me the microphone

This is a strategy where an improvised microphone is given to the class to
ensure that everybody recites in class.

Desired Learning Outcomes

 Engages all class members to participate
 Improves communication skills
 Increases focus and attention

Teaching Procedures
a. Set the objectives of the activity.
b. Show the improvised microphone in class.
c. Tell them that if they wish to recite, they need to get the microphone.
d. Let them pass on the microphone to other members of the class.

21. Mix and match

This is an excellent vocabulary strategy where students write the term on a
flashcard while the others write their definition. This can also be done for other purposes
like term and symbols, mother and baby animals, objects and their uses and many more.

Desired Learning Outcomes

 Increases student participation
 Develops interpersonal skills
 Generates creativity/resourcefulness
 Enhances memory/retention skills

Teaching Procedures
a. Prepare matching cards of concepts. This may also be pre-assigned to students.
b. Orient the class with the rules of the game.
c. Let them put the cards or flashcards upside down.
d. Allow one pupil/learner to open two (2) cards. When the cards don’t match, they put
them upside down.
e. Allow another student to open two (2) cards until they are able to see matching cards.
f. Encourage them to remember the opened cards so that they will be able to get two (2)
matching cards.
g. Let the games continue until all the cards are opened and the concepts are matched.

22. Monologue
This is a very good strategy to develop intrapersonal skills. It will also allow the
learners to research more about the salient/vital points of the topic. This is good for
content subjects.

Desired Learning Outcomes

 Improves oral communication skills
 Develops intrapersonal intelligence

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  Enhances creativity and resourcefulness

Teaching Procedures
a. Assign the topics to each member of the class. Let them choose the topic that they will
recite through a monologue.
b. Give the pointers on how this activity is done. Let them also research on how a
monologue is conducted.
c. Encourage creativity and resourcefulness. Let them be at their best in this activity.

23. Puppetry
This is an appealing technique not only to the kindergarten pupils but also to
college students as well. The use of different puppets may be explored: paper bag,
stick puppets, finger puppets and the like.

Desired Learning Outcomes

 Encourages creativity and resourcefulness
 Improves communication skills
 Enhances interpersonal relationship

Teaching Procedures
a. Assign the activity a week before the class meeting.
b. Inform them of the objectives of the activity.
c. Let them decide how they will present the lesson through the use of puppets.
d. Tell them that it can be done individually, by pair or by group.

24. Reaction wall

This is a strategy to encourage the class to state their reactions to certain topics
and issues. This is a very good strategy for content subjects where there are debatable
issues/concerns.

Desired Learning Outcomes

 Improves communication skills
 Encourages each member of the class to affirm his/her stand on a certain issue
 Develops intrapersonal intelligence

Teaching Procedures
a. Discuss the lesson. State the pressing trends/issues about the topic.
b. Post the reaction wall.
c. Allow them sometime to write their reaction.
d. Let them read their reaction in class.

25. Speech choir

This strategy calls for teacher’s creativity to write the lesson through speech
verses. This can be done by assigning concepts to be recited as a group. The
important points of the lesson must be embedded in the verses to be recited.

Desired Learning Outcomes

 Improves creativity and resourcefulness
 Enhances oral communication skills

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  Develops interpersonal intelligence

Teaching Procedures
a. Prepare speech verses similar to a speech choir piece.
b. Set the objectives and procedures of the activity.
c. Allow them to practice their speech verses.
d. Let them recite their speech verses. Discuss the contents of the speech verse based on
the lesson.

26. Taking a pledge

This is a culminating strategy where students recite a pledge created or prepared
individually, by partner or by group. This can also be prepared by the teacher to be
recited by the students after the class.

Desired Learning Outcomes

 Enhances written and oral communication skills
 Commits the class to life-long learning
 Improves intrapersonal skills

Teaching Procedures
a. Prepare/create a pledge to be recited in class. It can be assigned by individual, partner
or by group.
b. Let them recite this as a culminating activity.
c. End the class by requesting them to sign their pledge.

27. Team-pair-solo
This is a group, pair and solo activity. This activity allows the students to develop
their interpersonal skills.

Desired Learning Outcomes

 Enhances the individual-pair-group processing
 Promotes interpersonal skills
 Improves oral proficiency

Teaching Procedures
a. Assign the topic in class.
b. Set the objectives.
c. Allow them first to work in a group on a certain topic, pair on another topic and alone on
a chosen topic.
d. Let them present their topics by team, pair and solo.

28. Thinking caps

This is a strategy where students rotate the thinking caps to ensure that all the
class members will be able to participate in the discussion.

Desired Learning Outcomes

 Improve self-confidence
 Enhance communication skills
 Develop critical thinking skills

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 Teaching Procedures
a. Prepare thinking caps of various levels of questions.
b. Place the thinking caps in the class.
c. Discuss the lesson.
d. Let them formulate questions based on the thinking caps.
e. Allow them to put the thinking cap to those who will answer.

29. Toss the ball

This strategy allows the class to start the lesson in form of a game through
tossing of the ball. This enables the students to play while discussing the lesson.

Desired Learning Outcomes

 Increases focus and attention
 Enhances oral communication
 Generates varied ideas/insights

Teaching Procedures
a. Form a big circle formation.
b. Stay at center, toss the ball to one of the students.
c. Raise a question about the lesson/topic. Let him/her answer.
d. Continue until all the prepared questions have been answered.

30. Treasure hunt

This is an exciting strategy for learners who are adventurous and motivated to
learn through play. This is also an effective strategy to strengthen bodily kinesthetic and
intrapersonal intelligence.

Desired Learning Outcomes

 Enhances intrapersonal and bodily kinesthetic intelligence
 Arouses students to learn and play at the same time.
 Unfolds the concepts in the form of a game
 Encourages creativity and resourcefulness

Teaching Procedures
a. Design a treasure box and treasure which contains the topic, concept and term for the
day.
b. Create a map where directions are indicated for the students to follow.
c. Discuss the lesson, topic, concept or term for the day.
d. Explain the lesson and objectives of the activity.
e. Play the treasure hunt at the beginning, middle or end part of the activity based on the
objectives of the lesson.
f. Process the activity.

31. Trip to Jerusalem

This activity develops or enhance of bodily/kinesthetic intelligence. This will
allow the students to tell as many ideas about the concepts learned in class. One gets
eliminated if he/she cannot give a relevant/related idea to the topic and so loses her
chair or desk and gets out of the chair formation.

Desired Learning Outcomes

 Enhances interpersonal intelligence

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  Develops communication skills
 Increases focus/attention skills
 Generates more student involvement

Teaching Procedures
a. Form a big circle in class using their chairs.
b. Let the students generate concepts about the lesson.
c. If the concept stated is relevant or related, they sit down until all the chairs are
eliminated. This is similar to the game Trip to Jerusalem.

32. Triple ten (30)

This is a strategy where students prepare PowerPoint presentation consisting of
ten (10) important points to be placed in ten (10) slides to be presented in to (10)
minutes.

Desired Learning Outcomes

 Enhances computer literacy skills
 Improves the skill in the power point presentation
 Engages all students to recite
 Develops oral communication skills

Teaching Procedures
a. Assign special topics/lessons/concepts in class.
b. Encourage the students to write storyboards consisting of ten (10) important points to be
placed in ten (10) slides. Follow the rules of preparing PowerPoint presentation.
c. Let them present their topics/concepts/ideas only in ten (10) minutes.

33. Turn taking techniques

This is a recitation strategy where the students call on their classmates/peers to
participate in the discussion

Desired Learning Outcomes

 Empower students to call on their classmates to recite
 Improve communication skills
 Enhance leadership skills.

Teaching Procedures
a. Present the turn taking phrases.
It is your turn…
Please be the next…
Keep the ball rolling…
I want to hear from you…
Up on your feet…
It seems you want to recite…
I’d like to hear from you…
b. Allow the students to use the turn taking phrases until all the students have recited.
c. Let them use their own phrases in the turn taking technique.

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 34. Use of clothesline concept
This strategy involves the creativity of the students by constructing/doing clothes
through the use of recyclable papers. Concepts are on the make – believe clothes/real
clothes hung on a clothesline.

Desired Learning Outcomes

 Improves oral proficiency
 Creates creativity and resourcefulness
 Develops interpersonal skills

Teaching Procedures
a. Assign the class to create/construct clothes/t-shirts using recyclable papers or they may
bring real objects.
b. Let them post/write concepts based on the lessons of the day.
c. Allow them to hang the clothes with concepts and use them to put their generalization.

35. Use of headdress

This is a very good activity for the students to get involved in by using certain
concepts in class (musical symbols, periodic elements, heroes, fruits, community helpers
and the like). This will generate more involvement and participation in class.

Desired Learning Outcomes

 Promotes self-confidence
 Increases student participation
 Encourages creativity and resourcefulness

Teaching Procedures
a. Pre-assign the preparation of headdress prior the activity.
b. Allow them to prepare speaking lines to introduce themselves.
c. Make this sharing as the discussion point of the lesson.

36. Walking Gallery

This allows the students to move around the classroom to interpret/analyze
pictures/statements based on the given lesson for the day.

Desired Learning Outcomes

 Develops visual-spatial intelligence
 Generates creativity and resourcefulness
 Enhances oral proficiency

Teaching Procedures
a. Prepare cut pictures/statements/illustrations/drawing about the lesson. Post these in the
room.
b. Allow the students to go around the room.
c. Encourage them to analyze/interpret the picture.
d. Let this be the starting point of the classroom discussion.

37. Who is “sage” in the class?

This is a strategy where those who are considered experts in the class are the
class facilitators of the day. The facilitators are those who know the lesson/concept or
ideas of the lesson based on their experiences or prior knowledge.

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 Desired Learning Outcomes
 Enhances self-confidence
 Improves communication skills
 Develops questioning skills

Teaching procedures
a. Present the lesson/concept/topic for the day.
b. Ask who knows the lesson, who has an experience or who has met? . . . And the like.
c. Give the “crown” to the sage in class.
d. Allow the students to raise question to the sage in class.
e. Let the sage answer the question.

38. Write the author

This is a strategy where the students/learners are given the opportunity to write
the author of the book, the article, the story or the text

Desired Learning Outcomes

 Improves oral, written and communication skills
 Enhances intrapersonal intelligence
 Gives the learners the chance to write their thoughts/ideas or a certain article, story,
topic or concept.

Teaching Procedures
a. Discuss the story, topic, article or concept.
b. Introduce the author by citing salient information about him/her. This can be seen at the
front or at the back of the book. This can also be pre-assigned.
c. Let them write their thoughts/ideas addressed to the author.
d. Allow them to share their ideas in class.

39. Writing a diary

This is a very good writing technique. This will allow the students to write their
thoughts, ideas and feelings about the subject, teacher or the topic. This can be done
for a week. Sharing of the contents of the diary in class is optional but must be
submitted to the teacher for feedback.

Desired Learning Outcomes

 Improves the writing skills of students
 Gives the students the chance to reflect on the things done in class for a week
 Enhances recall/retention skills

Teaching Procedures
a. Provide the template.
b. Give the objectives of the activity.
c. Allow the students to write their thoughts or reflection for a week.
d. Let them submit their diary for feedback.

40. Writing autobiography

This is a good writing strategy for students to write something about themselves.
This can be done either with structured frame or done through their own style but with
outline on what you want them to write. This can be done at the beginning of the year.

MICHELLE B. COPONES
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 Desired Learning Outcomes
 Improves writing skills
 Enhances interpersonal skills
 Develops oral communication skills

Teaching Procedures
a. Set the objectives of the day.
b. Present the activity.
c. Brainstorm ideas on the contents of the autobiography.
d. Allow them to write their life history.
e. Call on some volunteers to share their autobiography.

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