TEACHING STRATEGIES

Teaching Strategies

 refers to the structure, system, methods,

techniques, procedures and processes that a
teacher uses during instruction. These are
strategies the teacher employs to assist
student learning.
 Traditional Teaching

 The traditional teaching approaches are

generally teacher-directed and where
students are taught in a manner that is
conducive to sitting and listening

Types
 LECTURE METHOD
 INTEGRATED METHOD
 LECTURE METHOD

 a lecture can be an effective method for

communicating theories, ideas, and facts to
students. Typically a structured presentation, a
lecture should be designed to include certain
procedures in order to be effective–
procedures that research and expert lecturers
have identified as essential to assist student
learning.
 The basic purpose of lecturing is the
dissemination of information.
LECTURE METHOD

 Advantages
 It provides an economical and efficient method for delivering
substantial amounts of information to large numbers of
student.
 It affords a necessary framework or overview for subsequent
learning, e.g., reading assignments, small group activities,
discussion.
 It offers current information (more up to date than most texts)
from many sources.
 It provides a summary or synthesis of information from different
sources.
 It creates interest in a subject as lecturers transmit enthusiasm
about their discipline.
LECTURE METHOD

 Disadvantages
 It does not afford the instructor with ways to
provide students with individual feedback.
 It is difficult to adapt to individual learning
differences.
 It may fail to promote active learning unless
other teaching strategies, such as questioning
and problem-solving activities, are incorporated
into the lecture.
 It does not promote independent learning.
INTEGRATED METHOD
 Lecture/Discussion
 Lecture/Demonstration
 Demonstration/Return Demonstration
 Questioning Method
 Use of Audio-Visual
 Interactive Discussion(Class Discussion)
 Film Showing Method
 Reporting Method/Discussion/Report back
Session
INTEGRATED METHOD

 integrated teaching method involves

strategies that influence students directly,
indirectly or by a combination of these. Thus
the teacher may deliver instruction by telling,
showing and providing access to the
information to be learned.
Lecture/Discussion

 Model is a type of model where the

teacher lectures about a subject or topic to
the class and then the students
will discussamongst the class what their
feelings are about that topic
Lecture/Demonstration

 lecture demonstration - presentation of an

example of what the lecturer is discoursing
about. demonstration, presentation,
presentment - a show or display; the act of
presenting something to sight or view;
Demonstration/Return
Demonstration
 demonstration by the teacher and return
demonstration by the students
Questioning Method

 A question is any sentence which has an interrogative

form or function. In classroom settings, teacher
questions are defined as instructional cues or stimuli
that convey to students the content elements to be
learned and directions for what they are to do and
how they are to do it.
 focuses on the relationship between teachers'
classroom questioning behaviors and a variety of
student outcomes, including achievement, retention,
and level of student participation.
 Ex: Recitation
Use of Audio-Visual

 Children learn best by observing and copying

the behaviors of adults. It is therefore evident
that learning is more effective when sensory
experiences are stimulated. These include
pictures, slides, radios, videos and other
audiovisual tools.
Interactive Discussion
(Class Discussion)
 Discussion methods are a variety of forums
for open-ended, collaborative exchange of
ideas among a teacher and students or
among students for the purpose of furthering
students thinking, learning, problem solving,
understanding, or literary appreciation.
 Film Showing Method

 Formerly, films or motion pictures were thought to be

meaning for recreation and amusement only. Today, they
are increasingly used as a device of teaching. They are an
indispensable means of education and instruction. They
bring an element of realism into the classroom, which
cannot be obtained by any other medium of instruction.
When a film show is going to be arranges, the teacher
should see that it is really needed in connection with the
studies which are going on. The teacher must discuss the
background of the learning situations presented in the
film show, previous to presentation .It should serve the
purpose of recapitulation.
Reporting Method/
Discussion/Report back
Session
 Aims to provide students with information in a direct way and in
uninterrupted manner. The student-reporters act like an authority of
the topics assigned to them. REPORTING METHOD
 1. It is one-shot activity. One student or more reports at a time in
succession. The teacher makes a follow-up and additional inputs if
needed.
 2. It is highly cognitive. The aim of the activity is to be able to deliver
factual information about a topic.
 3. It is student-centered. When a student is assigned to report, he or
she has to collect, organize and share certain information.
 4. Its success depends on effective student’s study habits. The more
studious the students may become the better is the discussion.
Advantages of Integrated Method
 1. Children are grouped together according to their learning
needs or cooperative learning.
 2. Effective integrated programs provide opportunities for
experience based learning.
 3. Students are able to use their prior experiences to construct
learning.
 4. Cross cultural sharing among students can occur.
 5. Students can think critically and to derive with their own
patterns of thought and meaning from the content presented.
 6. Students learn to construct their own understanding,
meaning, reasoning and problem solving skills.
Disadvantages of Integrated Method

 1. Some students may lose interest in the

lesson.
 2. Not all students may understand what is
being taught.
 3. The strategies used may not be accepted
by all students.
Other Common
Teaching Methods
Case Study Method
 the case method combines two elements: the case
itself and the discussion of that case. A teaching
case is a rich narrative in which individuals or
groups must make a decision or solve a problem.
 Cases are used effectively to teach critical thinking
and quantitative reasoning, and have been
successfully applied in a wide range of disciplines
including political science, economics, law,
business, chemistry, history, and linguistics, and in
both undergraduate and graduate classrooms.
Role Playing Method
 Role playing is a learning structure that allows
students to immediately apply content as they
are put in the role of a decision maker who
must make a decision regarding a policy,
resource allocation, or some other outcome.
This technique is an excellent tool for
engaging students and allowing them to
interact with their peers as they try to
complete the task assigned to them in their
specific role.
Steps and tips for
using role playing
1)Offer a relevant scenario to students

2) Give students five to ten minutes to

complete the task

3) Find a way to process student

deliberations
Buzz Session
 are short participative sessions that are deliberately
built into a lecture or larger group exercise in order
to stimulate discussion and provide student
feedback. In such sessions, small sub-groups of two
to four persons spend a short period (generally no
more than five minutes) intensively discussing a
topic or topics suggested by the teacher. Each sub-
group then reports back on its deliberations to the
group as a whole, or sometimes combines with
another sub-group in order to share their findings
and discuss the implications.
Strengths & Weaknesses of Buzz
Session
Strenght s
Weaknesses
 Encourage students to  Are most useful in a
become active supportive role as part of a
 Allow feedback to take larger lesson as they are
place. not, by themselves,
 Can be used to achieve a intended for use as a front-
line method of teaching
wide range of objectives
basic facts and principles
 Helping to maintain
 Need careful control, as
student attention.
the word 'buzz' signals
Debate Forum
 Debates can be an effective and engaging
way for students to analyze different
concepts and to develop critical thinking and
public speaking skills.
Round Table Conference

 a form of academic discussion. Participants

agree on a specific topic to discuss and
debate. Each person is given equal right to
participate, as illustrated by the idea of a
circular layout referred to in the term round
table.
Symposium/Seminar/Workshop
Symposium
 symposium is a series of short, prepared
talks. These talks or papers may be given by
two or more persons. There may be an
opportunity for the persons presenting to
make comments or raise questions to the
other experts, after all have presented, but
this may not be emphasized
Seminar
 Seminars are designed for students to talk
about topics in the course reading or lectures
in detail, so students have to take an active
part in the debate.
Types of Seminar
 Overview seminar
 Methodology seminar
 Practical seminar
 Focus seminar
 Certificate Course
Workshop
 workshops are an opportunity for a team to
untangle a problem together by going
through a series of group exercises designed
to get to a specific outcome. Workshops are
about getting stuff done, and are often used
as milestones to start things or make
decisions.
How to create and structure a productive
design workshop
 Start with an overview
 Determine the goal
 Decide who needs to come
 List the tangible outcomes
 Decide when and where it
will be
 Work backwards to make a
plan
 Detail the activities in each
section
 Use improvise games to
warm up
 Be mindful about
brainstorming
 Sketch out more ideas
 Share ideas
 Delegate when needed
 Make slides
 Keep track of time
Deductive/Inductive
Deductive
 A deductive approach to instruction is a more teacher-
centered approach.
 This means that the teacher gives the students a new
concept, explains it, and then has the students practice
using the concept
Inductive
 inductive instruction makes use of student “noticing”
 instead of explaining a given concept and following this
explanation with examples
 the teacher presents students with many examples
showing how the concept is used. The intent is for
students to “notice”, by way of the examples, how the
concept works.
 Activity-Based Teaching
Strategies

▪ Cooperative Learning
▪ Simulations
▪ Problem Based Learning
▪ Self-Learning Modules
What is Activity-Based
Teaching?
▪ A constructivist learning approach
▪ A hands-on, creative, participate method of
teaching
▪ Teaching should be constructive and self motivated
to learn
▪ It should engage learners who are actively and
naturally curious and likes to explore the
environment
▪ Teacher should create and environment that is
conductive for gaining knowledge
COOPERATIVE LEARNING
▪ Small groups of learners
› work together toward achieving shared learning
goal

▪ Learners are aware that they are responsible

not only for their own learning but also for that of
the others in the group
 TYPES OF COOPEARTIVE
LEARNING
1. Formal Cooperative Leaning Group
› done in traditional class/distance learning group
› individual or group accountability
› most useful in group setting

2. Informal Cooperative Learning Group

› Can be used in any setting
› helps the members to understand and clarify
misconceptions as well as to share experience
3. Based Cooperative Learning Group
› surveys/focus groups
› applied easily to new staff orientation or
preceptor programs

Advantages of Cooperative
Learning Group
› Promotes critical thinking
› Enhances social skills
› Helps address learning skills and learning styles
› Members to learn and function as a team
Disadvantages of Cooperative Learning
Group
› Does not cover all content/ topic in syllabus

SIMULATIONS
› Controlled representations of reality
› Exercises the learners engage in to learn in
the real world
Purpose and Uses of Simulations
› Enhances skills
› Enhances interaction abilities
› Helps student learn psychomotor skills in a
safe and controlled setting
› Chance to apply theories and principles in
practice
› Achieves learning objectives –
communication skills
› Ensures attitudinal change
› Helps discover factors affecting people and
situations
› Helps in mastery of skills
› Helps evaluate learning
 Role of Educator in
Simulation Learning
1. Planner – read carefully, assign in reading
2. Facilitator – introduce activity, moderator
3. Debriefer – summance what happened, let learners
explain what they did and why, point out of theories
and principles applied
Types of Simulations

1. Simulation Exercise
› focuses on process learning
EXAMPLE: Earthquake drills, fire drills

2. Simulation Games
› focuses on content/process learning
Types of Simulation Games
A. Content Learning
› focuses on teaching/reinforcing factual
information
EXAMPLE: Crosswords, word games, sodoku

B. Process Learning
› emphasizes problem solving and application of
information
C. Role Playing
› Form of drama – spontaneous acting out of roles
(interaction)
› Lasts for 3 to 5 (illustrates one aspects of human
relationship)
› Expression of non-verbal and verbal behavior,
response patterns and implementation of principles
D. Case Study
› an analysis of an incident or situation on which
characteristics and relationships are described, factual or
hypothetical events transpire, and problems need to
resolved or solved
Advantages of Simulation Games
▪ teaches facts & application of information
▪ stimulates learning – makes learning fun
▪ helps to evaluate learning
▪ Increases interaction among learners

Disadvantages of Simulations Games

▪ Waste of time
▪ Unprofessional
▪ Teachers dislike competition which games promote
 PROBLEM BASED LEARNING
› INVOLVES CONFRONTING STUDENTS WITH REAL LIFE
SITUATIONS

Points in PBL
▪ SMALL GROUPS – analyze the case, identify their own needs for
information, solve problems
▪ OUTPUT – Students will become GOOD PROBLEM.
– SOLVERS in their future
– Students will become LIFE LONG LEARNERS
 SELF-LEARNING MODULES
Also known as:
› self-directed learning modules
› self-paced learning modules
› self-learning packets
› individualized learning actvity packages

▪ A self contained unit or package of study material

for use by an individual
▪ Audience where this WORK
BEST: Adult learners
Principles in Handling Adult
Learners
1. Adult are self-motivated to learn. (relevant)
2. Adults prior experience is a resource for further learning
3. Adults are problem focused and readily learn material they can use
to solve problems
Components of Self Leaaring
Modules
1. Introduction and instructions
▪ Topic for module – single topic
2. Behavioral Objectives
▪ Expected of the learner
▪ Objectives – overall objectives/specific
3. Pretest
▪ Optional
▪ PRETEST- diagnostic test/ assesses prerequisite
knowledge
▪ helps evaluate which sections of the module to skip and
which ones needs to be studied in depth
4. Learning activity
▪ Most creative portion
▪ Designed to help meet objectives
▪ Must appeal to people – different learning styles
EXAMPLE: Attending short lectures, speeches, demo
Watching a video or slide
Using a computer program
5. Self-evaluation
▪ Assesses how the students achieve the objectives
6. Post-test
▪ A self-quiz
▪ Retake is okay
▪ Determines a mastery
 Developing a Module
▪ Takes time (weeks/months)
▪ Begin with the body (behavioral objectives, pretest,
learning activity self evaluation, posttest)
▪ Last to write introduction & instructions
▪ PILOT TESTING – have one or two people work at the
module for feedback (e.g unclear objectives)
 ADVANTAGES OF SELF-LEARNING
MODULES
› Very flexible – do it at your own pacing, done independently
› Individualized approach
› Sparks interest in teaching - creatvity
› Standardized
› Reduces travel time
› Reduces costs
 DISADVANTAGES OF SELF-
LEARNING MODULES
› Misinteractions with people
› May lead to further procastinations- lack of structures and
deadlines
› Promotes dishonesty
› Takes many hours to design and test
The teacher’s role is to set tasks that help
students arrive at an understandingof the
concepts, make learning challenging and
motivating by selecting appropriate
material, decide teaching tools, design
activites, prompt and ask questions that
make learning challenging and motivating.