3.2.1: Teaching Strategies Flashcards
a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies (Stone & Morris,
cited in Issac, 2010).
Teaching Strategy
also known as instructional strategies
Teaching Strategy
the overall plan for a teaching-learning experience that involves the use of one or several methods of instruction to achieve the desired learning outcomes (Rothwell &
Kazanas, 2008).
Teaching strategy
Purpose of instructional strategies
1 motivate students and help them focus attention
2 organize information for understanding and remembering
3 monitor and assess learning
Five categories of instructional strategies
- Direct Instruction
- Indirect Instruction
- Interactive Instruction
- Experiential Learning
- Independent Study
highly teacher-directed and most commonly used
Direct instruction
includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations
Direct instruction
effective for providing information or developing step-by-step skills
Direct instruction
a highly structured method
by which the educator
verbally transmits
information directly to a
group of learners for the
purpose of instruction
Lecture
Purposes of Lecture
1 Develop the act of listening
2 Develop creative thinking and reasoning
3 Effective way of presenting new topic
4 Stimulates learner’s interest
5 Serve as a supplement of the textbook, classroom discussion, and student report
6 Helps to integrate and synthesize a vast body of knowledge
the oldest and most often
used approaches to teaching
Lecture
Advantages of lecture method
1 Economical
2 Current information
3 Summary or synthesis of information
4 Active listening and note-taking skills
5 Inspires learners
Disadvantages of lecture method
1 Passive learner
2 Attention levels of students
3 Students do not learn at the same pace
4 Learning by listening
5 Focuses on teaching of facts
2 types of lecture
Formal and informal
If the lecture is long and difficult, a/an _____ to be covered should be presented
outline of the materials
When the lecture involves narration or description, the _____ should be used
logical presentation
_____ language should be used in presenting the lecture
simple
_____ (2) should be used to supplement the lecture
Instructional devices or audio-visuals aids
_____ on the students should be given by the teacher to measure effectiveness of the method used
Final check -up
The lecturer needs to make a connection with the overall subject and the topic being presented as well as explicate its relationship to previous topics covered and both prior lectures and those that will follow
Introduction
Establish a relationship with the audience.
Introduction
Provide a brief general overview of the lecture’s content
introduction
involves the actual delivery of the content related to the topic being addressed
body of lecture
educator can enhance the effectiveness of the presentation by combining it with other instructional methods
body of lecture
careful preparation is needed
body of lecture
Repeat and emphasize main points
conclusion
Encourage questions from students.
conclusion
Relate content to previous and subsequent topics.
conclusion
includes a high level of learner involvement in observing, investigating, drawing inferences or forming hypotheses
indirect instruction
takes advantage of learners’ interests and curiosity and encourages learners to generate alternatives or solve problems
indirect instruction
Examples: problem-solving, case studies, close activities, reading for meaning, reflective discussion and concept mapping
indirect instruction
Killen (2009, pg. 242) suggests that _____ can engage and motivate students to develop deeper understanding through applying ideas to real-world situations
problem-solving
develop critical thinking skills, actively engages learners and helps teachers to gain a better understanding of the abilities of the students
problem-solving
lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome
problem-solving
facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to
analysis, evaluation, and application
case studies
promotes the development of analytical skills
case studies
facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world
societal issues and applications
case studies
increase student motivation to participate in class activities, which promotes learning and increases performance on assessments
case studies
encourage students to think and talk about what they have observed, heard or read
reflective discussion
teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret
reflective discussion
questions posed should encourage students to relate story content to life experiences
reflective discussion
challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections
reflective discussion
use questions to stimulate reflection and extend comprehension
reflective discussion
extend personal responses by considering the views of others
reflective discussion
share personal thoughts, feelings and images evoked by literature selections, films, illustrations and experiences
reflective discussion
establishes a bridge between how people learn knowledge and sensible learning
concept mapping
useful in enhancing meaningful learning and students’ conceptual understanding
concept mapping
represented in a hierarchical manner; the most general are positioned in the superior part of the map, while the specific concepts, less general ones are positioned in the lower part of the map
concept mapping
powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it
concept meaning
relies heavily on discussion and sharing
interactive instruction
helps develop social skills and the ability to organize thoughts and develop rational arguments
interactive instruction
requires observation, listening, interpersonal and intervention skills
interactive instruction
debates, role-playing, simulations, brainstorming, peer learning, discussion and cooperative learning
interactive instruction
generate as many ideas as possible within the specified time frame
given in the classroom
brainstorming
effective and engaging way for students to
analyze different concepts
debate
greater participation in class and for discussing controversial issues in a structured environment
debate
provide very powerful learning experiences for students by immersing them in simulated real world situations in
which students act out a particular role/character in a safe environment
role-play
student motivation, fostering intellectual agility, and encouraging democratic habits
discussion
articulate and defend positions, consider different points of view, and enlist and evaluate evidence
discussion
teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject
cooperative learning
improved academic achievement, improved
behavior and attendance, increased self confidence and motivation, and increased liking of school and classmates
cooperative learning
formation of small discussion groups with the objective of developing a specific task (idea generation, problem solving and so
on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time
buzz group
allow covering the discussion about different aspects referred to the same study themes
buzz group
builds comprehension of complex
texts/ideas while developing group discussion skills
student-centered strategy
begin by working alone; next they collaborate with a partner
partners form groups of four; groups of four join together to form groups of eight
snowball technique
allow more active student participation that fosters both activation of prior knowledge, which ultimately assists in collecting and joining all the previously known facts, problem solving, and decision making together
syndicate
requires learners to reflect about the experience and ways to apply it to other contexts
experiential learning
T/F: experiential learning emphasizes the teaching process
F. it emphasizes the learning process
instructional scenarios where the learner is placed in a “world” defined by the teacher
simulation
learners studying on their own under the guidance or supervision of an instructor
independent study
fosters the development of individual student initiative, self-reliance and self-improvement
independent study
example: essay research and writing, computer-assisted instruction, journals and packaged learning materials
independent study
joint acquisition of new knowledge by lecturers and students
research
Careful presentation of facts with organised thoughts and ideas by a qualified person
Lecture
has implications for responsible decision-making, as individuals are expected to analyze problems, reflect, make decisions and take purposeful actions
independent study
It is series of prepared talks given by few experts (2 to 5 ) on many aspects of a topic or a problem under a chair-person.
Symposium
helps to internalize and practice research conducts and methods, skills such as formulating a precise question and processing and monitoring a research
process
research
attain abilities in dealing with uncertainty,
independence, teamwork and organisational skills
research
A group of four or more persons sit with a moderator in front of an audience; they hold orderly and logical conversation on an assigned topic.
panel
involves a group of person or a team in the instructional process
team teaching
