TRADITIONAL TEACHING STRATEGIES Flashcards by Ady Cabalquinto

Characterized generally as teacher-directed, oriented, centered approach
Students are taught in a manner conducive to seating and listening

Traditional Teaching Strategies
(Directs students to learn via memorization and recitation techniques
Most widely used teaching methods in schools and other organizational institutions)

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Most common method of teaching and disseminating academic information to students verbally

Lecturing

Allows teachers to deliver information to students as planned

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Types of Lectures:
The teacher is the orator and only speaker
They give the lecture and sole source of information

Traditional Oral Essay

Expositions or exposure done on topic: inspirational or informative

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Types of Lectures:
Begins from brainstorming from what students read
Progresses as teachers ask questions in which will lead students into deep learning as students uncover and connect things they have learned to their existing schema

Participatory Lecture

Gives teacher the chance to share his or her expertise

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Types of Lectures:
Students are encouraged to be more attentive and listen carefully as they fill in the blank spaces w/ essential info given by the teacher

Lecture with uncompleted handouts

Resembles traditional oral essay but with handouts w/ blank spaces

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Types of Lectures:
Consists of mini-lectures interspaced with 10 minutes small group discussion
Allows students to process their individual learning, then are shared to the group which will be collected and integrate into one comprehensive and structured details

Feedback Lecture
Once done, they can share to the class orally or feedback writing

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Types of Lectures:

Uses media such as films, slides or web based images + traditional lecture

Mediated Lecture

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Purpose of Lectures:

Give an overview of the topic or issue

Efficient means of introducing learners to new topic and sets the stage of learning

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Purpose of Lectures:
Create starting point for students to read in more detail on specific aspects of the topic or issue = in-depth understanding

Stimulates learner’s interest

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Purpose of Lectures:

Lectures may present, analyze, and evaluate a range of different current perspective on an issue or phenomena

Helps to integrate and synthesize a large body of knowledge

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Purpose of Lectures:

Such as terminologies or specific languages in diff programs

For clarification of difficult parts

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Purpose of Lectures:
Provide students w/ information or explain ideas (concepts or methodologies) w/c is the primary aim or intention of conducting/ giving lectures

To advance knowledge when textbooks are not available

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Advantages of Lectures

It is not economical or not straight-forward. Great deal of information – shared
Supplies and textbooks become true to life - theater

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Advantages of Lectures

Teacher serves as model - students see a ‘creative mind at work’
Helps students develop their problem-solving abilities

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Lectures

Puts learners in the ACTIVE ROLE of a sponge
Focuses on the TEACHING OF FACTS with little focus on problem solving, decision making, analytical thinking or transfer of learning

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Disadvantages of Lectures

Does not meet student’s individual learning needs
Student’s have little attention time span (15 minutes)

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Organizing Lectures: (TMIEIB)

Tol May Ibang Example Itong Book

Take time to plan for the objective of a lecture
Make an outline and agenda
Include signposts and transitions
Employ a variety of examples
Include periodic summaries
Bring the lecture to a close

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures

Do not consider how you are dressing for class
No need to rehearse and collect yourself before class: important for it will bring you to a right mental state (maximize effectiveness in giving the lecture)

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures

Break the ice: create friendly atmosphere, make you approachable (encourage to ask questions)
Project your voice or use a microphone

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures

Pace your speech, speech must not be too slow or fast
Monitor your movement, it’s okay to appear frantic

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A if only the first statement is correct
B if only the second statement is correct
C if both statements are correct
D if neither of the statement is correct
Delivering the Lectures

Make eye contact with the students
Make presentation more effective and given a chance to monitor the students’ faces; indicators of understanding, confusion, boredom, and the likes

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Learning Pyramid and Average Retention Rate:
Traditional Passive 
Lecture: \_\_\_
Reading: \_\_\_
Audio-Visual: \_\_\_
Demonstration: \_\_\_

5%
10%
20%
30%

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Learning Pyramid and Average Retention Rate:
Active Teaching methods 
Discussion Group: \_\_\_
Practice by Doing: \_\_\_
Teach Others/ Immediate Use: \_\_\_

50%
75%
90%

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Excellent strategy in enhancing students’ motivation, fostering intellectual agility, encourage democratized habits

Discussion
(Excellent way to promote critical inquiry, reflection, dialogue in an orderly verbal interchange and express thought on particular subject whether online, blended or flexible learning, or face to face classes)

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Types of Discussion: Pre-planned gathering of 2 or more people who have assembled for the purpose of achieving a common goal through verbal interaction Help in a specific time, defined place, and according to agreed agenda

Formal Discussions (Announced topic (in advance) Reading, watching movie: done in advance; students are asked to prepare in order to take part in the discussion)

Types of Discussion: No set rules or format Discussion is meant to be free-flowing and frank sharing of information

Informal Discussions (Far less heavily planned and regulated Spontaneous)

Purpose and Advantages of Discussion: | Helps maintain students’ focus and get different perspectives on the topic via discussion of answers

Increases students’ interests and engagement

Purpose and Advantages of Discussion: | As students answer question, instructors can gauge whether the student has really understood the material

Provides Instructor with Feedback

Purpose and Advantages of Discussion: | Via asking questions about assigned readings and correlation will not be difficult

Promotes Preparation

Speaking is essential, teachers helps students to speak confidently in front of their peers

Develops Students’ Speaking Skills

Attention of students can be monitored for them to be more focused or attentive

Controls The Classroom Environment

ODD MAN OUT: ``` Discussion method can develop the following abilities among students: Thinking and communicating powers Leadership quality Expression ability Artistic talent Problem solving ability Creativity Motivation and confidence ```

Artistic talent

``` A if only the first statement is correct B if only the second statement is correct C if both statements are correct D if neither of the statement is correct Disadvantages of Discussion ``` 1. Some students will dominate the conversation 2. It is easy to get side-tracked: due to minimal participation

``` A if only the first statement is correct B if only the second statement is correct C if both statements are correct D if neither of the statement is correct Disadvantages of Discussion ``` 1. It is not time consuming 2. Adaptable to all teaching-learning situations: easier to non-auditory learners

``` A if only the first statement is correct B if only the second statement is correct C if both statements are correct D if neither of the statement is correct Disadvantages of Discussion ``` 1. It can cause conflict within the class if opposing opinions are given 2. Note-taking can be difficult due to speed of discussion

``` Discussion techniques: ____ expectations clear ____ ground rules ____ a discussion starter ____, do not discuss ____ quiet members to participate ```

``` Make Set Plan Facilitate Encourage ```

``` Discussion techniques: ____ allow monopolies ____ the discussion among group members ____ the discussion on track ____ when confusion reigns ____ some silence. Silence gives everyone a chance to think ____ when appropriate ```

``` Don't Direct Keep Clarify Tolerate Summarize ```

Done in order to assess learners’ comprehension | Can be a teaching strategy + other learning methods

Questioning | Ask questions → higher order thinking

ODD MAN OUT: Functions of Questions 1. Places the learners in an active role 2. Assesses baseline knowledge → retention 3. Helps review content → enlightens gray areas 4. Motivates students → Stimulates thinking & curiosity 5. Guides learner’s thought process 6. Lets the student challenge the professional competence of the instructor

6. Lets the student challenge the professional competence of the instructor

Levels of Questioning (According to Wink Classification): closed questions Specific, usually short & expected answers Purpose: recall and integrate information that they have learned

Convergent Questions Requires fairly low-level cognitive activity Has specific or short and expected answers Ex. What happens to the blood sample if a tourniquet was applied for more than 1 minute?

Levels of Questioning (According to Wink Classification): open-ended questions Generates new ideas and participation among students Draws implications Formulates a new perspective Requires many answers; no really single correct answer

Divergent Questions Requires a higher level of cognitive activity It can stimulates students’ creative or critical thinking Ex. What might happen if you relocate an elderly person with dementia to another type of residence where he or she is presently living?

Levels of Questioning According to Barden (1995): | Recall information from what have been read or memorized

Lower-order Questions

Levels of Questioning According to Barden (1995): Requires more than recall Requires comprehension and critical thinking

Higher-order Questions | Has more complicated or complex answers

Types of Questioning: Requires simple recall questions; It might be a Yes / No question Requires simple recall questions

Factual Questions Assess learner’s understanding To check if students are listening

Types of Questioning: Seeks further explanation Not just about clarifying specific details instead dig much deeper than the surface Helps get a person to talk about personal opinions, feelings, and promote critical thinking

Probing Questions Open-ended type of question; there is more than just one response in order to gain in-depth information Begins mostly with: ‘what’, ‘why’, and ‘how’ Ex. “Can you explain that?”

Types of Probing: ask learners to elaborate on a response Helpful when students give brief responses Ex: Would you mind to elaborate what is antibiotic resistance

Extension probes

Types of Probing: used when learner’s response is unclear Ex: What do you exactly mean by close question compared to open-ended question

Clarification probes

Types of Probing: Helps elicit complete responses from students especially if students tend to give a single word answer to a complex question So that an elicit complete responses can be extracted from the students Ex: Why do you think medtech is the best pre-med for medicine

Justification probes

Types of Probing: help a responder who is unsure of an answer or gives an incorrect answer. Help in asking more question to the students in order to arrive w/ a correct and concrete answer

Prompting probes Give students a small amount of encouragement to help them move closer to a correct response; students would feel supported while teacher helps them to get close to a well-phrased response

Types of Probing: elicit a variety of responses from group of learners Asking them a personal point of view or opinionated responses as they explore their own understanding base form their personal or their shared experience or theoretical background

Redirection probes Provides more than one student w/ a chance to respond Useful when dealing with controversial topics; can be very challenging Can get more students involved in the discussion

Types of Questioning: | Recall or used to begin a discussion

Multiple Choice Question Tests

Types of Questioning: All questions that request learners to construct an answer Answer is more complex; can gauge in-depth understanding of students Ex. “When shall you use clean container versus sterile container in stool examination?”

Open-Ended Questions

Types of Questioning: Uses various questions to promote the topic. Learners are stimulated to ask questions Ex. “Do you agree with the CPD units imposed before renewing PRC license?”

Discussion Stimulating Questions

Types of Questioning: Guides learners through problem solving thinking Ex. “What information do you need to have before we can solve this problem?”

Questions that guide problem solving

Types of Questioning: Stimulates thinking Guides learners into asking some of their own questions Mostly to encourage the listener to think about what is the obvious answer to the question must be

Rhetorical Questions

Who said that: "Students who perceive their teacher as supportive are more likely to ask question than those who believe their teacher to be unsupportive "

Schell, 1998

``` Questioning Techniques: ____ some questions ahead of time ____ questions clearly and specifically ____ some silence. ____carefully to responses. Don’t interrupt. ```

Prepare State Tolerate Listen

BFB technique (Wigle, 1999) ___: send question to the whole class ___: call one student at a time ___: redirect the question to other students; to share ideas in a certain topic

Beam Focus Build

``` A if only the first statement is correct B if only the second statement is correct C if both statements are correct D if neither of the statement is correct Stimulating Learners to Ask Questions ``` 1. Learners should not be rewarded for asking good questions. 2. Thinking is driven by answers but not by good questioning

``` A if only the first statement is correct B if only the second statement is correct C if both statements are correct D if neither of the statement is correct How to engage students? ``` 1. Thank or praise the student for asking questions. 2. Talk to the whole class, not only the questioner, this keeps the whole class/ group involved.

Helps pass information in a relatively shorter time | What your listener or audience look at while discussing

Using Visual Aids Appeals to the learners’ vision more than any other sensory organ and can add interest to the classroom and enhance teaching of teacher and learning of student Can add interest to the classrooms

ODD MAN OUT: Factors to consider in selecting media Anchored to the learning objectives Availability of materials/ technical: fits or appropriate to the level of understanding Level, ability & number of students Price to purchase the materials

Price to purchase the materials

Retention of Information Oral: Visual alone: Visual and Oral:

10% 35% 65%

Types of Traditional Audio Visuals: Printed materials: communicate facts, figures, concepts Saves a lot of time for information; time-saving

Hand outs (Learners can review or scan in preparation of the class discussion Ensures that all learns have access to the same information and can review whenever necessary)

``` Types of Traditional Audio Visuals: Useful for mathematical problems, spelling, new words, outlining materials to be covered in class Allows spontaneity in the classroom and new ideas can be jotted down as mentioned ```

Chalkboards/ Whiteboards Information can be illustrated; only write on the upper 2/3rd of the board Not advisable on a very large group; only ideal for a certain class size

Types of Traditional Audio Visuals: Saves time, helps organize and illustrates content. Costly Projects images onto a screen Easy to make, use, store, and transported

Overhead Transparencies/ Projectors (OHP) Information from the book can be directly used Concepts can be illustrated and lectures can be outlined Charts and graphs can be presented

Types of Traditional Audio Visuals: Used to show pictures, project diagrams, charts and word concepts Effective promotes of discussion, helps make abstractions concrete

Slides Lends realism to a discussion Easy to update or organize in order to fit changing class needs

Advantages of Slides: Affordable Easy to ___ Easy to ___ Disadvantages of slides: ___ projector bulbs, don’t last long

store update or reorganize Costly

Types of Traditional Audio Visuals: Motion enhances realism of the situation; increases interest of students Maintain consistency and quality for teaching each learner Reply and freeze frames according to the needs of the students

Video Tapes (Learners can become a passive recipients of information In- house filming, video clips Used during: Role playing, Communication, Counseling skills)

Advantages of videotapes ____ personal touch ____ exposure: in spite of distance Used at learner’s own ___; can help process learning Disadvantages of Videotapes Costly Communication is one way-learner’s become ____; no interactive participation

Provides Standardized pacing passive