TRADITIONAL TEACHING STRATEGIES (WEEK 8) Flashcards
4 Traditional Teaching Strategies
- LECTURING
- DISCUSSION
- QUESTIONING
- USING AUDIOVISUALS
▪Efficient means of introducing learners to new topics.
▪Stimulate students’ interest in a subject.
▪Inspire people
▪Integrate and synthesize a large body of knowledge from several fields or sources.
▪Difficult concepts can be clarified in lectures.
▪“The lecture is valuable where knowledge is advancing
rapidly and up-to date textbooks are not available.
LECTURING
ADVANTAGES:
▪ Economical
▪ Can supplement a text book by enhancing a topic and making it come
to life.
▪ Help students develop their listening abilities.
DISADVANTAGES:
▪ It places learners in the passive role.
▪ By nature it lends itself to the teaching of facts; placing little emphasis
on problem solving, decision –making, analytical thinking or transfer of
learning.
▪ It is not conducive to meet student’s individual learning needs.
▪ The problem of limited attention span on the part of he learners.
ADVANTAGES AND DISADVANTAGES OF LECTURE
The teacher is an orator and the only speaker
Traditional Oral- Essay
▪ Begins with learner’s brainstorming ideas on a topic based on what they have read in preparation.
▪ Progresses with the teacher organizing the student’s ideas with expertise.
▪ Students feel some ownership of the topic and are able to attach new information to existing mental schema.
Participatory Lecture
Hand-outs containing the lecture outline in some detail with blank spaces for learners to fill in information.
Lecture with Uncompleted Hand-outs
▪ Consist of mini lectures interspeed with 10-minute small group discussions, structured around questions related to
the lecture content.
▪ Enhance learning and memory recall.
Feedback Lecture
Use of media such as films, slides or web-based images
along with traditional lecture.
Mediated Lecture
Topic is announced in advance and the class is asked to prepare, to take part in the discussion.
FORMAL DISCUSSION
Take place spontaneously at any point during the class including at the end of the lecture.
INFORMAL DISCUSSION
▪ Take a lot of time
▪ Effective in small groups
▪ At times few people monopolize the discussion
▪ Discussions are valuable only if participants come prepared with the
necessary background information.
DISCUSSION DISADVANTAGES
PURPOSES AND ADVANTAGES
▪ Give learners an opportunity to apply principles, concepts, and theories; and transfer the learning to new and different situations.
▪ Clarification of information and concepts.
▪ Learn the process of group problem-solving.
▪ Attitudes can be changed through discussion.
DISCUSSION PURPOSES AND ADVANTAGES
▪ Make expectations clear
▪ Set the ground rules
▪ Arrange the physical space
▪ Plan a discussion starter
▪ Facilitate, don’t discuss
▪ Encourage quiet group members
▪ Don’t allow monopolies
▪ Direct the discussion among group members
▪ Keep the discussion on track
▪ Clarify when confusion reigns
▪ Tolerate some silence
▪ Summarize when appropriate
DISCUSSION TECHNIQUES
▪To assess learner’s comprehension.
▪Ask questions that demonstrate reasoning, analysis, and problem-solving.
▪Places learners in an active role.
▪To assess a baseline of knowledge.
▪Help learner’s grasp information or concepts quickly.
▪To review content.
▪Motivation to learn increase as learners hear questions they
like to know the answers.
▪To guide learner’s thought process in a certain direction.
QUESTIONING
▪ Require the learner to recall or integrate information they have learned.
▪ Requires fairly low-level cognitive activity.
▪ Have specific, usually short, and expected answers.
CONVERGENT
▪ Ask the learner to generate new ideas, draw implications, or formulate a new perspective on a topic.
▪ There is no single correct answer.
▪ Requires a higher level of cognitive activity.
DIVERGENT
Require the learner to recall information they have read or memorized.
Low-Order Questions
Includes understanding and
interpretation of information
COMPREHENSION
▪ Require more than recall
▪ The learner have to comprehend or think
critically about the information.
Higher-Order Questions
Involves recall of memorized data
KNOWLEDGE
Includes assessing a situation based on criteria
EVALUATION
Requires using information in new situations
APPLICATION
Involves breaking the whole into parts and showing relationships
ANALYSIS
Requires combining elements into a new structure
SYNTHESIS
To further explain an answer or dig deeper into subject
Probing questions
▪ Demands a simple recall answer.
▪ Used to assess learner’s understanding or simply find out if they are paying attention.
Factual questions
Ask learners to elaborate on a response
Extension probes
Used when learner’s responses are unclear.
Clarification probes
Ask learners to justify their responses
Justification probes
Help a responder who is unsure of an answer or gives an incorrect answer
Prompting probes
To elicit a variety of responses from the group of learners.
Redirection probes
▪ Can be oral as well as written
▪ Test recall and can be used to begin a discussion
Multiple Choice questions
Encompasses all questions that requires learners to construct an answer
Open-ended questions
Used to promote discussion
Discussion-stimulating questions
To guide learners through problem-solving thinking.
Questions that guide problem solving
Prepare some questions ahead of time
▪State questions clearly and specifically
▪Tolerate some silence
▪Listen carefully to responses
▪Use the “beam, focus, build” technique
▪Provide feedback
▪Handle wrong answers carefully
QUESTIONING TECHNIQUE
▪ Questions for which you expect no answer at the time.
▪ Used to stimulate thinking and guide learners into asking their own questions
as they study a topic.
Rhetorical questions
Greatly enhance teaching and can add interest and
stimulation to the classroom.
AUDIOVISUALS
▪ Can be used to communicate facts, figures
and concepts.
▪ Time saving
▪ If given before the class, learners can review
them in preparation for the class discussion.
▪ It ensures that all learners have access to the same information and can review that information whenever necessary.
HANDOUTS
▪ Allow spontaneity in the classroom.
▪ New ideas can be jotted down as they are mentioned.
▪ Information or points can be illustrated.
▪ Useful for working out mathematical problems, spelling new words, outlining material to be covered in class.
▪ It should be clean, placed where the entire class could
see. Write only on the upper two-thirds of the board.
▪ Not advisable for a very large group.
Chalkboards or Whiteboards
▪ Sheets of acetate placed on an overhead projector that enlarges and projects the image onto a screen.
▪ Easy to make, use, store, and transport
▪ Can be prepared beforehand to save class time.
▪ Diagrams and drawings can be drawn or copied onto transparencies.
▪ Concepts can be illustrated and lectures can be outlined.
▪ Charts and graphs can be presented.
Overhead Transparencies
▪ Motion enhances realism of the situation
and often increases interest.
▪ Maintain consistency and quality for teaching
each learner.
▪ Can replay and freeze frames according to
the needs.
▪ Learners can become passive recipients of
information.
Videotapes
▪ To show pictures or project diagrams, charts,
and word concepts.
▪ Effective promoters of discussion
▪ Help make abstractions concrete
▪ Lend realism to an academic discussion
▪ Easy to update and reorganize to fit changing
class needs.
Slides
