Group 2 Teaching Strategies

AFFIRMATION
Description of the strategy

 This is a good strategy to start the year. This will enable the students to
affirm their strengths. Affirming one’s positive trait will ensure good
interpersonal relationship among the members of the class.
Hello!
I am
Happy
Healthy
Hearty and
Hospitable
Heidi.
Desired Learning Outcomes

 develops intrapersonal and interpersonal intelligence
 improves one’s confidence
 establishes good relationships
Teaching Procedures
Tell the class to choose an adjective that starts with the first letter of their
name or nickname and use this to introduce themselves. Gestures may be added to
make this activity more alive.
e.g.
Mabuhay!
I am Motherly, Merciful, and Merry Mila.

AGREE-DISAGREE
Discription of the strategy
 This is an alternative response strategy for students to achieve their prior
knowledge about the person.
Statements Agree Disagree Actual Answers

 activates prior knowledge
 engages the entire class in the discussion
 improves communication skills
Desired Procedures
Formulate fifteen Let the students Explain the Let them count
(15) to twenty answer the lesson. Let them their score to find
(20) statements matrix before the answer the out if they
about the lesson discussion of the matrix again after understood the
and put them in a topic. the discussion discussion.
matrix. The and write their
template is found actual answers.
on page 45.
BAGGAGE CLAIM
Discription of the strategy
 This is the strategy to introduce oneself in class. The class shall get some
important information about the members of the class to ensure better
rapport among the class members.
Hi, I am __________
(Name)
I am form ________
(Town/Province)
I like to __________
(Things you like to do)
My dream in life is ____

 improves relationships
 builds one’s confidence
 enhances communication skills
Teaching Procedure
1. Allow the class to fill out/accomplish an index card with the following
information:
Three (3) important things
Where she/he comes from.
What she/he like to do.
What is his /her goal in life.
2. Let them go around introducing themselves to one another
3. If everybody has completed the activity, the teacher gets all cards.
4. Read each index card and allow them to guess/identify who is being referred
to.
BOARD GAMES
Description of the study
 The lesson is conducted through the use of stimulated board games like
snakes and ladder, chess, games of the general and like.

 encourage all class members to recite
 increase retention and recall
 generate create and resourcefulness
Teaching Procedures
Use any of the different

Summarize the lessons
boad games in discussing
discussed.
the lesson
Follow the procedures or

rules of the game.
BUZZING
BUZZING
 This is a technique where students buzz around for ideas. All ideas are
accepted and eventually the students concretize the ideas presented

 promotes participation of all students
 encourages group discussion
 increases oral proficiency
Teaching Procedures
Start with a Let the Allow them to Share the

question or students get summarize the discussion in
topic. ideas from discussion. class.
each other.
CIRCULAR RESPONSE
 A group of 10 students is arranged in a circle and in a circular manner; each
member is given the chance to answer the given question.

 allows all the members of the class to be engaged in the discussion
 enhances interpersonal skills
 improves oral proficiency
Teaching Procedures
1. Form 3 to 4 2. Raise
groups with 10 question.
3. Allow them 4. Let them
members each Instruct them to
to summarize share their
or depending on answer the
their answer per group answer in
the class size question
group. class.
starting from
number 1 until
the number 10
CREATING SCENARIOS
 This is an excellent strategy to challenge the students to think outside the
box. Giving them opportunities to create scenarios. Promotes higher order
thinking skills.
Create a Scenario:
What will happen

if teachers will
replaced by
computers?

 promote creativity/resourcefulness
 develop higher order thinking skill
 improve oral proficiency
Teaching Procedures
 The students will be
replaced by robots.
Give various Let the students
 The instructional materials
scenarios (e.g. anticipate what will
are all electrically
about the happen if:
operated.
Philippine
 The lesson plans are all
Educational
the same.
System)
 The assessments are all
standardized.
 The books are replaced by
tablets/computers.
CYCLIC QUESTION
 This is a questioning strategy to engage all the students to
formulate questions about the lesson or topic for the day.
Topic/Content

 increases the ability to raise different types questions
 promotes higher order thinking skills
 engages the entire class to participate in the activity
Teaching Procedures
1. Draw the visual organizer on the board. The sample template is on
page 51.
2. Let the student raise/formulate as many questions as they can based
on the topic. This can be alone individually or by groups.
3. Require them to formulate questions using the higher order thinking
skills
4. Call on the rest of the students to answer the questions on the board.
DEBATE
 This is a technique for discussing the pros/cons, merits and demerits
advantages and disadvantages of issues or concerns.

 enhances oral communication and research skills
 gives the opportunity for students to raise their opinions
 encourages teamwork and unity
Teaching Procedures
Summarize the discussion

points of the debate.
Follow the rules of

debate.
Present a debatable
issue.
DECK OF QUESTIONS
 Questions are played on deck of cards, shuffled and played just like card
games. The questions are placed on the old ID’s, ATM cards and the like.
Who are the If you were the

characters of the character will
story? you do the
same?
What are the What ending
lessons learned can you create
in the story? in the story?

 engage all students in active discussion
 provide all opportunities for learners to participate in class
 promote higher order thinking skills
Teaching Procedures
Summarize the
Write the lessons learned in
questions in the Shuffle the cars class.
recyclable cards. and let the
students answer
the questions.
INVESTIGATING QUESTIONING (IN-QUEST)
 The lesson is discussed using probing questions. Use the different stems in
asking probing questions.
Stems for Probing Question
Why do you think ________?
What if you look like ________?
What if the opposite were ________?
Why is this considered ________?
What do you think would happen if _______?

 uses probing questions for lesson/discussion
 promotes higher order thinking skills
Teaching Procedures
1. Discuss the 2. Formulate 3. Let the

lesson concept or questions which students answer
topic. call for in-depth the given
discussion/questi questions.
oning.
MAZE
 This is technique where the students are challenged to find the right path or
direction. Concepts are hidden in the maze which can be done through a
human maze in the classroom.

 encourages creativity among students
 explores other strategies that work improves interpersonal
 improves interpersonal skills
Teaching Procedures
Allow the
students to go
through the
maze.
Arrange the class
in a maze form
where concepts
are hidden.
Let them find the
concepts found
in the maze.
MILLING AROUND
This is a technique where the students room around the classroom to develop certain
concepts and skills.
 Develops teamwork and unity

 Encourage everyone to participate
 Improves oral proficiency
Teaching Procedures
 Distribute flashcards containing the term, concept or idea to be learned/discussed.

 Let them find their pair by milling around.
 Let the concepts be the starting points for the discussion.
MOCK JURY/ TRIAL

This is a technique to develop the reasoning skills of the students where the situation is
held in the mock classroom which serves as the courtroom.
 Train the students to reason out/depends one’s opinion

 Promote communication skills
 Develops self-confidence
Teaching Procedures
1. Prepare a case about the content/topic.
2. Follow the rules of having a court hearing where there is a plaintiff, judge, defendant, witness
etc.
3. Summarize the discussion point.

NUMBERED HEADS TOGETHER
This is a cooperative learning strategy where each student is assigned a number.

Members of the group work together to agree on an answer. Teacher randomly selects the
number. The students with that number answers for the group.
 Improve self-confidence
 Enhances oral communication
 Encourage all the members of the class to participate
 Builds interpersonal relationship
Teaching Procedures
1. Group the class into 5 groups of equal number.
2. Each member is assigned a number.
3. Raise a question and let them answer individually
4. Call a number, all those with that number stand up to give the answer of their group.
ONE LINER(S)
The use of a one liner sentence elicits several responses way may enhance the skills set
for the day.
 Improves oral communication skills

 Enhances listening skills
 Develops focus and attention
Teaching Procedures
1. Formulate a one-liner for students to complete using the concept of the day.
2. Let them use the concepts/skills you want them to develop/learn for the day.
3. Summarize the ideas learned.

ONE-MINUTE SWAP SHOP
The students are given a minute to share ideas and insights at any part of the discussion.
This will be a good way to check if they are still attentive in the discussion.
 Shares as many ideas in class

 Engages all the members to share their thoughts and ideas
 Allows flexibility in the class
Teaching Procedures
 Discuss the Lesson in class

 Give the students to have a one minute swap-shop especially if they are inattentive. Call
their attention to the discussion.
ONE SENTENCE SUMMARY

The students are asked to write a sentence summary that answers the “ who, what, where,
when, why, how” question about the topic.
 Summarizes important points of the lesson

 Improve communication skills
 Uses other models of citing the generalization learned
Teaching Procedures
 Inform the students to write their summary using the wh question.

 Let them share their one sentence summary.
PANEL DISCUSSION
Description of the strategies
This is the technique where there are discussants/panellists to discuss the topic. This may
be pre-assigned by the teacher. The audience or the remaining class members will interact or
raise questions on the said topic.
 Enhance group participation

 Develops oral proficiency
 Improves unit/teamwork
Teaching Procedures
 Assign the topic for the day

 Designate panel discussants.
 Give the questions for them to study
 Inform the other class members to formulate questions about the topic
 Summarize points for discussion
PARODY
This strategy puts the lesson in a form of a song. The concept is sung using the melody
or tune of a popular song.
 Engages the entire class to sing the concept in a form of a song

 Enhances the musical intelligence of the students
Teaching Procedures
 Compose a song using the concepts of the lesson/using a popular song or melody.
 Discuss the concepts found in the song.
 Use the parody as an attention getter or summary of the lesson.
PHILIPS 555
Students are grouped into 5 members each. They are given 5 questions to be answered in
5 minutes.

 Develops teamwork and unity
 Improves higher order thinking skills
Teaching Procedures
1. Ask the class to group themselves into 5.
2. Give the 5 questions which can be answered together or individually only in 5 minutes.
3. Tell them to consolidate their answers.
4. Allow them to share their answers in class.
PICK A SPOT
This is the creative way to encourage the students to participate in the discussion. This is
very good for kinesthetically intelligent students. They will pick a spot in the room to signify
their answer.
 Motivates students to answer through a game

 Establishes rapport among students
Teaching Procedures
1. Formulate a question with four alternatives.
2. Designate the four alternatives in the different spots of the room as specified.
3. Let them pick their spot corresponding to their choice.
4. Let them answer/explain their choice.

PREDICTION CHART
This is an activity that will challenge the students to predict outcomes based on a given
scene/topic or situation.
 Improves skills in predicting outcomes

 Gives pieces of evidence based on actual events
 Encourages students to think of possible scenarios
 Enhances oral proficiency
Teaching Procedures
1. Create scenes/scenario.
2. Let the students make their prediction using the given matrix. The sample template is on page
65.
3. Evaluate the activity.
PUZZLE
The use of the picture puzzles or cut-outs develops learn building and increases the
ability of putting things together.
 Develops team building

 Improves interpersonal skills
Teaching Procedures
1. Create a puzzle using the content of the subject. It may be an illustration, question or a person.
There should be only five (5) pieces for easy completion.
2. Let the students put the pieces of puzzle together.
3. Allow them to guess the topic/lesson for the day.

WALKING TOUR
Description of the Strategy

The passages, picture, word of the contents of the topic are posted around the
room.
The class shall tour around the room and discuss each topic. After the tour is
completed,
the group shall summarize the answers.

 Promotes intrapersonal skills
 Provides leadership skills to each member of the class
 Improves communication skills
Teaching Procedures
Write the Let the students Make these as

topic/content/pa go around the starting points
ssage/illustration room to discuss for discussion.
or term around what were posted.
the room. This can be done
individually or by
group.
TEMPLATE 3
BAGGAGE CLAIM
Hello! I am __________________________________
(Name)
I am from ____________________________________
(Country, Province or Town)
I like to ______________________________________
My dream/goal in life is _________________________________________.
Hello! I am __________________________________
(Name)
I am from ____________________________________
(Country, Province or Town)
I like to ______________________________________
My dream/goal in life is _________________________________________.
Use of Games
Games are played to strengthen the topics discussed

in class. These can be the ordinary games or something
made by the teacher. E.g, piko , sungka , patintero.
 Use novel and creative ways to

discuss the lesson to diverse types of learners
 Improve interpersonal skills
 Develop bodily-kinesthetic intelligence
Teaching Procedures
1. Use common games like piko, sungka, patintero, basketball

and the like.
2. Explore using television shows/games when necessary
3. Use the rules of the games in the discussion of the lesson.
4. Discuss the lesson/topic in class.
5. Summarize the discussion.
TEMPLATE 1
AFFIRMATION
Hello ( Mabuhay!Hi! Hello! Good Day!)
I am Adjectives tht starts with the

_____________________________________________ initial of your name.
_____________________________________________
_____________________________________________
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AFFIRMATION
Hello ( Mabuhay!Hi! Hello! Good Day!)

Adjectives tht starts with the
I am
initial of your name.
_____________________________________________
_____________________________________________
_____________________________________________
TEMPLATE 6
Deck of Questions
(Create questions using the template and post them on recyclable/used
cards.)
Wh Chart
This is a good questioning strategy for

the elementary pupils by allowing
then to write five (5) questions on the
topic using WH chart.

 formulates a wh questions
 engages all students to recite
 develops self-confidence
Teaching Procedures
1. Allow the students to write Wh questions.
3. Consolidate all the Who, What,Where,When and How questions.
2. Eliminate similar questions
4. Raise the questions to serve as the discussion

points for the day.
TEMPLATE 4
Creating Scenarios
(Write questions to create novel scenes/situations.)
1. What will happen if

___________________________________________________________________________________
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2. What will it look like if
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3. If the
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4. Imagine if
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5. How would you feel if

___________________________________________________________________________________
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___________________________________________________________________________________
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___________________________________________________________________________________
_________________________________________________________________________________
Name:
Yr & Sec:
TEMPLATE 8
One Minute Writing

Name: ________________________________________
Yr/Sec:________________________________________
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One Minute Writing

Name: ________________________________________
Yr/Sec:________________________________________
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TEMPLATE 7
Investigating Questioning ) ( In- Quest)

( Create as many investigative questions about the topic or content discussed. )
Topic/Content: ___________________________________
Investigative Questions :
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Name : Yr&Sec:
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( Create as many investigative questions about the topic or content discussed. )
Topic/Content: ___________________________________
Investigative Questions :
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Name : Yr&Sec:
TEMPLATE 5
CYCLIC QUESTIONS
Topic/ Content
Name : _______________________________
Yr&Sec: ______________________________
Three (3) D’s
This is a strategy where

3 processes are used:
discussion , debate , and
delivery of the lesson.

-Enhances communications skills
-Builds interpersonal relationship
-Promotes higher order thinking skills
Teaching Procedures
1. Allow the learners to discuss the lesson.
2. Let them debate on the different issues.
3. Consolidate the discussion and let them share their ideas in class.
TEMPLATE 2
Agree – Disagree Matrix

Statements / concepts Agree Disagree Actual Answers
about the topic
1
10
TEMPLATE 9
One Sentence Summary

(Write a One Sentence Summary about the lesson using ___________________________________
Who, What, When, Why and How in any order.) ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ Name:_________________________________
Yr.&Sec._______________________________

(Write a One Sentence Summary about the lesson using ___________________________________
Who, What, When, Why and How in any order.) ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ ___________________________________
___________________________________
____________________________________________ ___________________________________
____________________________________________ Name:_________________________________
Yr.&Sec._______________________________
TEMPLATE 10
Parody
(Create your own parody about the
topic/content/lesson individually or by group using a
popular media or tune.
Topic/Lesson/Content: ________________________________
Tune: ______________________________________________
Name:_____________________________ Yr./Sec:__________________________
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----------
(Create your own parody about the
topic/content/lesson individually or by group using a
popular media or tune.
Topic/Lesson/Content: ________________________________
Tune:_______________________________________________
Name:_______________________________ Yr./Sec:__________________________
Template 11
Pick your Spot

I choose I choose
A B
Because______________________________________ Because_____________________________________
__________________________________________________ ________________________________________________
__________________________________________________ ________________________________________________
_______________________________________________ ________________________________________________
____
Name______________________
Name______________________
Year/ Section________________________
Year/ Section_______________________
I choose I choose
C D
Because______________________________________ Because_____________________________________
__________________________________________________ ________________________________________________
__________________________________________________ ________________________________________________
_______________________________________________ ________________________________________________
____
Name______________________
Name______________________
Year/ Section________________________
Year/ Section________________________
Template 12
Prediction Chart
Scenes Prediction Evidence/ piece of
evidence
Template 13
Question Innovations
Topic:____________________________________
Questions:
?
?
?
?
? Name:_________________________________
Yr/Section:____________________________
Template 14
Questions to the Max

Topic
Concept:___________________________________________________
1
2
3
4
5
6
7
8 Name (Group):
__________________________________________
9
__________________________________________
__________________________________________
__________________________________________
__________________________________________
10
Template 15
Randomized Questioning
2
3
5
Template 16
♫ ♪ ♪ ♫ ♫
♪
(Create your own rap based on line/topic/content of the day.
This can be done individual or by group.
R
A
P
Name:__________________________ Yr./Sec:_________________________
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--------------------
♫ ♪ ♪ ♫ ♫
♪
(Create your own rap based on line/topic/content of the day.
This can be done individual or by group.
R
A
P
Name:__________________________ Yr./Sec:_________________________
Template 17
Simultaneous Round Robin

Group Name:________________________________________________
Yr.Sec:_____________________________________________________
Answers: (Write group answers here based on your designated number.)
1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
_____________________________________________________________________________________________________________________
__________________

Group Name:________________________________________________
Yr.Sec:_____________________________________________________
Answers: (Write group answers here based on your designated number.)
1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
Template 18
Single Round Robin

Name: ______________________________________________
Yr.Sec:______________________________________________
Answers:
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
_________________________________________________________________________________________________________
________________
Single Round Robin

Name: ______________________________________________
Yr.Sec:______________________________________________
Answers:
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
Template 19
Spin a Question
Use a spinner based on the concept/content of your lesson.
Template 20
Wh Chart
Topic: ______________________
 _____________________
_____________________
________________________________
What ________________________________
________________________________
________________________________
Who ________________________________
________________________________
________________________________
When ________________________________
________________________________
________________________________
Why ________________________________
________________________________
________________________________
How ________________________________
________________________________
QUADRANT
Affirmative Side Negative Side

Description of the Strategy I Like… I dislike…
I Stress… I abhor…
This is an excellent strategy to I Emphasize… I disprove..
I favor… I don’t favor…
improve oral proficiency. This will I agree… I disagree…
Question Synthesizers
also ensure the active participation Formulators (Summarize the
(Raise as many salient points
questions about in the
of the class.
the discussions) discussions)
 Encourages each member of the class to participate
 Uses effective phrases in the discussion

1. Divide the class into quadrants 3. Explain the lesson. Let them do
their roles using the following:
I Like… I dislike…
I Stress… I abhor…
I Emphasize… I disprove..
I favor… I don’t favor…
I agree… I disagree…
Formulators
(Raise as many (Summarize the

questions about salient points
the discussions) in the discussi
2. Assign/designate roles as to the

following. This should be done before
the lesson.
Formulators
Question Hour/ Questions to the Max

The students are given the
opportunities to raise as many questions
about the lesson as they can. This shall
be done during the discussion part.

 Improves questioning skills
 Enhances oral communication skills
 Allows everyone to participate in the discussion
Teaching Procedures
 Discuss the topic/ content in class.
 Let them raise as many questions.
 Tell them to call on someone to answer the questions raised.
 Evaluate the activity.

Questions Innovations

E. G.
Q. What is curriculum?
Q. What is curriculum
This is a good strategy to allow development?
Q. What is the difference between

the students to extend a simple
curriculum development and
questions to a more complex curriculum innovation?
Q. What is the difference

one.
among curriculum
development, curriculum
innovation and curriculum change?
Q. What is the difference

among curriculum
development, curriculum
 Encourage creativity innovation, curriculum change and
curriculum design?
 Allow flexibility in the formulation of questions
 Engage all students to recite
Teaching Procedures
Ask the student to let them innovate/

extend the questions
raise a question.
until the question has
(e.g. What is reached its saturated
Curriculum?) level.
S
a
t
u
Question Wall

Question Wall
This questioning strategy

What When Where
allows the students to write their
questions in the designated question
wall in the class prior the discussion.

Who How
 Gives chance to non-verbal students to participate in the activity
 Allows for free expression
 Engages everyone to recite
 Improves communication skills

Teaching Procedures
1. Let the
students
write the
questions
about the
lesson.
1. Provide a 3. Let these be

question wall in the discussion
one part of the points in class.
room.
2.
Randomized Questioning
This is a questioning strategy
where all students are encouraged
to answer a question. The questions
are either formulated by the students
or teacher based on the topic for the
day. The questions are placed in a box
or in any appropriate container.

 Encourages each member of the class to raise and answer a question about
the lesson
 Enhances intrapersonal skills
Teaching Procedures
Prepare a box or any Call on one (1) student to get

appropriate container with a question to answer. After
strips of questions based on
he/she has answered the
the assigned topic for the day.
Make sure that the number of question, let him/her call on
questions corresponds to the another student to get a
number of the students. question until everyone is
done/has participated.
Rap
Rap: Mga Katulong sa Pamayanan
This strategy develops the
Yo! Yes! Yes! Yo! Kung may gulo
creativity of the teacher to put sinong tumatakbo kundi pulis na kay
bilis.
the lesson into a rap form.
Doktor! Doktor, ako ay may sakit
The rap may be assigned to the pagalingin nang di bumalik,
Dok Lao! Dok Lao! Iyo nang gamutin

students.
ng sakit ng ngipin ay biglang
gumaling,
Halina! Halina! Tinda ko ay mura,
 Gives enjoyment to the class
bukod sa masarap, masustansya pa.
 Helps the class to be fully engaged Kamangmangan ay lunasan
matiyagang guro ang kailangan. Yo,
 Improves communication skills Yes, Yes, Yo!
Teaching Procedures
Introduce/Summarize the lesson in a rap form
Let the students recite the rap
Discuss the contents of the rap
Give the generalization of the lesson/topic for the

day
Reciprocal Questioning
Students read an article,
selection or concept and take
turns in asking questions. This
will sharpen their ability to
formulate questions.

 Encourages critical and creative thinking skills
 Gives every member of the class the chance to formulate questions
Teaching Procedures
1. Photocopy the material you are supposed to discuss for the day.
2. Divide the reading material into strips based on the number of the
students in class to ensure that everyone can participate in the
discussion.
3. After reading the strips assigned to them, require them to raise a

question based on what they have read.
4. The next student reads his/her piece and raises a question to be

answered by the student who volunteers to answer the question.
This is a round robin brainstorming
session where the students are
given the question using their
own ball pen and sheet of paper.
All the answers of the group are
written on their own sheet of paper.

 Promotes group unity, teamwork and cooperation
 Encourages each one to write his/her answers
 Improves self-confidence
Teaching Procedures
Group the class into 5 members each.
Let them have one ball pen/one paper each.
Let them number their paper.
Raise a question and let the pupils rotate their paper/ball pen and write
only on their designated number.
Let them stop, once they have their own paper/ball pen.
Share results of their answers to the class.

Single Round Robin
This is a technique where students
are given the chance to answer
the question using one (1) ballpen
and a piece of paper. All the answers
are written on that sheet of paper.

 Improves writing skills
 Enhances oral communication skills
 Develops unity, teamwork and cooperation
Teaching Procedures
Group the class into 5 Let them have only one

members per group. ball pen and one paper
each.
Allow the last member Let them answer the

of the group to share question one by one on
the group’s answer the sheet of paper.
Spin a Question
This is a creative way to engage
the class in lively discussion
through the use of a spinner.

 Promotes creativity/resourcefulness
 Increases focus and attention
Teaching Procedures
 Prepare a spinner/wheel having the following words: assume,

predict, consider, infer, evaluate, justify and assume. Other words
may be used based on the lesson/topic for the day.
 Spin the wheel and let the students raise a question using the
stem that comes out in the arrow.
 Let them call on their classmates to answer the question raised.

Stir the Teams
This is a cooperative learning strategy where students are grouped into teams.
They discuss their answers in the group and share their answers with another group
until everyone has shared his/her team’s answer.

 Promote intrapersonal skills
 Build self-confidence
Teaching Procedures
Group the class into teams.
Number each member of the team.
Formulate a question.
Let them answer the question.
Call a number and let the student go to the next group to share his/her
answer.
Think and Search
What would you do if…?
This activity provides opportunities
How would you feel…?
for students to read between the Which is better…?
Which argument makes more

lines and to think of answers
sense?
based on the text. Which one do you prefer?
Why? Why not?

 Promotes higher order thinking skills
 Gives the opportunities for the students to answer beyond what is explicitly
stated in the text
 Engages everyone to recite during the discussion
Teaching Procedures
Raise as many
Give a story/topic
questions using
for the students to
higher-order
read.
thinking skills.

Group 2 Teaching Strategies

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Group 2 Teaching Strategies

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AFFIRMATION

Description of the strategy

Desired Learning Outcomes

I am Motherly, Merciful, and Merry Mila.

Desired Learning Outcomes

Desired Learning Outcomes

Desired Learning Outcomes

Use any of the different

Follow the procedures or

Desired Learning Outcomes

Start with a Let the Allow them to Share the

Desired Learning Outcomes

What will happen

Desired Learning Outcomes

Desired Learning Outcomes

Desired Learning Outcomes

Summarize the discussion

Follow the rules of

Who are the If you were the

Desired Learning Outcomes

Stems for Probing Question

Why do you think ________?

What if you look like ________?

What if the opposite were ________?

Why is this considered ________?

What do you think would happen if _______?

Desired Learning Outcomes

1. Discuss the 2. Formulate 3. Let the

Desired Learning Outcomes

Desired Learning Outcomes

 Develops teamwork and unity

 Distribute flashcards containing the term, concept or idea to be learned/discussed.

MOCK JURY/ TRIAL

Desired Learning Outcomes

 Train the students to reason out/depends one’s opinion

1. Prepare a case about the content/topic.

3. Summarize the discussion point.

This is a cooperative learning strategy where each student is assigned a number.

Desired Learning Outcomes

1. Group the class into 5 groups of equal number.

2. Each member is assigned a number.

3. Raise a question and let them answer individually

Desired Learning Outcomes

 Improves oral communication skills

3. Summarize the ideas learned.

Desired Learning Outcomes

 Shares as many ideas in class

 Discuss the Lesson in class

ONE SENTENCE SUMMARY

Desired Learning Outcomes

 Summarizes important points of the lesson

 Inform the students to write their summary using the wh question.

Desired Learning Outcomes

 Enhance group participation

 Assign the topic for the day

Desired Learning Outcomes

 Engages the entire class to sing the concept in a form of a song

Desired Learning Outcomes

 Improves oral proficiency

1. Ask the class to group themselves into 5.

3. Tell them to consolidate their answers.

4. Allow them to share their answers in class.

Desired Learning Outcomes