TEACHING STRATEGIES AND

METHODOLOGIES FOR TEACHING AND

LEARNING

Activities in strategies of teaching

 Setting behavioral goals
Informing learners of the objectives Presenting the stimulus

Providing cues for learning

Stimulating recall of previously learned
Controlling attention
capabilities

Arranging reinforcement
Encouraging generalization Measuring and assessing behavior
 TEACHING STRATEGIES
Definition
Teaching strategies or Instructional Strategies
 methods that teachers use to deliver course material in ways that
keep students engaged and practicing different skill sets.
*Specific strategies can also be employed to teach particular skills
- example: strategies for problem solving.
 a generalized plan for a lesson which includes structure
desired learner behavior in terms of goals of instructions.
(Lawton)
 an outline of planned tactics necessary to implement the
strategy. (Lawton)
 TRADITIONAL TEACHING STRATEGIES
When a teacher directs students to learn through memorization and
recitation techniques thereby not developing their critical thinking
problem solving and decision-making skills.

Lecturing
Discussion
Questioning
Use of audiovisuals
The interactive lecture
ACTIVITY – BASED TEACHING STRATEGIES
a method adopted by a teacher to emphasize the technique through action in
which the learners take interest comprehensively and realize
effective learning practices.

Cooperative learning
Simulations
Problem – Based Learning
Self – learning Modules
 COMPUTER TEACHING STRATEGIES
Computer managed instruction  an instructional strategy whereby the computer is used to provide learning
objectives, learning resources, and assessment of learner performance  aids the instructor in instructional
management without actually doing the teaching  a system in which a computer is used to manage several
aspects of instruction, including learning assessment through administration of pretests and posttests; design
and preparation of learning prescriptions; and calculation, analysis, and storage of student scores.

Computer Technology and Learning

Computer – Assisted Instruction
Computer – Managed Instruction
The Internet
Virtual Reality
 DISTANCE LEARNING
Education in which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-student
communication .
Clinical Education in Distance Learning

Interactive Television Classes

Distance Learning via the Internet

 Activities included in
strategies of teaching
GANGE NINE EVENTS OF INSTRUCTION
 SETTING BEHAVIORAL GOALS

Points to remember in writing behavioral

objectives
1.Begin each behavioral objective with a verb. The critical
aspect of any behavioral objective is the verb selected to
indicate expected behavior from learning activities.
2.State each objective in terms of learner performance.
3.State the objective so that it includes only one general
learning outcome.
A behavioral objective is a learning
outcome stated in measurable terms, which gives
direction to the learner’s experience and becomes
the basis for student evaluation.
Example of a LEARNING OUTCOME:
CLO#6: provide health education using selected
planning models to targeted clientele (individuals,
family, population groups, community)
 INFORMING LEARNERS OF THE
OBJECTIVES
 allow students to organize their thoughts.
 prioritize their attention regarding what they are about to learn and
do.
 include learning objectives in lecture slides, the syllabus, and in
instructions for activities, projects, papers.
 In online and hybrid courses, include learning objectives in
introductory course materials, module pages, lecture slides, and the
syllabus, as well as in instructions for activities, projects, papers.
 stating them verbally, displaying them in writing, and calling
attention to them throughout a unit or lesson.
 clearly stating the learning objectives in student-friendly language
helps students focus on what you want them to learn.
PRESENTING A STIMULUS

 Organize and chunk content in a meaningful

way.
 Provide rationale after a demonstration.
 Provide examples.
 Provide variety of approaches to suit it to
people with different learning styles.
 PROVIDING CUES FOR THE LEARNERS

Use of Non verbal cues

eye contact
facial expressions
posture
 Hand Gestures
 Printed Pictures
 CONTROLLING ATTENTION

 Be clear
 Be patient
 Pump up volume
 Play a game
 Strike a cord
 Fly like a butterfly or sit like a bee
 Narrate your own countdown
 Use clever attention – grabber
 Call and response
 Do the unexpected
 STIMULATING RECALL OF PREVIOUSLY
LEARNED CAPABILITIES
 Present the learner with an experience or something that they have
experienced.
 Make connections with what they are learning and the previous
learning.
 Correlate new information with the topics they have learned in the
past.
 Ask if they have previous experiences with the topic.
 Ask students of their understanding about the previous topics.
 Give example of an experience similar to what they are learning.
ARRANGING REINFORCEMENT
  POSITIVE REINFORCEMENT
 - adding something in order to increase a response. 

Example:
 a praise will increase the chances of a child cleaning his
or her room.
 the most common types of positive reinforcement or
praise and rewards.
 NEGATIVE REINFORCEMENT
Negative reinforcement is taking something away in order to
increase a response

Example:
 taking away a toy until the child cleans up his room
 withholding payment until a job is complete.

***removing or withholding something of value in order

to increase a certain response or behavior.***
PUNISHMENT (POSITIVE PUNISHMENT)

 Positive punishment
- something aversive is added in order to decrease a behavior.
Example:
disciplining (e.g. berating) a child for misbehaving.
***The reason we do this is because the child begins to associate
being punished with the negative behavior. The punishment is not
liked and therefore to avoid it, he or she will stop behaving in that
manner***
NEGATIVE PUNISHMENT

 When you remove something in order to decrease a

behavior.
 You are taking something away so that a response or
unwanted behavior is decreased.
 Putting a child in a time-out until they can decrease
their aggressive behavior.
Example of a negative punishment:
- removing interactions with others in order to
decrease the unwanted behavior.
 Positive reinforcement is the most powerful of any of
these.
 ***a positive reinforcement is to increase a response
works better, because it allows both parties to focus on the
positive aspects of the situation***.
 Punishment
 ***when applied immediately following the negative
behavior can be effective, but problems may result when it
is not applied consistently.***
 Punishment can also invoke other negative emotional
responses, such as anger and resentment.
ENCOURAGING GENERALIZATIONS
- reinforce the behavior when it occurs outside the training situation in the
presence of relevant stimuli. This allows relevant stimuli to develop stimulus
control over the behavior.

- use skills that a student has learned in new and different environments.
Whether those skills are functional or academic, once a skill is learned, it
needs to be used in multiple settings.

It is important because it increases the likelihood that the learner will be

successful at completing a task independently and not have to rely on the
assistance of a certain teacher or materials only found in one teaching
setting.
MEASURING AND ASSESSING BEHAVIOR

 How to Assess Students' Learning and Performance

1.Creating assignments.
2.Creating exams.
3.Using classroom assessment techniques.
4.Using concept maps.
5.Using concept tests.
6.Assessing group work.
7.Creating and using rubrics.
DIAGNOSTIC ASSESSMENT
Happen at the start to gauge pre-knowledge.
 DIAGNOSTIC ASSESSMENTS
 PRETESTS
-They usually serve as a barometer for how much pre-loaded
information a learner has about a topic
 an analysis of the nature or condition of a situation, which is
exactly how teachers tend to use them.
 help to tell the teacher (and the student) how much they know
and don’t know about an upcoming topic.
 helps to inform the teacher’s lesson planning, learning
objectives, and Identify areas that may need more or less time
spent on.
 to give the students an idea of what they will have learned by
end of the learning period
 When combined with a post test, their score on a pre-test will
show students just how much knowledge they have gained.  
COMPONENTS OF A DIAGNOSTIC
ASSESSMENT

• Happen at the beginning of a unit, lesson,

quarter, or period of time.

• Goal of understanding student’s current

position to inform effective instruction

• Identify strengths and areas of improvement

for the student
FORMATIVE ASSESSMENT 
are used in the middle of a lesson or year to
determine how students are progressing.
FORMATIVE ASSESSMENT

 Use of immediate insights to guide instruction.

 “check in” with students and see how they are
progressing.
 Teachers mold or form instruction to better suit
student learning.
 To glean actionable insights, the best formative
assessments are generally easy to implement
and offer immediate results that lead to instant
intervention or instructional adjustments.
COMPONENTS OF FORMATIVE ASSESSMENT

Formative assessments usually comprise of the following

key aspects
• Low-stakes assessment
• Goal of informing instruction
• Gain insight on learning status
• Helps identify knowledge retention and understanding
• Daily, weekly, or otherwise frequent checks
• Generally short and quick checks
• Comes in many forms: quiz, exit ticket, artwork, venn
diagram, game, presentation.
 CHARACTERISTICS OF FORMATIVE
ASSESSMENT

 a class discussion,
 an “exit ticket” activity
 A “check-in” activity that the teacher conducts to see how
much has been learned.  
 the teacher can see how much has been retained and then
modify the upcoming lessons or activities to fill in the gaps
or pick up the pace.  
 allows a teacher to form or reshape the lessons as they go.
 are used in the middle of a learning process to determine if
students are maintaining the right pace.
SUMMATIVE ASSESSMENT
success is measured at the end of a
checkpoint.
 SUMMATIVE ASSESSMENT
Components of summative assessments:

Document how much information was retained at the end of

a designated period of learning (e.g. unit, semester, or
school year).

• Evaluate learning/understanding at the end of a checkpoint

• Normally help to determine students’ grade
• Used for accountability of schools, students, and teachers
• Usually higher stakes than other assessment forms
• Preparation and review is helpful for best performance
REFERENCES:
 https://www.pnw.edu/college-of-nursing/student-resources/writing-behavioral-ob
jectives/
 https://www.google.com/learners=
definition+of+teaching+strategy+according+to+expert&oq=&aqs
=chrome.0.35i39i362l8...8.1214669j0j7&sourceid=chrome&ie=UTF-8
 https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experie
nce/gagnes-9-events-of-instruction/#:~:text=Inform%20learners%20of%20object
ives%3A%20Allow,%2C%20papers%2C%20and%20so%20on
.
 http://www.ascd.org/publications/books/111001/chapters/Setting-Objectives-and-
Providing-Feedback.aspx
 https://thepeakperformancecenter.com/business/learning/business-training/
gagnes-nine-events-instruction/#:~:text=4.-,Presenting%20the%20Stimulus
%20(Selective%20Perception),Provide%20explanations%20after
%20demonstrations.
REFERENCES

 https://online.utpb.edu/about-us/articles/education/how-special-educators-can-u
se-cues-to-boost-classroom-productivity/
 https://www.teachforamerica.org/stories/10-ways-to-secure-your-students-attent
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 https://allpsych.com/psychology101/learning/reinforcement/
 https://www.google.com/search?sxsrf=ALeKk01ubGKsaScP5Ahs_0hNivKSmMYU
Yw:1615187350391&q=What+are+the+three+types+of+generalization%3F&sa=X&
ved=2ahUKEwiH54_ikaDvAhVaPHAKHUQUAVQQzmd6BAgREBE&biw=1280&bi
h=578&dpr=1.5
 https://www.google.com/search?
q=how+measure+and+assess+behavior+in+learning&oq=how+measure+and+ass
ess+behavior+in+learning&aqs=chrome..69i57.41407j0j9&sourceid=chrome&ie=U
TF-8
 https://edulastic.com/blog/types-of-assessment/#:~:text=A%20Guide%20to
%20Types%20of,%2C%20Formative%2C%20Interim%2C%20and%20Summative