TEACHING STRATEGIES

TEACHING STRATEGIES

• Teaching strategies are methods and techniques that

a teacher will use to support their pupils or students
through the learning process.
• Teaching strategies, also known as instructional
strategies, are methods that teachers use to deliver
course material in ways that keep students engaged
and practicing different skill sets.
 TRADITIONAL TEACHING
STRATEGIES
1. LECTURES
2. DISCUSSIONS
3. QUESTIONING
4. USING AUDIOVISUALS
5. INTERACTIVE LECTURE
1. LECTURES
• Lecture is a highly structured method where the
teacher acts as the resource person and
transmitter of knowledge and information to the
learners.
• Derived from the greek word “lectura” which
means to read.
Advantages of the lecture method
1. It is economical.
2. The lecturer can enhance the textbook by enriching
a topic.
3. One-way verbal communication is that it helps
students develop their listening abilities
 Disadvantages of the lecture
method:
1. It places learner in the passive role of a sponge.
2. Class objectives are not met.
Organizing the lecture.
1. Introduction – an effective introduction delineates
specific topics/ subtopics to be covered.
2. The body of the lecture - there should be logical flow
of information from one point to another.
3. The conclusion – this deals with the achievement of
closure or the successful termination of lecture
- achieved by linking new knowledge to
past knowledge and creating a cognitive link or
bridge to the future learning.
2. DISCUSSION
• Group discussion is formed when more than two
persons are gathered to discuss or resolve an issue,
problem or idea under the guidance of one of its
members.
• Group conferences – students compare notes and
experiences and may even help each other in
identifying alternative ways of solving problems.
Four Discussion Leadership Skills:
1. Focusing
2. Refocusing is redirecting the group’s attention
3. Changing focus
4. Recapping
3. QUESTIONING
• A situation where the teacher is probing or inquiring
from the student as a feedback mechanism to find out
if they have already grasped or understood the lesson
or the matter being discussed.
 Types of questions:
1. Factual or descriptive questions – are questions that
can be answered from memory or by description.

• Factual questions – who, what when or where which

provide the building blocks on which concepts and
generalization are based

• Descriptive questions - usually elicits simple

descriptive or statements where longer answers are
required.
2. Clarifying questions – are illuminating, revealing ,
informative or enlightening questions.

3. Higher-order questions – prod, urge or stimulate the

students to establish relationships, compare and
contrast, make inferences rather than merely
defining concepts.
Specific functions of higher-order
questions include:
• Seek or obtain evaluation
• Seek or search for inferences
• Deduction
• Induction
• Seek comparisons
4. Using audiovisuals
• Hand outs
• Chalkboards/white boards
• Projectors

3. Interactive Lectures
• A mixture of traditional lecture and the use of audio
visuals.
ACTIVITY-BASED TEACHING
STRATEGIES
1. COOPERATIVE LEARNING
2. SIMULATION
3. CASE STUDIES
4. PROBLEM-BASED LEARNING
5. SELF-LEARNING MODULES
1. COOPERATIVE LEARNING
• System of learning where members of the group are
aware that they are not only responsible for their own
learning but also for the learning of others
 Types of cooperative learning:
FORMAL GROUP INFORMAL BASE
GROUP COOPERATIVE
LEARNING
GROUP
PURPOSE To complete a To enhance To provide
specific learning task understanding of a encouragement and
consisting of concepts specific unit of to monitor progress
or skills. information; to make throughout the
connections prior to learning experiences.
learning,
LENGTH OF EXISTENCE One class to many No more than one Usually long term
weeks class and perhaps for learning experiences.
only a few minutes
during a class.
2. SIMULATION
• An imitation, recreation or representation of the
structure or dynamics of a real thing or situation
which learner actively participates and interacts
with persons or things in the environment.
TYPES OF SIMULATION
• WRITTEN SIMULATION – paper and pencil presentation of
actual problems or cases where the student makes
decisions as id doing an actual performance in the
situation,

• ROLE-PLAYED SIMULATION – a simulation technique where

one person portrays the role of another whose primary
purpose is to help participants and observers obtain
insights into the behaviors and feelings of people who are
different from themselves by spontaneously acting out
roles involving problems in human relations.
• MEDIATED SIMULATION – This uses audio and/ or visual
media to present a problem, case, task or an aspect
of an interpersonal encounter.
• PHYSICAL SIMULATORS - includes the use of three-
dimensional lifelike models or parts of the human body
to teach or evaluate specific clinical skills.
• COMPUTER SIMULATION – uses a computer to present
cases, provide information, and give feedbacks
regarding the topic.
3. CASE STUDIES
• Analysis of an incident or situation in which characters and
relationships are described, factual or hypothetical events
transpire, and problems that need to be resolved are
solved.

4. PROBLEM-BASED LEARNING
• An approach to learning that involves exposing the
students to real- life problems and working together in
small groups, analyze the case, decides what information
they need and then solve the problems.
5. SELF-LEARNING MODULES
• It is defined as a self-contained unit or package of
study material for use by an individual and is most
useful for adult leaners in graduate and
undergraduate levels
 CRITICAL THINKING
- A composite of attitudes of inquiry; knowledge of the
nature of valid inferences, abstractions and
generalizations; skills in employing and applying these
attitudes and this knowledge.
 STRATEGIES THAT ENHANCE
CRITICAL THINKING
1. DISCUSSION - the highest level of teaching when
the teacher and student or the students, among
themselves, engage in animated or lively discussion.
2. ASKING EFFECTIVE QUESTIONS - The high order level
questioning which requires responses supported by
explanations, theories, evidences or reasons develop
critical thinking and creative skills.
a) Socratic method
b) Structured controversy
c) Text interaction
A. Socratic method – way of questioning where the
teacher responds to all questions or comments with
more questions.
B. Structured controversy – relies heavily on effective
questioning; controversy is deliberately introduced
and used to elicit critical thinking.
C. Text interaction – the student analyze, scrutinize and
interact with content of the reading materials
instead of just reading the article or textbook.
3. CONCEPT MAPPING – involves drawings or diagrams
which show the mental connections or associations that
students make between a major or central concept
that a teacher focuses on and other concepts that the
students have already learned.
 DISTANCE LEARNING
-
Characteristics of Distance Learning
• Provides learning opportunities to individual
learners and groups who may not have the
chance and time to attend formal schooling
• learner – centered
• Provides learning packages designed for self-
directed learning utilizing various media, multi-
media and other new technologies.
• Has an organizational structure and clear
institutional systems
Advantages of Distance Learning
 Distance learning does not require commuting
 You can complete most of the classes at your
convenience
 Live anywhere, study from anywhere while
pursuing the education of your choice
 Gain extra knowledge
 Self-paced learning
 Accessibility
 Convenience and flexibility
 Interaction
 Individualized instruction
 Vast resource readily available
 Potential
 cost
Interaction and Technology in
Distance Learning
Interaction in a traditional classroom is much
different than the interaction that occurs in
distance learning. Distance learning programs mix
instructional technologies with strategies to help
the learners interact with the instructional content
 Four types of Interaction:
 Learner-Content
interaction with content takes place when the learner
establishes new knowledge by encountering new
information & combining it with the body of knowledge
already retained by him or her.
 Learner-Instructor
interaction with instructors can help students clarify
unclear points and reinforce correct interpretation of course
information.
 Learner-Learner
interaction with learner is intended to
promote understanding of the course content
and stimulate critical learning
 Learner-Technology/System
student’s experience with computers can
affect their learning in distance learning as well as
improve their computer skills.
 Synchronous VS
Asynchronous Interaction
Distance learning supports both synchronous and
asynchronous interaction
 Computer-based instruction may be
synchronous, as when computer conferences
are held at pre-established times via chat
technologies, or it maybe asynchronous as
when learners retrieve instructional materials
via the internet and act on them at their
convenience
Distance Learning Technologies
 Print Technology
the print materials were mailed to students and
returned to the teachers through the postal system
 Computer Technology
primary computer technologies that is used for
distance education include e-mail, online collaborations,
and web-based education.
 Video Technology
the ability to see and hear an instructor offers
opportunities foe behavior modeling,
demonstrations, instruction of abstract concepts
 Audio Technology
voice technologies offer cost-effective ways
to enhance distance learning courses.
 Research and Distance
Education
 Research comparing distance education to
traditional face-to-face instruction indicates that
teaching and studying at a distance can be as
effective as traditional instruction.
 TEACHING OF
PSYCHOMOTOR SKILLS
PSYCHOMOTOR TEACHING
METHODS
• Demonstration and return demonstrations
• Self- directed study
• Role-playing, peer teaching
- The teaching of psychomotor skills is geared towards
the learner’s actual performance to gain the skills in
performing procedures, treatments or health behaviors
independently.
Methods of evaluation:
• Written or oral tests, return-demonstrations, case studies
• Observation, interview, self-reports and self-monitoring
• Journals or learning feedback diaries.