Strategies of Teaching

GOOD DAY!

WELCOME TO MY PRESENTATION

ON

6. TEACHING STRATEGY7. TEACHING BEHAVIOR8. TECHNICAL SKILLS OF TEACHING9. TEACHING TECHNIQUES10. THE SYSTEM APPROACH11. INSTRUCTIONAL METHODS12. TEACHING-LEARNING SEQUENCE13. MASTERY LEARNING14. ACTIVE TEACHING

RESEARCH SHOWS CLEARLY THAT A PERSON MUST BE ENGAGED TO

LEARN.

• People learn by actively participating

in observing, speaking, writing,

listening, thinking, drawing, and

doing.

• Learning is enhanced when a person sees potential implications, applications, and benefits to others.

WHAT IS LEARNING?

Learning is not a spectator sport -- it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student. - D. Blocher

LEARNING STYLES

useful to factor in to assignment and activity design.

If everyone learned the same way, it would be easy to choose teaching strategies to optimize learning.

How does this influence teaching?

Goal (LEARN)

•Create effective learning environment

•Actively participate

•Engaged with the material crucial for learning

•Adopting Activities

•Explore, discover

•Improve learning

As you enter a classroom ask yourself this question: "If there were no students in the room, could I do what I am planning to do?" If your answer to the question is yes, don't do it.

METHODOLOGY – It’s a concern of all Teachers

• Teaching method - is an organized and systematic procedure employed by a teacher in making students learn.

• • Premise “A person may be knowledgeable but

it doesn’t mean that he can impart his knowledge well to others,

• Teaching will become effective and proper if teaching method is applied.

3 Categories of Teaching Method

1. Approaches2. Methods3. Strategies/Techniques

1. Approaches - is so called “ the philosophy in life”.

• It’s subjective if it comes from the thoughts; therefore, it should be objective.

• It’s objective, enlightened and universal.• It’s every teacher’s viewpoint in life.

Some Approaches

• Discovery approach – It refers to the cognitive aspect of a learner.• It based on the concept, theories, principles and content. • Conceptual Approach - It’s about choosing and defining the

concept of a certain discipline.• It’s also cognitive from simple to complex. • Process Approach – before it’s a science instruction but now it is for

all skilled-oriented subjects • This concerns on “how to learn” concept not “what to learn”.• It’s functional and not theoretical. • It’s a human consideration.• The knowledge is used to develop a learner

• Inquiry Approach – is search-based than knowledge-based.

• Unified Approach – is the result from the previous concept – to – new concept – to – another new source of interrelating among these concepts.

Teaching Technique/Strategy

• is implementational and that which actually takes place in a classroom.

Approach Method TechniqueIt is axiomatic (Having the quality of a generally accepted principles or rule used as a basis for the whole process of teaching)

It is procedural (Consisting of a series of actions arranged logically for the smooth operation of a particular teaching task).

It is implementational (having an immediate applicability in the classroom owning to its specificity, feasibility, and convenience of the teacher in using it.

Techchnique/ Strategy MethodologyApproach

Exploring teaching strategies

6. W hat is Teaching Strategy?

• Willard B. Spalding (1958) –used the term “Strategy” in his writings and lectures, states that the curriculum is the strategy by which the schools attempt to fulfill the goals of education.

Assess students' prior knowledge

- GRAPHIC ORGANIZERS (some of which are also called concept maps, entity relationship charts, and mind maps)

are a pictorial way of constructing knowledge and organizing information.

USES OF GRAPHIC ORGANIZERS

Help the pupils/students:

Brainstorm ideas

Develop, organize and communicate ideas

See connections, patterns and relationships

Assess and share prior knowledge

Develop vocabulary

Outline for writing process activities

Highlight important ideas

Classify or categorize concepts, ideas and information

Comprehend the events in a story or book

Improve social interactions and facilitate group work

Guide review and study

Improve reading comprehension skills and strategies

Facilitate recall and retention

"Genius is one percent inspiration and ninety-nine percent perspiration." -- Thomas Alva Edison

BRAINSTORMING

• Brainstorming is a process used for developing or generating many creative ideas.

Remember:• Quantity not Quality• Be free-wheeling, anything goes• Hitch-hiking on other’s ideas is to be encouraged• No criticism is allowed• Teacher must write as said – no paraphrasing.

The pre-class assignments "(WarmUps, "Pre-flight checks“)

KWL

What you What have know you learned

Want to know

---The KWL chart can also be used to: remind students of their questions correct prior misconceptions enable them to compare previous levels of understanding with newly acquired information

PHOTOGRAPHS/PICTURES

It can be used as visual prompts in the classroom

PUZZLES

aid in the child’s development of visual discrimination and eye-hand coordination.

Stimulate learning and creative thinking while teaching concentration.

Crossword Puzzle

MAZE PUZZLE

Searchword

PUZZLE

W E R H U Y A M

L S M F P S L E

E R L O E G U D

A E V N C R S A

V W O Z G S K N

E O E S A G O J

S L E R T X B Q

H F G U I T V I

THINKING MAPS

Thinking Maps® (Innovative Learning Group) integrate thinking skills and mapping techniques.

Learning to use these strategies helps students develop good writing skills.

These techniques also help students become better learners as they develop life-long skills that help them to study.

Thinking Maps® uses basic mental operations involved in perceiving, processing and evaluating information. They describe, classify, and sequence.

Circle Map

Circle Maps are tools used to help define a thing or idea.

For Defining in

Context

It is used to brainstorm ideas and for showing prior knowledge

Another example made by grade 1 pupils

Tree Map

Tree Maps are good for organizing the agenda of a meeting or showing the structure of an organization.

Things or ideas are sorted into categories or groups. Sometimes new categories are created.

For Classif

ying

and grouping

Tree Maps are good for studying for tests. Use this map to categorize spelling words according to the skill being taught.

Bubble Map

Bubble Maps are used to describe qualities using adjectives ("sparkle words") and adjective phrases.

For Describ

ing

with Adjectives

As a writing tool it enriches students' abilities to identify qualities and use descriptive words

Body Parts

hands

eyes

feethead

legs

face

Another Example of bubble map

Double Bubble Map

This is similar in concept to a Venn Diagram

Two items being compared are written in the two center circles.

For Comparing and

Contrasting

Flow Map

Flow Maps sequence and order a process

They identify the relationships between stages and substages of an event (or order or numbers, operations, steps, etc.)

For Sequencing and Ordering

They can be used to explain the order of events.

Another example of flow map

Multi-Flow Map

It is a process of sequencing that looks at what caused an event and the results/effects of the event.

For Analyzing Causes and Effects

It helps students analyze a situation by looking at the cause and effect - the 'why' and 'consequences' - good or bad

Brace Map

Brace Maps help learners understand the relationship between a whole physical object and its parts. They are used to analyze the structure of an item. It's like 'directing' on paper.

For Identifying Part/Whole Relationships

They are used to analyze the structure of an item. It's like 'directing' on paper.

Bridge Map

Seeing analogies is the process of identifying similarities between relationships.

For Seeing Analogies

Bridge Maps give students a tool for applying the process of seeing analogies.

TO SUMMARIZE

Brace Map -for identifying part/whole relationships

Bubble Map -for identifying part/ whole relationships

Circle Map -for identifying part/ whole relationships

Bridge Map -for seeing analogies

Double Bubble Map -for describing with adjectives

Tree Map -for classifying and grouping

Flow Map -for sequencing and ordering

Multi - Flow Map -for analyzing causes and effects

Other teaching strategies

EDUCATIONAL GAMES

Are games that have been specifically designed to teach children about a certain subject, expand concept, reinforce development, or consist them in learning an historical event or culture, or consist them in learning a skill as they play.

Games are a means of passing on knowledge, skills as well as attitudes in a manner that entertains and keeps learners motivated. In this way, learning is made more effective and permanent. There are a number of games that may be used in different topics and situations. Many games can be adapted from regular games and changed to suit the topic under discussion.

BINGO

Uses a visual presentation using number, pictures and other things to be learned in the topic.

LOTTO

Also like a bingo. Instead of number, words and picturse can be done

NUMBER BINGO

Uses a visual presentation using number, pictures and other things to be learned in the topic.

WORD COUNTING

A worksheet type activity used as assignment or homework

MATH CARD

A fun activity which can be done in a short period of time.

CHARTS/DIAGRAMS

STORY STAR

CASE STUDY

Read the story below and answer the questions that follow. Mwawa is a quite young man who lives in a Village. His friends are insisting that he should go drinking with them but he refuses. One day his friends tell him that if he refuses to go with them they will beat him up. But he still refuses because his mother once told him that people get infected with HIV/AIDS at drinking places. 1.) Is Mwawa’s decision good? Why? 2.) Is Mwawa’s mother correct in saying that people get HIV at drinking places? Explain. 3.) What advice would you give to Mwawa and his friends?

DEVIL’S ADVOCATE

Devil’s advocate is a form of role play in which one person tries as hard as possible to convince a friend to give in to temptation. The other person has to respond to all the devil’s temptations by giving the reasons why he or she does not want to give in to the temptation.

USE A COMBINATION OF QUESTIONING TECHNIQUES, INSTRUCTIONAL PRACTICES AND ONGOING ASSESSMENT

STRATEGIES

Attention-focusing questions

•"Have you seen...? •"Do you notice...?"•"What is it?"•"What does it do?"

•"What do you see, feel,hear?"

Measuring and Counting Questions

• "How many...?”

• "How long...?"

Comparison Questions

"Is this longer, stronger, heavier, more ___ than...?"

Action Questions

•"What happens if...?"

• "Can you make a sinking object float?"

Reasoning Questions

"Why do you think ___?""

What do you think about___?"

TEACHER : ARE THERE ANY WAYS IN NATURE THAT YOU HAVE SEEN ROCKS GET SMOOTH? PUPIL : IF YOU PUT ROCKS UNDER WATER FOR A LITTLE WHILE THEY'LL GET SMOOTH. SOME ROCKS COME FROM MOUNTAINS AND THE STREAM COMES DOWN AND TAKES THEM WITH THEM AND THEY GET SMOOTH. YOU COULD PUT A ROCK AND SOME WATER IN A BUCKET AND SHAKE IT UP FOR WHILE AND THEN OPEN IT AND THE ROCK WILL COME OUT SMOOTH AND IT WILL BE SMALLER.

TEACHER: IT WILL BE SMALLER? WHY? PUPIL : BECAUSE YOU SHOOK THE WATER UP WHEN THE ROCK WAS IN THERE AND IT'S JUST…

TEACHER: HOW DID IT BECOME SMALLER? PUPIL : BECAUSE OF THE FRICTION.

TEACHER: WHAT DID THE FRICTION DO?

PUPIL : IT SHOOK EVERYTHING UP.

TEACHER: AND WHAT HAPPENED TO IT (THE ROCK)? PUPIL : IT GOT SMALLER AND BECAME SMOOTHER.

EXAMPLE

7. Teaching Behavior

• Flanders (1970) – as acts by the teacher that occur in the context of classroom interaction.

• The classroom activities of teaching behavior of teachers are classified into:1. Linguistic Behavior2. Expressive Behavior3. Performatory Behavior

Linguistic Behavior

• Includes what teachers say to a considerable extent, done through speech.a) Teachers make assignmentsb) Give directionsc) Explaind) Narratee) Elaboratef) Ask questionsg) Comment on responsesh) Encouragei) Praisej) Sometimes exhort and scold

Expressive Behavior

• Accompanies all speeches and a part of communication.a) Tone voiceb) Facial expressionc) Movements of hands, arms, eyes, head, or other part of the body.

Its Various Uses are:1) To emphasize certain words2) To indicate humor, seriousness, irritation, approval, disapproval and

so on.

Its importance lies in the fact that pupils learn to read its various manifestations to know what mood the teacher has and to determine whether the teacher really means what he says.

Performatory Behavior

• Includes all physical activities

1) writing on the board2) Operate projectors and record players3) Manipulating models 4) Using lab equipment, tools, machines and other

instructional materials

8. Technical Skills of Teaching

• Identified by Gage (1968)1. Establishing set or the establishment of cognitive rapport

between students and teachers to obtain immediate involvement in the lesson.

2. Establishing appropriate frames of reference or points of view.3. Achieving a closure or putting major points, linking old and new

knowledge at appropriate points within teaching episode as well as the end.

4. Using questions in such a way as to elicit the kinds of thought processes and behaviors desired such as simple recall, concept formation or evaluation.

What they say about…!

• "My approach has always been a hands-on approach, but it's more than hands-on now...It's about letting kids generate the questions instead of me generating the questions. And then I explore, figure out how they are going to test their ideas, how they are going to explore answers to their questions. And then I...help them make connections to their lives and make sense of what they have found out."

• "Inquiry is not exclusively for our most talented students. Inquiry science, in fact, is of most benefit to our students who are having difficulties with school." -Garnetta Chain, SCIENCELINE Video Teacher,

Whether you are a new teacher or a seasoned professional

• Truly effective teaching strategies that can make teaching more fun and enjoyable both for yourself and your students.

• There is still a need to learn different strategies in teaching. Teacher would always remain and view ourselvesourselves as an “ACTIVE SOCIALIZATION AGENTS” capable of stimulating…student motivation to learn “ (Brophy 1987)

I like a teacher who gives you something to take home to

think about besides homework.

-Lily Tomlin

WASSALAMand SUKRAN!