NEW STRATEGIES IN TEACHING AND LEARNING:

THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION EXPERIENCE

INTRODUCTION

Ensuring quality based on capability of higher education institutions

Change is evitable

Achieve standards comparable with those universities in other countries

Competitive

EDGAR DALE’S CONE OF EXPERIENCE

JOHN DEWEY

Learning by doing.

Multi-sensory learning.

CASE STUDY / CASE METHOD

The presentation of “cases” or scenarios based on actual practice which students can discuss to explore possibilities, probabilities and/or solutions. Case studies are used to develop student’s ability to solve problems using new and existing knowledge, skills, and concepts.

DEMONSTRATION

Demonstrations are practical presentations of processes/procedures/skills which are designed to illustrate theoretical principles. Demonstrations require careful sequencing, oral and visual explanations, appropriate illustrations and opportunities for students to pose questions and clarify problems.

DEMONSTRATION

BUZZ GROUPS/BRAINSTORMING

Large or small classes are broken into small groups of students to discuss a particular issue/problem/topic for 5 to 15 minutes.

THINK-PAIR-SHARE

The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. THINK PAIR SHARE

JIGSAW METHOD

A teaching strategy where each student works on one part of a learning task and then works collaboratively with other students to combine the various parts and complete the activity. The learning task/problem is broken into parts and students are asked to work on a response to that task individually.

PEER TEACHING/MONITORING

The provision of academic support for students by more experienced students who are trained and resourced to provide effective collaborative learning experience. This can be achieved through a system that offers first year students a weekly, voluntary study group session run by trained third or fourth students who have performed well in the target subject.

SEMINAR

A small group approach in which one student presents a paper on a topic. A discussion of the presentation, interpretation and the underlying assumptions and values of the student’s presentation then takes place.

PROJECT-BASED LEARNING

This approach’s major characteristics is that by the end of a course students produce a thesis, computer program, design plans, model, portfolio, written report, oral report, either individually or in small teams.

SYNCHRONOUS, ASYNCHRONOUS,

BLENDED TEACHING

Asynchronous teaching strategy is utilized through students making use of the web but not at the same time. Instructions may be given through the net but members of the class have delayed conversations. Synchronous teaching strategy is achieved through students hooked-up/connected in the web at the same time. The teacher schedules the day and time members of the class will make sure that they are on-line. Blended teaching strategy is a combination of synchronous and asynchronous teaching strategies.

PORTAL

A portal consists of web pages that act as a starting point for using the Web or web-based services. A portal is used to upload the names of students in a class, lectures, and presentations of the instructor/professor available for access by the students. Messages/instructions maybe given by the professors. Also, the portal can be used by students to submit their term papers to their instructors.

STATISTICAL TREATMENT

The total number of samples were determined using Slovin’s formula.

STATISTICAL TREATMENT

Table 1 Distribution of the Population of Samples by Section

Section Population Sample

BBTE III-1D 43 26

BBTE III-2D 45 27

BBTE III-3D 45 27

BBTE III-1N 40 24

BBTE III-2N 42 26

BBTE III-3N 38 23

Total 253 153

STATISTICAL TREATMENT

Strategy Weighted Mean Verbal Interpretation

Case Study Method 2.99 Preferred

Demonstration 3.69 Most Preferred

Buzz Groups/Brainstorming 3.43 Preferred

Think-Pair-Share 2.95 Preferred

Jigsaw Method 2.71 Preferred

Peer Teaching/Monitoring 3.42 Preferred

Seminar 3.27 Preferred

Project-Based Learning 3.38 Preferred

Synchronous, Asynchronous, and

Blended Teaching Strategies

3.30 Preferred

Portal 2.97 Preferred

Table 2 STRATEGIES PREFERRED

Rating Scale Verbal Interpretations

3.50 – 4.00 Most Preferred 2.50 – 3.49 Preferred 1.50 – 2.49 Less Preferred 1.00 – 1.49 Not Preferred

STATISTICAL TREATMENT

Table 3 EFFECTIVENESS OF THE STRATEGIES

Strategy Weighted Mean Verbal Interpretation

Case Study Method 3.12 Effective

Demonstration 3.79 Most Effective

Buzz Groups/Brainstorming 3.45 Effective

Think-Pair-Share 3.08 Effective

Jigsaw Method 2.90 Effective

Peer Teaching/Monitoring 3.46 Effective

Seminar 3.33 Effective

Project-Based Learning 3.52 Most Effective

Synchronous, Asynchronous, and

Blended Teaching Strategies

3.43 Effective

Portal 3.05 Effective

Rating Scale Verbal Interpretations

3.50 – 4.00 Very Effective 2.50 – 3.49 Effective 1.50 – 2.49 Less Effective 1.00 – 1.49 Not Effective