Alternative teaching strategies.pptxaa

Alternative Teaching

Strategies

Principles of Teaching 1

PASSWORD: ACADEMIC EDITION

The teacher puts together a list of concept/ terms that students should know. Each term is written onto a small piece of paper. The class is divided into pairs of students. The teacher draws a slip and hands it to one of the student.

• The student reads the word on the slip. If the word seems too difficult, the student can say 'pass' and simply hand the word to the next group.

• If the student accepts the word, he or she states to the partner a synonym of the word or another term that is logically related. (Note: The student may utter only a single one-word clue!)

• The partner then uses the clue to guess what the original term on the slip of paper might be.

• If the partner correctly guesses the term, the pair earns a point. If the partner incorrectly guesses the term, the next pair in line is given the word (and starts steps 1-4 over again).

• The game ends when all of the terms have given out. The team that has collected the most points at the close of the game wins.04/15/23

Alternative Teaching

Strategies

Principles of Teaching 1

1. Define teaching strategies;

Objectives

2. Explain the significance of teaching strategies in the conduct of a lesson;3. Identify the different teaching strategies and discuss the significance of each one in instruction;4. Discuss the guidelines and syntax for employing each strategy

What are teaching strategies?

- techniques, processes, and procedures used in presenting content to students.

- an elaborate and systematic plan of action designed for teaching-learning process.

- a series of steps used by teachers that could be used in any of segments of a unit of study – introduction, development of activities, and closure.

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What are the significance of teaching strategies?

Instructional strategies can:• motivate students and help them focus attention

• organize information for understanding and remembering

• monitor and assess learning.

Instructional strategies are techniques teachers use to help students become independent, strategic learners.

What are the different alternative teaching strategies?

• Brainstorming

•Discussion•Demonstration

•Familiar debate

•Class debate

• Mock Trial

•Role Playing

•Simulation

•Lecture

Alternative teaching Alternative teaching strategiesstrategies

1. brainstorming

- strategy is used when there is an issue that has to be clarified or a problem that needs a solution.- this is a group problem -solving technique in which members spontaneously share ideas and solutions

Brainstorming is a learning activity in which all members of a class are given the opportunity to talk and share ideas.

Guidelines in Conducting BRAINSTORMING SESSIONS(Rita Dunn and Kenneth Dunn, 1992)

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1. Provide the class/group with a dilemma, problem, or situation, and ask members to suggest possible solutions.

2. Tell the students to share their ideas as soon as they think of them.

3. Tell students to give answers relevant only to the dilemma, problem, or situation introduced by teachers.

Guidelines in Conducting BRAINSTORMING SESSIONS(Rita Dunn and Kenneth Dunn, 1992)

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4. Accept all ideas shared by the class or group members.

5. Write all the answers on the board.


2. discussion

- in this strategy students exchange and share ideas about the lesson or about the assigned task.- this is a group problem -solving technique in which members spontaneously share ideas and solutions

• Discussion can enhance student knowledge and understanding, highlight opposing viewpoints, build community and confidence.

• Meaningful discussion requires an environment where students are enabled to safely engage, freely offering opinions, thoughts, and experiences without fear of ridicule.

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Borich (2004) suggests three ways of conducting class discussion:

•whole-class discussion

•small-class discussion

•panel discussion

whole-class discussion

- all the students in the class exchange and share ideas about a given topic with the teacher as the leader

small-class discussion

- the class is divided into small groups composing of five to eight students.- it provides teachers opportunities to note student’s behavior, attitudes, and abilities to express ideas.

Guidelines for Holding aWHOLE-CLASS or SMALL-CLASS

DISCUSSION(Paul Burden and David Byrd,

2003)1. Consider the goals of the discussion.

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2. Consider the experience and development of the students

3. Study the issues

4. Provide a supportive classroom environment.

Guidelines for Holding aWHOLE-CLASS or SMALL-CLASS

DISCUSSION(Paul Burden and David Byrd,

2003)5. Provide new and more accurate information when necessary

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6. Review, summarize, or weave opinions and facts into a meaningful relationships.

7. Use humor.

panel discussion

- a panel is usually composed of five to eight students who are tasked to prepare and discuss topics in front of the class.

Guidelines in Holding aPANEL DISCUSSION

(John U. Michaelis, 1975)

1. Panels members sit in front facing the class.

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2. The teacher presents the topic for discussion.

3. Panel members present their part of discussion.

4. Members of the class note questions to raise.

5. Panel members answer the questions.

6. The teacher makes a summary.


3. demonstration

- This strategy designates a teacher or an individual to model the behavior of presentation, analysis, and synthesis

- during the procedure, the teacher stands before the class observing something, tells what is happening or asks a student what has happened.

Demonstration is an effective way of helping the students understand a given content, learn how to perform a process at the same time, and illustrate how to do something in a step by step manner.

Demonstration is showing and explaining how something works by examples and visual presentations with evidence, facts and principles.

Guidelines in Conducting DEMONSTRATION (Klein, 1995)

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1. Gain attention by stating purpose of the demonstration and inform the class of the likely results observing it.

2. Relate the demonstration to existing knowledge or to the unit under study, to help pupils see the value of attending to the demonstration.

3. Carry out the demonstration in a series of steps. Involve the students if their participation will clarify understanding.

Guidelines in Conducting DEMONSTRATION (Klein, 1995)

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4. To demonstrate a series of steps, use visual such as charts, diagrams, photographs, or the board.

5. Ask questions.

6. Encourage summaries.

7. Provide follow up and application.

Let’s Have a Review Quiz!

1. These systematic plan of action can make the teaching-learning process more meaningful and effective in unfolding a unit of study.

2. It is the first guideline in conducting a whole-class or small-class discussion.

4. It is a part of a whole-class discussion where the teacher helps bring the discussion close and summarizing it.

3. This strategy is used when there is a problem that calls for a solution and where students feel free to contribute their ideas.

5. This strategy designates the teacher or an individual to model the behavior of a presentation and stands before the class observing it.


4. familiar debate

- this is a strategy in which two sides of an issue are presented and argued by two or more individuals within a given time period.

Familiar debate is a formal approach in which oral presentation are made by two opposing teams. It is often conducted on front of an audience interested in the issue being debated.

Syntax forFAMILIAR DEBATE

(Richard Kellough, 2003)

a. Choose an issue

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b. Organize the issue

c. Prepare the issue for debate

d. Present the debate

e. Guiding, Reviewing, and Analyzing

e. Closure


5. Class debate

- it involves seven members in a group assigned to debate on a topic.

Class debate can help students grasp essential critical thinking and presentation skills.

Debates are a great tool for engaging students and livening up classroom curriculum.

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Armstrong (1980) pointed out that each member of the group has specific responsibilities to perform such as:• three students are assigned to take a pro position

• three students are assigned to take a con position• one student is assigned to be a skeptical critic

Syntax forCLASS DEBATE

(David Armstrong, 1980)

a. Each member of the “pro” team and the “con” team speaks for two minutes. The “pro” and “con” speakers speaks alternately. (12mins.)

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b. Each member of the “pro” team can cross examine any member of the “con” team for two minutes Each member of the “con” team can cross examine any member of he “pro” team. (12mins.)



c. Each member of the “pro” team and the “con” team can make final statements lasting no longer than one minute each. (6mins.)

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d. The skeptical critic asks difficult probing questions for both “pro” team and “con” team members. The skeptical critic’s function is to find faults with arguments of both “pro” team and “con” team members. (8mins)



e. Class votes to determine winner. (2mins.)

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f. Teacher debriefs winner

g. Teacher debriefs entire debate team and class.


6. Mock Trial

- this strategy helps students develop concepts of justice, learn key aspects of curriculum procedure, analyze issues, interpret facts, and evaluate decisions.

In the conduct of a mock trial, students need to know the roles of judges, attorneys, and witnesses as well as classroom procedures and rules of conduct (Michaelis,1980).

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Syntax for MOCK TRIAL


a. Plaintiff files complaints

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b. Defendant files answers

c. Pretrial is conducted where the parties try to reach a compromise.

d. If no compromise is reached, the plaintiff presents evidence (witness).

e. Defendant cross examines plaintiff’s witness.

Syntax for MOCK TRIAL


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f. Defendant presents his own witnesses and plaintiff cross examines.

g. Judge renders judgement/decisions.


7. Role Playing

- the essence of role playing is the involvement of participants and observers in real problem situation, and the desire for resolution and understanding that this involvement brings.

• The essence of a role-playing game is that it is a group, cooperative experience.

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The process enables students develop empathy, concern for others, and other personal behaviors by having students enact an incident or problem, and propose desirable solutions.

Syntax for ROLE PLAYING

(Fannie R. Shaftel and George Shaftel, 1967)

Phase I: Warm up the group

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1. Identify or introduce a problem.2. Make problem explicit

3. Interpret problem story; explore issues.4. Explain role playing.



Phase II: Select participants

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1. Analyze roles.

2. Select role players.

Phase III: Set the stage.

1. Set line of action

2. Restate roles

3. Get inside problem situation.



Phase IV: Prepare the observers

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1. Decide what to look for

2. Assign observation tasks

Phase V: Enact.

1. Begin role playing

2. Maintain role playing

3. Break role playing



Phase VI: Discuss and evaluate

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1. Review action of role play (events, positions, realism )

2. Discuss major focus

3. Develop next enactment



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Phase VII: Share experiences and generalize.

1. Relate problem situation to real experiences and current problems.2. Explain general principles of behavior


8. Simulation- this

teaching strategy provides students with activities that are designed to provide lifelike problem-solving experiences.

Simulating is an act of imitating the behaviour of some situation. Students provide a representation of some phenomenon, event or issue that actually exists or existed in the real world.

Syntax for SIMULATION(Fannie R. Shaftel and George Shaftel, 1967)

Phase I: Orientation

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1. Present the broad topic of the simulation and the concepts to be incorporated into the simulation activity at hand.

2. Explain simulation and gaming3. Give an overview of the simulation


Phase II: Participant Training

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1. Set up scenario (rules, roles, procedures, scoring, types of decisions to be made, goals).

2. Assign roles

3. Hold abbreviated practice session.


Phase III: Simulation Operations

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1. Conduct activity

2. Give feedback and evaluation (of performance and effects of decisions).3. Clarify misconceptions.

4. Continue simulations.


Phase IV: Participating Debriefing

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1. Summarize events and perceptions2. Summarize difficulties and insights3. Analyze process

4. Compare simulation activity to the real world

Any or all of the following activities:

5. Relate simulation activity to course content

6. Appraise and redesign the simulation


9. Lecture- It is a well-

prepared oral presentation of a lesson by a teacher. This strategy is designed to help learners understand relationships in organized bodies of knowledge.

Lectures are usually given by teachers when introducing a topic, defining an issue, presenting a problem, explaining a process, developing a concept or generalization, and developing listening and note-taking skills.

Syntax for LECTURE(Mary Alice Gunter, Thomas Estes,

and Jan Schwab, 2003)

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1. Present the main points to be covered.

2. Select an organizer

3. Use examples to illustrate each points.

4. Use repetition to reinforce the main points

5. Summarize the points and refer back to the organizer.

Education

Alternative teaching strategies.pptxaa