Strategies Of Teaching

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GOOD DAY!  

WELCOME TO MY PRESENTATION

ON

6. TEACHING STRATEGY 7. TEACHING BEHAVIOR 8. TECHNICAL SKILLS OF TEACHING 9. TEACHING TECHNIQUES 10. THE SYSTEM APPROACH 11. INSTRUCTIONAL METHODS 12. TEACHING-LEARNING SEQUENCE 13. MASTERY LEARNING 14. ACTIVE TEACHING

RESEARCH SHOWS CLEARLY THAT A PERSON MUST BE ENGAGED TO LEARN.

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People learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing.

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

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WHAT IS LEARNING?

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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 

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LEARNING STYLES

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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)

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

3 Categories of Teaching Method 1.Approaches 2.Methods 3.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. 

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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.

A p p ro a ch M e th o d It is a xio m a tic It is p ro ce d u ra l ( Having the quality ( Consisting of a o f a g e n e ra lly se rie s o f a ctio n s a cce p te d p rin cip le s a rra n g e d lo g ica lly o r ru le u se d a s a fo r th e sm o o th b a sis fo r th e w h o le o p e ra tio n o f a p ro ce ss o f p a rticu la r te a ch in g te a ch in g ) ta sk ).

T e ch n iq u e It is im p le m e n ta tio n a l ( having an im m e d ia te a p p lica b ility in th e cla ssro o m o w n in g to its sp e cificity , fe a sib ility , a n d co n ve n ie n ce o f th e te a ch e r in u sin g it.

Explo ring te a ching strate gies

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

ORGANIZERS ( some

of which are also ca lle d co n ce p t m a p s, e

pictorial way of constructing knowledge and organizing infor

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Help the pupils/students:

USES OF GRAPHIC ORGANIZERS

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q Brainstorm ideas

q

q 

qDevelop, q q

organize and communicate ideas

qSee

connections, patterns and relationships

q Assess and share prior 

knowledge

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q

qDevelop

vocabulary

q

qOutline

for writing process activities

q

qHighlight

important ideas

q

qClassify

or categorize concepts, ideas and information

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qComprehend

qImprove q

the events in a story or book

social interactions and facilitate group work

qGuide

review and study

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qImprove

reading comprehension skills and strategies

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qFacilitate

recall and retention

BRAINSTORMING

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

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The pre-class assignments

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("WarmUps, "Pre-flight checks“)

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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. 

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KWL

---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

What you you learned

Whathave Want to knowknow

PHOTOGRAPHS/PI CTURES

It can be used as visual prompts in the classroom 

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

PUZZLES

 q Stimulate learning and creative thinking while teaching concentration .

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Crossword Puzzle

MAZE PUZZLE

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Searchword PUZZLE

THINKING MAPS

n o va tive Le a rn in g G ro u p ) in te g ra te th in kin g skills a n d m a p p i

o u se th e se stra te g ie s h e lp s stu d e n ts d e ve lo p g o o d w ritin g s

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

in vo lve d in p e rce ivin g , p ro ce ssin g a n d e va lu a tin g in fo rm a tio

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efin

in i ng

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e ont

xt

Circle Map

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

It is u se d to b ra in sto rm id e a s a n d fo r sh o w in g p r

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. 

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

Tre e M a p s a re g o o d fo r stu d yin g fo r te sts. U se th is m a p to ca te g o rize sp e llin g w

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a ng i y f si l as

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g pin u o gr

h wit g in rib c s e rD Fo

je c Ad

tive

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Bubble Map

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

A s a w ritin g to o l it e n rich e s stu d e n ts'a b ilitie s to id e n tify q u a litie

Another Example of bubble map

ga parin m o For C

tin ntras o C nd

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Double Bubble Map

This is similar in concept to a Venn Diagram 

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

Flow Map

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Flow Maps sequence and order a process 

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

T h e y ca n b e u se d to exp la in th e o rd e r o f e

Another example of flow map

Multi-Flow Map

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

It helps students analyze a situation by looking at the cause and effect - th

For Analyzing Causes and Effects

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. 

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T h e y a re u se d to a n a lyze th e stru ctu re o f a n ite m . It's like

For Identifying Part/Whole Relationships

Bridge Map

Seeing analogies is the process of identifying similarities between relationships. 

B rid g e M a p s g ive stu d e n ts a to o lfo r a p p lyin g th e p ro ce

TO SUMMARIZE Circle Map for identifying part/ whole relationships

Bubble Map for identifying part/ whole relationships

Tree Map for classifying and grouping

Double Bubble Map for describing with adjectives

Flow Map for sequencing and ordering

Multi - Flow Map for analyzing causes and effects

Brace Map for identifying part/whole relationships

Bridge Map for seeing analogies

Ot h e r te a c h ing strate g i es

E D U C A T IO N A L G A M ES

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. 

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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. 

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BINGO

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

LOTTO

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

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NUMBER BINGO

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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

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

CHARTS/ DIAGRAMS

STORY STAR

Read the story below and answer the questions that follow. CASE STUDY 

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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. 

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1.) Is Mwawa’s decision good? Why?

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2.) Is Mwawa’s mother correct in saying

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that people get HIV at drinking

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places? Explain.

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3.) What advice would you give to

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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. 

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

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EXAMPLE 

T E A C H E R : ARE THERE SM O O TH ?

ANY WAYS

IN NATURE

THAT YOU HAVE

SEEN ROCKS

P U P IL : IF YOU PUT ROCKS UNDER WATER FOR A LITTLE WHILE S O M E R O C K S C O M E FR O M M O U N TA IN S A N D T H E S T R E A M C O M T H E M W IT H T H E M A N D T H E Y G E T S M O O T H . YO U C O U LD PU T A IN A B U C K E T A N D S H A K E IT U P FO R W H ILE A N D T H E N O PE N IT C O M E O U T S M O O T H A N D IT W ILL B E S M A LLE R . T E A C H E R : IT WILL BE SMALLER? PUPIL : BECAUSE JU S T …

YOU SHOOK

TEACHER: HOW

DID IT BECOME

PUPIL : IT SHOOK TEACHER: AND

THE WATER

UP WHEN

SMALLER?

DID THE FRICTION EVERYTHING WHAT

THEY'LL GET SMOOTH . E S D O W N A N D TA K E S R O C K A N D SO M E W ATER A N D T H E R O C K W ILL

WHY?

PUPIL : B E C A U S E O F T H E FR IC T IO N . TEACHER: WHAT

GET

HAPPENED

DO?

UP . TO IT ( THE ROCK ) ?

PUPIL : IT G O T S M A LLE R A N D B E C A M E S M O O T H E R .

THE ROCK

WAS

IN THERE

AND

IT'S

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 Behavior 2.Expressive Behavior 3.Performatory Behavior

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Linguistic Behavior • Includes what teachers say to a considerable extent, done through speech. a) Teachers make assignments b)Give directions c) Explain d)Narrate e) Elaborate f) Ask questions g)Comment on responses h)Encourage i) Praise j) Sometimes exhort and scold

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Expressive Behavior • Accompanies all speeches and a part of communication. a) Tone voice b) Facial expression c) Movements of hands, arms, eyes, head, or other part of the body.  

Its Various Uses are: 1) To emphasize certain words 2) To indicate humor, seriousness, irritation, approval, disapproval and so on.

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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.

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Performatory Behavior • Includes all physical activities 

1) writing on the board 2)Operate projectors and record players 3)Manipulating models 4)Using lab equipment, tools, machines and other instructional materials 

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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…! •

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"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,

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Whether you are a new teacher or a seasoned professional

 T h e re is stilla n e e d to le a rn d iffe re n t stra te g ie s in te a ch in g . Te a ch e r w o u ld a lw a ys re m a in a n d vie w o u rse lve so u rse lve s a s a n “A C T IV E S O C IA LIZ A T IO N A G E N T S ” ca p a b le o f stim u la tin g … stu d e n t m o tiva tio n to le a rn “ ( Brophy 1987 ) • Truly effective teaching strategies that can make teaching more fun and enjoyable both for yourself and your students.

I like a teacher who gives you something to take home to think about besides homework. -Lily Tomlin

WASSALAM and SUKRAN!