teaching strategies

Teaching Methods and Strategies

Prepared by:

Jenevel I. Intero

Classification of teaching method

Direct Approach Indirect Approach

• Makes use of expository strategies

• Aimed at mastery of knowledge

and skills

• Teacher-oriented

• Direct transmission of information

from teacher

• Teacher-controlled

• Highly structured

• Content-Oriented

• Learner is passive, receives ready

information from the teacher

Makes use of explanatory strategies

Aimed at generating knowledge

from experience

Learner-centered

Students search information with

teacher supervision

Learner-controlled

Flexibly organized Experience-

oriented

Learner is active in search of

information

A. DIRECT INSTRUCTION APPROACH

1. Deductive Method

- process of teaching that starts with a rule or general

statements that is applied to specific cases/examples.

When to use:

When the students are asked to test a rule or further

develop it, to answer questions or to solve problems by referring

to laws, principles and theories.

Steps:

I. Statement of the Problem – Teacher tells what the problem is.

II. Statement of the Generalization – Recall of rule/ principles/ generalization that may help solve problems identified.

III. Apply the rule/ Inferring – looking for the principle/ rule/ generalization that fits the solution of the problem.

IV. Verification – Establishing validity using inferences/ materials. Try out the rule using other example.


2. Showing Method/ Direct Method

- a teacher-centered strategy that uses teacher explanation and modelling combined with students practice

and feedback to teach concepts and skills.

Steps:

I. Introduction: review of prior learning

II. Presentation: explaining the new concept/modelling the skills.

III. Guided practice with necessary feedback:practice exercise s to firm up learned skills.

IV. More practice of the skill on conceptslearned for retention and transfer.


3. Expository Method/ Didactic/ Lecture Method

- telling method where facts, concepts,

principles and generalization are stated, presented,

defined, interpreted by the teacher and followed by

the application or testing of these concepts,

principles, and generalization in new examples

generated by the students.

When to use:

When there is an immediate need of a relevant information

to make the students understand a part in the lesson.

When information is not available and time can be saved by

the teacher directly telling it.

When an idea or principle can be learned only by

explanation.

When the source material is not available.

Steps:

I. Planning

Identifying goals

Diagnosing students background

Structuring activities

Preparing advance organizers

II. Implementing

Introduction

defining the purpose of the lesson, sharing of objectives

and overview to help students see the organization of the

lesson.

Presentation

-- Defining/explain major ideas

- Comprehension monitoring, determining whether or not the

student understand concepts and ideas.

- integration: exploring, interconnections between important

ideas

- Review and closure

Steps Expository teaching of

Concepts

Expository Teaching

(Principles and

Generalization)

Step 1 Teacher presents concepts

and definition.

Teacher states rules,

generalization, principles

Step 2 Teacher presents and links

concepts with related higher

concepts.

Teacher explains concepts with

in a principle or generalization

Step 3 Teacher presents positive and

negative example.

Teacher presents positive and

negative examples

Step 4 Students classify examples as

either positive or negative.

Students classify and explain

examples, either positive or

negative

Step 5 Students provide additional

examples

Students provide additional

examples.

Techniques:

1. Outlining technique

- a cognitive framework in which subject matter is

presented from broad topic to sub-topics. Hierarchy of

ideas developed from complex to simple.

2. Component technique

- Organization of ideas from small to large. It involves the

process of synthesis.

3. Sequential technique

- the most effective cognitive framework around which the

whole lecture revolves. Logical presentation of ideas.

4. Relevance technique

- presentation of central thought or the singular idea.

- giving all impression about this idea

- separating the correct impression from the incorrect

- concentrating the lecture on the explanation of the

correct impressions.

5. Transitional technique

- presents an in-depth treatment of particular topic

- it aims to expand and provide different but acceptable

perspective about the subject of the lecture.


4. Demonstration Method

- refers to tell and show method. It is usually performed

by a teacher or trained students while the rest of the

class become observer.

When to use:

when process is significant but apparatus needed is limited.

when the school lacks facilities for every students.

When equipment is sophisticated, expensive and dangerous.

When lesson requires skill in investigative procedure or technical

knowhow.

Steps:

I. Preparation

Motivation

Identify objectives/ problems/ procedure

II. Explanation of Concepts, Principles, Process, theory, etc.

III. Demonstration of Concepts, process by the teacher while

students closely observe

IV. Discussion of students observation

V. Verification/ justification/ conclusion

Techniques:

1. Teacher-directed technique

- Teacher does the demonstration especially when there is

only one set of material available, making it possible for

students to work on, when the activity requires the handling

of harmful materials and delicate, fragile equipment.

2. Student-directed

- The most capable students demonstrate with the teacher’s

guidance while others are observing

3. Teacher-student directed

- Teacher does the demonstration with the students handling

the materials over the teacher.

4. Resource speaker-directed

- An invited speaker act as a demonstrating teacher.


5. Concept Teaching Method

- a methodology that help the students learn

how to get and identify facts and information, help

them identify the concepts and the sub-concepts and

formulate sub generalization, stresses cognitive

learning acquisition of knowledge, categorization of

content. The teacher help the learners gather

sufficient date to enable them to form generalization.

1. Concept Attainment

Focuses on teaching students the concepts that the

teacher has selected for study.

Steps:

- introduce the concept by name

- present example

- introduce non-example

- present a mixture of example and non-example and ask

question which are the correct examples

- ask students to define the concepts

- ask the students to find other examples of the concept

2. Concept Formation Method

Focuses on the process of concept development/

thinking skills development

Steps:

- Teacher provides a stimulus in the form of a

question or problem

- pupils provide a number of answer and categorize

them

- pupils label the categorized responses


6. Reporting Method

- aims to provide students with information in a

direct and uninterrupted manner.

Technique:

1. Unit or Morrisonian

- process of taking the contents of a particular subject as

a big blocks and not as isolated and fragmentary bits of

information

- aims to approach topics as organized and integrated

body showing relevance and cognitive relationship

- the teacher assign the unit/ chapter as the class activity.

Steps:

a. Exploration – teacher discover the prior knowledge / experiences of the

students through asking questions, giving tests, or in discussion about the

unit to eliminate repetitions of subject matter already learned.

b. Presentation – aims to give the students a birds-eye view of the entire unit. It

could be done through lectures, demonstration, maps, pictures, stories,

outlines, models, blackboard, exercise, etc.

c. Assimilation – the students absorb what have been presented by the teacher

, the teacher check the study habits of the students – asking question. It is an

opportunity for the students to develop the study habits such as outlining, use

of references materials, getting the gist of paragraphs.

d. Organization – cooperative outlining. It gives an opportunity for the teachers

to train the pupils in outlining. The children learn to organize their thoughts.

e. Recitation – the students presents their report to the whole class.

Technique:

2. Individual or Group Technique

3. Reading or Story Telling – reading from books or to narrate their own experiences in relation to the given topic.

4. Symposium – entails a lot of preparation and involves certain complexity in the actual implementation. More formal I its setting in which the students prepare in advance discussion points representing views of different people.

5. Schematic technique – it makes use of hardware’s of instruction. The reporter uses the instructional technology. These products of instructional technology should be used as means rather than the end of teaching.

The audio-visual devices serve several purposes

during the reporting like making an interesting

vivid and well done illustration of an idea.

Substantiating points, sustaining the interest of

the audience in the report and ensuring

permanency in learning.

teaching strategies

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