Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more. SUBSCRIBE HERE: https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/

2. This refers to the general principles, pedagogy
and management strategies used for classroom
instruction.
Your choice of teaching method depends on
what fits you, your educational philosophy,
classroom demographic, subject area(s) and
school mission statement. This may be done
through a teacher centered or student
centered approach.

3.  Discussion
 Questioning
 Demonstration
 Micro Teaching
 Team Teaching
 Cooperative Learning

5. This is a successful teaching strategy in which
small teams, each with students of different
levels of ability, use a variety of learning
activities to improve their understanding of a
subject. Each team member is responsible not
only for learning what is taught but also for
helping teammates learn, thus creating an
atmosphere of achievement.

6. Informal cooperative learning groups
 These may be organized as an “on-the-fly” to
aid in direct teaching. These groups are
useful in breaking up lectures into shorter
segments combined with group activities.
 This is useful as it leads to fewer lectures,
while increasing the amount of material
retained by students, which is more
comfortable because they are working with
each other.

7. Formal cooperative learning
 This form of grouping forms the basis for
routine uses of cooperative learning. Groups
are formed for one class period and will work
together on a project for several weeks. This
is where students learn and are comfortable
with applying the different techniques of
working together cooperatively.

8. Cooperative based groups
 These types of groups are long-term and may
last for at least a year. These are stable
groups made up of individuals with different
skills and perspectives. This allows students
to support each other in academics and other
aspects of their lives. The group members
will ensure that everyone compliment their
work and hold each other accountable for
their contribution.

9.  Improves academic performance.
 Improves behaviour and attendance.
 Increases self-confidence and motivation
 Increases liking of school and classmates.
 It is also easy to implement and is
inexpensive.

10.  Questions are more likely to be asked and
answered in a group setting.
 Produces a level of engagement that other
methods cannot.
 Students may be better able to explain
something to another student than a teacher
to a class.
 They teach one another by explaining in their
own words and reinforce information.

11.  It’s a burden to make students responsible
for each other’s learning apart from
themselves.
 A child’s success by this method depends on
the child’s interest and motivation in the
subject that the method is being used.
 This creates chances for conflict and
therefore, the need for conflict resolution
skills.

12.  It is difficult for the teacher to know if the
students are discussing the academic content
other than something else.
 Higher ability students will not experience
the stimulation or challenges they would
with other high ability students.
 Lower ability students may feel demotivated
because the feel as though they are always in
need of help and may not experience the
role of leadership.

13. Group Investigations are structured to
emphasize higher-order thinking skills such as
analysis and evaluation. Students work to
produce a group project, which they may have
a hand in selecting.

14. Face-to-Face (Promotive) Interaction
Encourage students to interface with multiple
parts of the project by assigning roles that
require interaction with the rest of the group
as they work, such as checking data, keeping
the group on task, or keeping records.

15. Interpersonal Skills
Discussion: It may be helpful to explain to your
students why they are working together and
how the group can promote their learning.
Practice: Give students time to learn to work
together before expecting spectacular results
from cooperative learning.

17.  Get into 4 groups.
 Each group will get a sub topic.
 Use 3 minutes to share in that group what
you understand from that sub topic.
 One person will explain from each group with
the group came up with.

18. Balkcom, S. (1992, November 1). Office of
research education consumer guide. Retrieved
October 27, 2014
Hurburt, J. (2000, January 4). Teaching
methods. Retrieved October 25, 2014.
Shinder, J. (2002, July 6). Advantages and
disadvantage of cooperative learning.
Retrieved October 25, 2014.

19. Cooperate to operate

21. SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJ
GIUBHMmFmj9BqG7N0kUNg?view_as=pu
blic
JOIN US ON FACEBOOK:
https://www.facebook.com/Food-Health-
Edu-109744533798479/