Alternative Strategies

3. • A Formal discussion approach consisting a set of speeches by the participants of
two opposing teams and a rebuttal by each participant (Burden & Byrd, 20013).
• Oral presentation are made by members of two opposing teams regarding the
preassigned and researched topics.
• The speeches are followed by rebuttals (kellough,2003).
• Simply put, a class debate is a structured discussion where two ideas of an issue
are presented and argued by two or more individuals within a given time period.

4. Syntax for Class Debate (Parker & Jarolimek, 1997)
1. Choose an issue.
2. Organize the issue.
3. Prepare the issue for a debate.
4. Present the debate.
5. Guide, revise, and analyze the issue.
6. Give a closure.

6. Guidelines in Conducting Class Debate
4. Have the class participate in establishing procedures for discussion.
5. Teach skills related to the discussion: listening, speaking, respecting minatory viewpoints,
analyzing propaganda, seeking evidence, making group decisions, and preparing in advance.
6. Provide sufficient time for the preparation and operation of discussion.
7. Involve the class in evaluating and suggestion for improvement.
8. Provide subjects for discussion that are likely to generate student interest.
9. Be sensitive to the level and quality of student participation in discussions.
10. Switch from discussion to other techniques to avoid boredom.

8. • A teacher-centered strategy consisting four major phases:
• (1) initial attempt of the teacher to clarify lesson’s aims;
• (2) presentation of an advance organizer;
• (3) presentation of new information; and
• (4) conclusion with interactions aims at checking the student’s understanding of the new
information and extending and strengthening their skills (Arends, 2004).
• Emphasizing the significance of the strategy, Rosenshine (1986) posited that the
presentation of information is one of a teacher’s most important instructional functions.
• Its purpose is to inform audience of certain facts, ideas, concepts, and generalization.

9. -The teacher goes over the aims of the
lesson and gets the students ready to learn.
.
-The teacher present an advance organizer,
making sure it provides a framework for
later learning materials and is connected to
student’s prior knowledge.

10. -The teacher presents the learning
materials, paying special attention to their
logical ordering and meaningfulness to
students.
-The teacher asks questions and elicits
students’ responses to the presentation to
enhance student thinking and encourage
precise and critical thinking.

11. Guidelines in Conducting Presentation
(Burden & Byrd, 2003)
1. Present the lesson’s objectives to the students.
2. Use an advance organizer to introduce the topic and capture the students’ interest
3. Present the information in an organized, step-by-step manner.
4. Expect student interaction into the form of questions and comments.
5. Move from general to specific ideas and information.
6. Use a graphic organizer or other aids to promote learning.
7. Use good explanation and examples.
8. Encourage students to reflect on and apply what they have learned.
9. Check for student understanding.

13. “I hear and I forget. I see and I remember I do and I understand.”
Confucius

14. • This is a valuable strategy for creating empathy for and understanding another person’s
views or behaviors.
• It stimulates the students thinking of being in another person’s shoes and respecting
different or opposing perspectives on an issue (Nelson & Michaelis,2005).
• It also enables the students to identify with others in a variety of situations.
• Its activities range from taking a role in a discussion to paying a role in a valuable-laden
situation (Michaelis & Garcia, 1996).
• Role playing usually involves a structure, a stated issue to be resolved, and, in some cases,
a winner or loser.

15. • The idea in role playing is to become the individual being played and by recreating the
person’s actions, gain a better understanding of the person and the related motivations
(Moore, 2005).
• The strategy consists of three components: the situation. The role playing, and the follow-
up discussion.

16. Steps in Role Playing (Shaftel & Shaftel, 1982)
1. Present the events/situation.
2. Choose the characters.
3. Prepare the audience.
4. Enact.
5. Discuss the issue.
6. Re-enact.
7. Share experiences.
8. Summarize.

18. Guidelines for Supervised Practice (Role Playing)
(McGinnis & Goldstein, 1997)
1. Some students may need scaffolding. They may need to discuss how they will demonstrate each step
or have the opportunity to rehearse with peers first.
2. If a student makes an error during the role play, stop him/her right away, correct the error, and have
him/her redo the role play.
3. Assign other students to observe and others to actively participate.
4. Promote generalization by having students promote ideas for scenarios and by observing them in a
variety of setting for scenario ideas.

20. Submitted by:
Deleña, Nove Joy L.
BSEd- III Biological Science
Submitted to:
Ma. Lady Sol A. Suazo, Ph.D.
Education 7 Instructor