Advanced course principle of teaching

1. Teaching Approaches
Presented by: Bui Le Ha Ninh
Prof: Epifania V. Tabbada
Advanced Course Principle of Teaching
Centro Escolar University

2. Framing Good QuestionsA
B
C
D
Principles for Promoting
Sabbath School Discussions
Cooperation, not Group Work
Cooperation in the Bible
Teaching
Approaches
E Simple Cooperative Learning
Structures

3. Why We’re Doing This
Ask questions that focus on
the learning opportunity—
and can provoke and
inspire others to change
the game

4. Questions should measure precisely what
they are intended to answer

5. Good Question
01
03
02
04
These questions allow the
respondent to answer
spontaneously, on their
own terms
Open-ended Questions
Question order can shape
responses by altering the
larger context in which
respondents think about
an issue.
Question Order
How important issues are
presented or 'framed' in a
survey question
Framing
The order in which possible
responses are listed may
also have important effects
on results
Response Order

6. One-sided vs. F
orced-choice Q
uestions
Double-barreled
Questions
Key Words
Good Question

7. Compare and Contrast
Cause and Effect
Clarification
Yes-No EllipticalLeading

8. Principles for Promoting Sabbath School
Discussions

9. Small is Beautiful
Circle Formation is
AdvantageousDivide the group to
discuss the questions
separately.
It encourage everyone
to speak

10. Get Prepared 40%
Preparation is what a SS group
should do every week

11. Choose The Proper
Weapons
Choosing the right materials
guarantees you to have a
great discussion

12. You Don’t Know Everything, Don’t Act As If You Do
Rather than trying to be the know it all, why not ask everyone’s opinion
of the matter? You will be surprised on how much actually we can learn
from everyone.

13. Ask Questions
Asks for everyone’s opinion appropriately

14. Pray
You can forget
anything in
this tips BUT
Never forget to pray
to God that He will
lead you as you
lead the discussion

15. Smile
Control yourself and your words, don’t
let emotion takes control when you lead
a SS discussion. Keep smiling.

16. Cooperative Learning Groups are more than
just letting student work together; they are
structured learning environments
Cooperation, not Group Work

17. Cooperative Efforts to be Productive.
Clearly perceived positive
interdependence
Considerable promotive (face-to-face)
interaction
Clearly perceived individual
accountability and personal
responsibility to achieve the group's
goals
Frequent use of the relevant
interpersonal and small group skills
Frequent and regular group processing
of current functioning to improve
group's future effectiveness

18. Cooperation, not Group Work
Group Work Cooperative Learning Groups
Focus is on individual performance only Focus is on group performance
Group members compete with each other
and withhold information
Each group member believes that they
cannot succeed unless the other members of
the group succeed (and vice versa)
Only individual accomplishments are
rewarded.
Group as well as individual accomplishments
are rewarded.
Assignments are discussed with little
commitment to each other's learning.
Group members help, assist, encourage,
and support each other's efforts to learn

19. Cooperation, not Group Work
Group Work Cooperative Learning Groups
Individual accountability only Both group and individual accountability
Social skills are assumed or ignored
Teamwork skills are emphasized –
members are taught and expected to use
collaborative skills.
One person often "takes charge" and does
all the work.
Leadership shared by all members
Little or no attention to group formation They are purposefully grouped

20. Cooperation in the Bible
“I do not ask for these only, but also for
those who will believe in me through
their word, that they may all be one,
just as you, Father, are in me, and I in
you, that they also may be in us, so
that the world may believe that you
have sent me.

21. Cooperation in the Bible

22. And the LORD said to him, ‘By what means?’ And he said, ‘I will go out, and will be a lying spirit in the mouth
of all his prophets.’ And he said, ‘You are to entice him, and you shall succeed; go out and do so.’ Now
therefore behold, the LORD has put a lying spirit in the mouth of all these your prophets; the LORD has
declared disaster for you.” Then Zedekiah the son of Chenaanah came near and struck Micaiah on the
cheek and said, “How did the Spirit of the LORD go from me to speak to you?” And Micaiah said, “Behold,
you shall see on that day when you go into an inner chamber to hide yourself.” And the king of Israel said, “
Seize Micaiah, and take him back to Amon the governor of the city and to Joash the king's son, ...

23. Simple Cooperative Learning Structures
Your Text Here
Think-pair-share

24. Roundtable/Circle of Knowledge
Each member taking turns to
write down one new idea on a
single piece of paper. The
process continues until
members run out of ideas.
When time is up, the group with
the most number of independent
ideas presents to the class

25. Numbered heads together

26. Constructive controversy
Pairs in a group of four are assigned
opposing sides of an issue. Each pair
researches its assigned position, and
the group discusses the issue with
the goal of exposing as much
information as possible about the
subject. Pairs can then switch sides
and continue the discussion

27. Pairs Check
Partners coach each other
on a worksheet or text
problem and/or check notes
for completeness and
accuracy

28. Talking Chips
This is a method to ensure equal participation in discussion groups.

29. Three Step Interview
 Students form pairs and one-partner
interviews the other on a predetermined
topic and switch
 Then pairs combine to form groups
of four
 Each group member introduces his or her
partner, sharing the information from the
original interview

30. STAD (Student Teams-
Achievement Divisions)
Teams of three or four receive a work
sheet to discuss and complete. When
team members feel they have
reached acceptable solutions, you
can give a brief oral or written quiz to
the group, representative, or each
member of the team to assess
mastery of the material.

31. Jigsaw
Each member of a "base group" is assigned a
mini topic to research. Students then meet in
"expert groups" with others assigned the
same mini topic to discuss and refine their
understanding. Base groups reform, and
members teach their mini topics to each other
. You can give a brief oral or written quiz to
the group, representative, or each member of
the team to assess mastery of the material

32. Co-op cards
01 02
Each partner in a pair prepares a set of flashcards with a question or
a problem on the front and correct answer(s) on the back. One
partner quizzes the other until the latter answers all the questions or
problems in the set correctly. Then they switch roles and use the
other set of flashcards. A great technique to help students memorize
information and review.

33. Send a Problem
Similar to Co-op Cards, each member of a group writes a question or
problem on a flashcard. The group reaches consensus on the correct
answer(s) or solution and writes it on the back. Each group then pass
es its cards to another group, which formulates its own answers or so
lutions and checks them against those written on the back by the sen
ding group. Stacks of cards continue to rotate from group to group un
til they are returned to the original senders, who then examine and di
scuss any alternative answers or solutions by other groups.

34. 10-2
In this structure, present information for ten minutes, then stop for two.
During the "wait time" students in pairs or small groups share their notes,
fill in the gaps, or answer a question.

35. Think aloud pair
problem solving
Students are paired off, assigned a role of “
problem solver (student A)," or "listener (student
B)." Present a problem to be solved. Student "A"
solves the problem by talking aloud, while
student "B" encourages, supports, and asks
questions (to help with the solution). Randomly
select a group and ask them to present the
solution to the class

36. Thank you