The document describes several alternative teaching strategies:
1. Brainstorming, where students share ideas to solve a problem or dilemma.
2. Discussion, which allows students to exchange ideas through whole-class, small group, or panel formats.
3. Demonstration, where the teacher models a process for students.
The document provides guidelines for implementing each strategy effectively in the classroom.
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
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/
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
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/
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
HW. 2 Cooperative LearningReadings and Handouts· Johnson, D. W.NarcisaBrandenburg70
HW. 2 Cooperative Learning
Readings and Handouts:
· Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum.
· Gillies, R. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1),35-49.
· Mirrored Tiles Lesson Plan, Handout & Answers
Videos
· Incorporating Cooperative Learning Effectively (7:39 mins.) Social Studies Clips
https://www.youtube.com/watch?v=5PquzYeaex4
· Where Cooperative Learning Works: Increasing Classroom Interaction and Integrating Skills (ESL Lesson 43:46 mins.)
https://www.youtube.com/watch?v=iIiENACsEwo
Respond to Questions:
(1) Based on the Cooperative Learning Reading by Johnson, Johnson and Holubec (1994). Respond to the following:
(a) Why use cooperative learning? What is different between formal cooperative learning and informal?
(b) What are 5 essential elements of cooperative learning? Discuss what each means in your own words and why it is important.
(c) What do teachers need to know about monitoring and intervening when students are working in cooperative groups?
(2) Based on Gillies (2003) article on Structuring cooperative group work in classrooms, respond to the following:
(a) What are key research findings about cooperative learning? To what extent are these findings important for teachers, including yourself? Explain why.
(b) What theoretical perspective(s) inform cooperative learning research and practice?
(c) To what extent are findings in the reading similar to those reported in the short Video—Incorporating Cooperative Learning Effectively.
(3) Read the Mirrored Tiles Lesson Plan and provide specific examples to explain in what ways each of the five key elements of cooperative learning are evidenced (or not) in the lesson plan. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson plan.
(4) Watch the Video Lesson—Where Cooperative Learning Works. Provide specific examples to explain in what ways each of the key five elements for cooperative learning are evidenced (or not) in the lesson. If any of the five elements are not addressed, point those out and explain your observation; then suggest a way that it might be addressed in the lesson. (As you observe the video, watch for teacher interactions with the groups (e.g., How does the teacher promote group interactions? Some teachers exchange communications with individual students (as if it was an individual task) rather than addressing the entire group when a member asks a question or when the teacher has a question or comment. This does not model cooperation in the group to the students.)
(5) What questions or concerns do you still have about using cooperative learning through the implementation of the 5 key elements that other classmates may respond to?
Rai2
Unit 2 Discussion Board Post: The Progressi ...
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. The teacher puts together a list of concept/ terms that students should know. Each
term is written onto a small piece of paper. The class is divided into pairs of
students. The teacher draws a slip and hands it to one of the student.
• The student reads the word on the slip. If the word seems too
difficult, the student can say 'pass' and simply hand the word to the
next group.
• If the student accepts the word, he or she states to the partner a
synonym of the word or another term that is logically related.
(Note: The student may utter only a single one-word clue!)
• The partner then uses the clue to guess what the original term on
the slip of paper might be.
• If the partner correctly guesses the term, the pair earns a point. If
the partner incorrectly guesses the term, the next pair in line is
given the word (and starts steps 1-4 over again).
• The game ends when all of the terms have given out. The team that
has collected the most points at the close of the game wins.
11/05/15
5. 1. Define teaching strategies;
Objectives
2. Explain the significance of
teaching strategies in the
conduct of a lesson;3. Identify the different
teaching strategies and
discuss the significance of
each one in instruction;4. Discuss the guidelines and
syntax for employing each
6. What are teaching strategies?
- techniques, processes, and
procedures used in
presenting content to
students.
- an elaborate and systematic
plan of action designed for
teaching-learning process.- a series of steps used by
teachers that could be used
in any of segments of a unit
of study – introduction,
8. What are the significance of
teaching strategies?
Instructional strategies can:
• motivate students and help
them focus attention
• organize information for
understanding and
remembering
Instructional strategies are
techniques teachers use to help
students become independent,
strategic learners.
9. What are the different alternative
teaching strategies?
•
Brainstor
ming
•Discussio
n
•Demonstr
• Mock
Trial
•Role
Playing
•Simulati
10. Alternative teaching strategiesAlternative teaching strategies
1. brainstorming
- strategy is used when there
is an issue that has to be
clarified or a problem that
needs a solution.- this is a group
problem
-solving
technique in
which
11. Brainstorming is a learning
activity in which all members of
a class are given the
opportunity to talk and share
ideas.
12. Guidelines in Conducting
BRAINSTORMING SESSIONS
(Rita Dunn and Kenneth
Dunn, 1992)
11/05/15
1. Provide the class/group with a dilemma, problem,
or situation, and ask members to suggest possible
solutions.
2. Tell the students to share their ideas as soon as
they think of them.
3. Tell students to give answers relevant only to the
dilemma, problem, or situation introduced by
teachers.
13. Guidelines in Conducting
BRAINSTORMING SESSIONS
(Rita Dunn and Kenneth
Dunn, 1992)
11/05/15
4. Accept all ideas shared by the class or group
members.
5. Write all the answers on the board.
14. Alternative teaching strategiesAlternative teaching strategies
2. discussion
- in this strategy students
exchange and share ideas
about the lesson or about
the assigned task.- this is a group
problem
-solving
technique in
which
15. • Discussion can enhance
student knowledge and
understanding, highlight
opposing viewpoints, build
community and confidence.
• Meaningful discussion
requires an environment
where students are enabled
to safely engage, freely
offering opinions, thoughts,
16. 11/05/15
Borich (2004) suggests three ways of
conducting class discussion:
•whole-class
discussion
•small-class discussion
•panel discussion
18. small-class discussion
- the class is divided into
small groups composing of
five to eight students.- it provides
teachers
opportuniti
es to note
student’s
behavior,
attitudes,
19. Guidelines for Holding a
WHOLE-CLASS or SMALL-CLASS DISCUSSION
(Paul Burden and David Byrd, 2003)
1. Consider the goals of the discussion.
11/05/15
2. Consider the experience and development of the
students
3. Study the issues
4. Provide a supportive classroom environment.
20. Guidelines for Holding a
WHOLE-CLASS or SMALL-CLASS DISCUSSION
(Paul Burden and David Byrd, 2003)
5. Provide new and more accurate information when
necessary
11/05/15
6. Review, summarize, or weave opinions and facts
into a meaningful relationships.
7. Use humor.
21. panel discussion
- a panel is
usually
composed
of five to
eight
students
who are
tasked to
prepare and
22. Guidelines in Holding a
PANEL DISCUSSION
(John U. Michaelis, 1975)
1. Panels members sit in front facing the class.
11/05/15
2. The teacher presents the topic for discussion.
3. Panel members present their part of discussion.
4. Members of the class note questions to raise.
5. Panel members answer the questions.
6. The teacher makes a summary.
23. Alternative teaching strategiesAlternative teaching strategies
3. demonstration
- This strategy designates a
teacher or an individual to
model the behavior of
presentation, analysis, and
synthesis
- during the
procedure, the
teacher stands
before the class
observing
something, tells
24. Demonstration is an effective
way of helping the students
understand a given content,
learn how to perform a process
at the same time, and illustrate
how to do something in a step
by step manner.
25. Demonstratio
n is showing
and explaining
how
something
works by
examples and
visual
presentations
with evidence,
facts and
26. Guidelines in Conducting
DEMONSTRATION
(Klein, 1995)
11/05/15
1. Gain attention by stating purpose of the
demonstration and inform the class of the likely
results observing it.
2. Relate the demonstration to existing knowledge
or to the unit under study, to help pupils see the
value of attending to the demonstration.
3. Carry out the demonstration in a series of steps.
Involve the students if their participation will
clarify understanding.
27. Guidelines in Conducting
DEMONSTRATION
(Klein, 1995)
11/05/15
4. To demonstrate a series of steps, use visual such
as charts, diagrams, photographs, or the board.
5. Ask questions.
6. Encourage summaries.
7. Provide follow up and application.
29. 1. These systematic
plan of action can
make the teaching-
learning process more
meaningful and
effective in unfolding a
unit of study.
2. It is the first
guideline in
conducting a whole-
30. 4. It is a part of a
whole-class
discussion where the
teacher helps bring
3. This strategy is used
when there is a
problem that calls for a
solution and where
students feel free to
contribute their ideas.
31. 5. This strategy
designates the teacher
or an individual to
model the behavior of
a presentation and
stands before the class
observing it.
33. Familiar debate is a formal
approach in which oral
presentation are made by
two opposing teams. It is
34. Syntax for
FAMILIAR DEBATE
(Richard Kellough, 2003)
a. Choose an issue
11/05/15
b. Organize the issue
c. Prepare the issue for debate
d. Present the debate
e. Guiding, Reviewing, and Analyzing
e. Closure
37. 11/05/15
Armstrong (1980) pointed out that each
member of the group has specific
responsibilities to perform such as:
• three students are assigned to take a
pro position
• three students are assigned to take a
con position
• one student is assigned to be a
skeptical critic
38. Syntax for
CLASS DEBATE
(David Armstrong, 1980)
a. Each member of the “pro” team and the “con” team
speaks for two minutes. The “pro” and “con”
speakers speaks alternately. (12mins.)
11/05/15
b. Each member of the “pro” team can cross examine
any member of the “con” team for two minutes
Each member of the “con” team can cross examine
any member of he “pro” team. (12mins.)
39. Syntax for
CLASS DEBATE
(David Armstrong, 1980)
c. Each member of the “pro” team and the “con” team
can make final statements lasting no longer than
one minute each. (6mins.)
11/05/15
d. The skeptical critic asks difficult probing questions
for both “pro” team and “con” team members. The
skeptical critic’s function is to find faults with
arguments of both “pro” team and “con” team
members. (8mins)
40. Syntax for
CLASS DEBATE
(David Armstrong, 1980)
e. Class votes to determine winner. (2mins.)
11/05/15
f. Teacher debriefs winner
g. Teacher debriefs entire debate team and class.
41. Alternative teaching strategiesAlternative teaching strategies
6. Mock Trial
- this strategy
helps students
develop
concepts of
justice, learn
key aspects of
curriculum
42. In the conduct of a mock
trial, students need to know
the roles of judges,
attorneys, and witnesses as
well as classroom
procedures and rules of
conduct (Michaelis,1980).
44. Syntax for MOCK TRIAL
(John U. Michaelis, 1980)
a. Plaintiff files complaints
11/05/15
b. Defendant files answers
c. Pretrial is conducted where the parties try to reach
a compromise.
d. If no compromise is reached, the plaintiff
presents evidence (witness).
e. Defendant cross examines plaintiff’s witness.
45. Syntax for MOCK TRIAL
(John U. Michaelis, 1980)
11/05/15
f. Defendant presents his own witnesses and
plaintiff cross examines.
g. Judge renders judgement/decisions.
46. Alternative teaching strategiesAlternative teaching strategies
7. Role Playing
- the essence of
role playing is
the involvement
of participants
and observers in
real problem
situation, and
47. • The essence of a role-playing
game is that it is a group,
cooperative experience.
11/05/15
49. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase I: Warm up the group
11/05/15
1. Identify or introduce a
problem.2. Make problem explicit
3. Interpret problem story; explore
issues.4. Explain role playing.
50. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase II: Select participants
11/05/15
1. Analyze roles.
2. Select role players.
Phase III: Set the stage.
1. Set line of action
2. Restate roles
3. Get inside problem situation.
51. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase IV: Prepare the observers
11/05/15
1. Decide what to look for
2. Assign observation tasks
Phase V: Enact.
1. Begin role playing
2. Maintain role playing
3. Break role playing
52. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase VI: Discuss and evaluate
11/05/15
1. Review action of role play
(events, positions, realism )
2. Discuss major focus
3. Develop next enactment
53. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
11/05/15
Phase VII: Share experiences and generalize.
1. Relate problem situation to
real experiences and current
problems.2. Explain general principles of
behavior
55. Simulating is an act of
imitating the behaviour of
some situation. Students
provide a representation of
some phenomenon, event or
issue that actually exists or
existed in the real world.
56. Syntax for SIMULATION
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase I: Orientation
11/05/15
1. Present the broad topic of the
simulation and the concepts to
be incorporated into the
simulation activity at hand.2. Explain simulation and
gaming
3. Give an overview of the
simulation
57. Syntax for SIMULATION
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase II: Participant Training
11/05/15
1. Set up scenario (rules, roles,
procedures, scoring, types of decisions
to be made, goals).
2. Assign roles
3. Hold abbreviated practice
session.
58. Syntax for SIMULATION
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase III: Simulation Operations
11/05/15
1. Conduct activity
2. Give feedback and evaluation
(of performance and effects of
decisions).
3. Clarify misconceptions.
4. Continue simulations.
59. Syntax for SIMULATION
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase IV: Participating Debriefing
11/05/15
1. Summarize events and
perceptions2. Summarize difficulties and
insights3. Analyze process
4. Compare simulation activity to
the real world
Any or all of the following
activities:
5. Relate simulation activity to
course content
6. Appraise and redesign the
60. Alternative teaching strategiesAlternative teaching strategies
9. Lecture
- It is a well-
prepared oral
presentation of
a lesson by a
teacher. This
strategy is
designed to
help learners
61. Lectures are
usually given
by teachers
when
introducing a
topic, defining
an issue,
presenting a
problem,
explaining a
62. Syntax for LECTURE
(Mary Alice Gunter, Thomas Estes,
and Jan Schwab, 2003)
11/05/15
1. Present the main points to be covered.
2. Select an organizer
3. Use examples to illustrate each points.
4. Use repetition to reinforce the main points
5. Summarize the points and refer back to the
organizer.