The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.

1. Alternative Teaching
Strategies
Principles of Teaching 1

2. PASSWORD:
ACADEMIC
EDITION

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.
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4. Alternative Teaching
Strategies
Principles of Teaching 1

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,

7. 03/12/15

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)
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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)
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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. 03/12/15
Borich (2004) suggests three ways of
conducting class discussion:
•whole-class
discussion
•small-class discussion
•panel discussion

17. whole-class discussion
- all the
students
in the
class
exchange
and share
ideas
about a
given

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.
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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
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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.
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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)
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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)
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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.

28. Let’s Have a
Review Quiz!

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.

32. Alternative teaching strategiesAlternative teaching strategies
4. familiar debate
- this is a
strategy in
which two
sides of an
issue are
presented
and argued

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
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b. Organize the issue
c. Prepare the issue for debate
d. Present the debate
e. Guiding, Reviewing, and Analyzing
e. Closure

35. Alternative teaching strategiesAlternative teaching strategies
5. Class debate
- it
involves
seven
members
in a
group
assigned

36. Class debate
can help
students
grasp
essential
critical
thinking and
presentation
skills.
Debates are a

37. 03/12/15
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.)
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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.)
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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.)
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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).

43. 03/12/15

44. Syntax for MOCK TRIAL
(John U. Michaelis, 1980)
a. Plaintiff files complaints
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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)
03/12/15
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.
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48. The process
enables
students
develop
empathy,
concern for
others, and
other
personal
behaviors by
having

49. Syntax for ROLE PLAYING
(Fannie R. Shaftel and
George Shaftel, 1967)
Phase I: Warm up the group
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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
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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
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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
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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)
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Phase VII: Share experiences and generalize.
1. Relate problem situation to
real experiences and current
problems.2. Explain general principles of
behavior

54. Alternative teaching strategiesAlternative teaching strategies
8. Simulation
- this
teaching
strategy
provides
students
with
activities
that are

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
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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
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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
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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
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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)
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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.