4. The four key instructional skills are:
• questioning
• using examples
• pacing
• achieving closure
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5. As you develop questions, keep
the following guidelines in mind:
• Plan questions along with the
lesson. Ask questions of
varying difficulty. Include
open-ended questions.
Teachers can encourage
participation by:
• asking questions that are
appropriate for students’ level of
knowledge and experience, asking
questions that generate interest,
allowing wait time between asking
a question and calling on a student
to allow students to mentally
process the question and formulate
a reply, varying methods of asking
for responses
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6. Teachers can respond to students’
answers by:
• helping students
process learning by
posing follow-up
questions to the class
Teachers can respond to
students’ questions by:
• giving a thoughtful,
respectful reply.
• If the question furthers
the discussion, the
teacher can provide an
answer or counter with
another question.
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7. The use of example is effective
questions by:
• Examples help bring
information to life for
learners.
• The use of examples
increases understanding and
retention of subject matter.
• Examples can show how
theory applies to the real
world.
When pacing, considering these
points
• Know your natural style. Look
for signs of understanding.
• Alternate types of activities.
• Plan for smooth transitions.
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8. • Achieving closure means
helping students reflect on what they have learned,
its purpose, and meaning. It helps students draw
conclusions based on what they have learned. It
helps them apply it and lends a sense of
achievement.
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10. Teaching strategies are classified as:
A. Teacher-centered methods
the teacher’s role is to present the information that is to
be learned and to direct the learning process of students.
Students then practice what they have learned.
B. Learner-centered methods
the teacher acts as a facilitator, or guide, for learning.
Students are more actively involved in directing and
achieving their own learning.
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11. Lectures: a teacher presenting information orally and
students learning through listening.
Reading: one of the basic ways of learning
information through textbooks, periodicals, Internet
articles, and other researched materials.
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12. Discussion: help students explore options and ideas
and develop key communication skills. They often
begin with a stimulating question or problem based
on a learning objective. Students can draw on their
own knowledge and experiences.
Demonstration: are the best way to teach a process
when procedures are difficult to explain, or visual
cues are important.
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13. Guest speakers: can bring outside expertise into the
classroom and generate interest.
Simulations: are used to put students in situations that
feel real, even though they are not.
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14. Skits: involve acting out stories. They are mini plays
based on scripts written by the teacher or students.
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15. Role Playing: similar to a skit without a script. The
teacher clearly describes a situation that includes an
issue or problem. Students act out the role of the
people in the situation, basing their actions and
conversations on how the person they represent
would likely react. Playing their roles,
students work through the situation or solve the
problem.
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16. Case Studies: involve groups of students working
together to analyze a situation called a “case.” A case
is a description of a realistic problematic situation
that requires a solution.
Reflective Responses: require students to think
deeply about an issue or something they have
learned. They offer students the opportunity to be
thoughtful and insightful.
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17. Labs: offer students the opportunity to work with
materials, ideas, people, or processes to solve a given
problem
Cooperative Learning: is a form of small-group
learning in which everyone works together to achieve
a common goal. The group is responsible for making
sure all members participate, contribute, and learn.
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18. Student Presentations: give learners the opportunity to
share what they have learned. Depending on the
assignment, presentations may be oral, visual, or use both
formats. Presentations help students build communication
skills.
Games: can be fun and challenging. They can also be used
to reinforce
learning, build skills, and provoke thought.
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20. When choosing teaching strategies, consider the following:
student characteristics
subject matter
teaching situation.
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21. Questioning
☺ Plan questions along with the lesson
☺ Match learner objectives
☺ Clearly worded
☺ Keep lesson on track
☺ Ask questions of varying difficulty
☺ Use Bloom’s Taxonomy
☺ Match questions to abilities of students
☺ Include open-ended questions
☺ Require more than a few words as an answer
☺ Encourage higher-level thinking
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22. Pacing
• Pacing—The rate at which a teacher moves through the
components of a lesson or the lessons throughout the
day.
• To pace your lesson so students do not get bored or lost
and fail to learn, consider the following points:
a. Know your natural style
b. Look for signs of understanding
c. Alternate types of activities
d. Plan for smooth transitions
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