The document discusses several alternative teaching strategies including brainstorming, demonstration, class discussion, debate, presentation, role playing, simulation, sociodrama, K-W-L strategy, and tri question approach. It provides the objectives and steps to conducting each strategy, with brainstorming involving generating solutions to a problem, demonstration showing skills, and class discussion improving thinking through student involvement.

1. Alternative
Teaching Strategies
»J Ann Sangcay
BSED II

2. group in the classroom.
These Strategies, when
conducted
properly, are interactive in
nature,
thereby developing confidence
among
students as they further
develop their
analytic and social skills.

3. Brainstorming
This strategy is an excellent
way to generate a class
discussion about a puzzling
issue.
This is often used when the
objective of the lesson is to
get as many solutions to the
problem as possible.

5. Steps in conducting a Brainstorming
Session (Maxim,1995)
1. Present the
problem/situation/issue.
2. Share ideas suggesting possible
solutions.
3. Accept all ideas.
4. The teacher records all ideas.
5. Review/Discuss ideas.
6. Organize ideas.
7. Provide closure.

6. Demonstation
This is direct strategy in which
the teacher models the
behaviors of
presentations, analyses, and
syntheses.
Thus, in this strategy the
students become observers and
recorders of information and
skills.

8. In conducting demonstration lessons
(McGinnis and Goldstein, Sheridan)
1. While acting and talking, point to the
steps written on a poster.
2. Be sure to think aloud.
3. Keep it simple. Teach one skill at a
time, each step in a sequence.
4. Check for understanding by assigning
students to watch for different steps
and asking them how the steps are
demonstrated following the model.

9. Class Discussion
This describes the procedures
used by teachers in encouraging
students to engage in verbal
interchange and in expressing
thoughts on a particular
learning area.
According to Arends, there are
three important objectives in a

10. 1. to improve the students’
thinking and help them
construct their own
understanding for academic
content
2. To promote student
involvement and engagement
3. To help students learn
important communication
skills to discover what they

12. Syntax for holding a Class Discussion
(Arends, 2004)
Phase 1 : Clarify aims and
establish set.
Phase 2 : Focus the discussion
Phase 3 : Hold the Discussion
Phase 4 : End the Discussion
Phase 5 : Debrief the Discussion

13. Class Debate
A formal discussion approach
consisting of a set of speeches by
participants of two opposing
teams and a rebuttal by each
participant.
Oral presentations are made by
members of two opposing teams
regarding the preassigned and

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

16. Presentation
A teacher-centered strategy
consisting of Four major phases :
1. Initial attempt of the
teacher to clarify the
lessons’ aims
2. Presentation of an
advance organizer
3. Presentation of new

17. Syntax of the presentation
Model (Arends, 2004)
Phase 1 : Clarify aims and establish
set.
Phase 2 : Present advance
organizer.
Phase 3 : Present learning
materials.
Phase 4 : Check for understanding
and strengthen

18. Role Playing
Valuable strategy for creating
empathy and understanding
another person’s views or
behavior.
It usually involves structure, a
stated issue to be resolved, and
in some cases a winner or loser.
It has three components :
- the situation,

19. 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.

21. Simulation
This strategy is a replication or
situations or issues based on
reality or an actual scenario. It
simply put, simulations provide
presentations of some phenomena.
events., or issues that exist in the
real world.

22. Syntax for Simulation
Phase 1 : Orientation
Phase 2 : Participant Training
Phase 3 : Simulation operation
Phase 4 : Participant debreifing

23. Sociodrama
As an instructional
strategy, this enables students
to portray certain roles
involving
disputes, arguments, and human
relations activities.
It is often used as a strategy in
summarizing or communicating
the highlights of learning

24. Syntax for Sociodrama
(Zeleny & Hoover, n d.)
1. Present the problem.
2. Prepare the group.
3. Choose the characters.
4. Present the activities of actors.
5. develop the students’ listening and
analyzing skills.
6. Dramatize the situation.
7. Analyze/Discuss the situation.
8. Test.
9. Give closure.

25. K-W-L Strategy
Helps students actively associate their
previous experience while personalized
purposes for becoming involved in a new
learning experiences.

26. The strategy is
presented in 3 column
K-now
format.
W-ant L-earn
Stands for what Stands for what Stands for what they
student already know. students want to find have learned.
out.

27. Tri Question Approach
Uses three logical
questions, related to a certain
phenomenon, issue, event, or
situation.
Example :
1. What happened ?
2. Why did it happen ?
3. What were the consequences ?

28. The End 
Thank You !