The document discusses various teaching strategies that can be used, including lecture, independent study, problem-based learning, integrating technology, one-to-one instruction, inquiry-guided learning, cooperative learning, active learning, games/simulations, interdisciplinary teaching, and representation modelling. It emphasizes selecting the appropriate strategy based on factors like the learners, subject matter, learning outcomes, time, teacher skills, and available equipment and facilities. The goal is to effectively align strategies with unpacked learning standards and competencies.

1. Teaching Strategies
Dr.. Danilo G. Baradillo
UIC
Language, Literature and
Communications Coordinator

2. Selecting the Appropriate Strategy
What you will need….
Curriculum Guide of the Subject
List of strategies you can use
Teaching strategies map

3. Selecting the Appropriate Strategy
What you will need….
Content standard
Performance standard
Learning competency
Unpacked standards

4. 21st Century Skills
are a set of abilities that students need to develop
in order to succeed in the information age
3 Types of Partnership for 21st Century Skills
Learning Skills
Critical Thinking
Creative Thinking
Collaborating
Communicating
Literacy Skills
Information Literacy
Media Literacy
Technology Literacy
Life Skills
Flexibility
Initiative
Social Skills
Productivity Leadership

5. How to Teach?
Strategies and
Techniques
How to assess and evaluate?
Assessment and
Evaluation
Mechanism
Why teach?
Unit Mission
+
Nature of the subject
+Goal in teaching the
subject
What to teach?
Curriculum Guide
*Learning Standards
-Content
-Performance
-Learning
Competencies
Alignment
Ensure Alignment from Content, Assessment, & Strategies

6. Factors to Consider
in Choosing
a Method

7. The Learners
• the first to consider in choosing a method
• the characteristics and nature of the students:
-Age Maturity
- Grade Level Abilities
-Interests Growth
-Health Problems
Should be considered for learning
to take place.

8. The Subject Matter
• this factor deals with the nature
of the content to be learned which
may be difficult or uninteresting,
hence, the teacher must be able to
use or choose the methods/strategy
that will make learning effective a
nd meaningful.

9. The Learning
Outcomes
• the expected outcome of
the lesson also dictates the
strategy to be used. It must
be one that will ensure full
achievement of the set of
objectives.

10. Time Allotment
• How much time does the
teacher have to teach the
lesson?
• the strategy must be able
to help target the desired
outcomes within the time
frame.

11. The Teacher
• the teacher’s style and academic
preparation, skills, interests, and
abilities are also points of
consideration.
• it is important that he/she could
effectively execute the method/
strategy of his/her choice to ensure
success in learning.

12. School Equipments &
Facilities
• the availability of materials,
devices, & technologies needed
should be considered for the lack
of them may hamper the
achievement of target.

13. What are strategies?

14. • How a content is being taught
• What materials to be used
• Making connections
Strategy is about….

15. • How a content is being taught
• Lecture?
• Hands on?
• Explicit Instruction?
• Peer tutoring?
• Cooperative Learning?
Strategy is about….

16. Effective Strategies for Teaching

17. • What materials to be used
Consider the visuals
Consider manipulatives
Consider game boards
Consider technology-based
Strategy is about….

18. • Making connections to the real world to previous
lesson
• Begin a new lesson with a reminder of the past
lesson
• Pay attention how the students react to making
connections
Strategy is about….

19. Lecture/Presentation:
Primarily didactic presentation of
information, usually to a large
group and often with the use of
audiovisual aids to transmit
information.

20. Independent Study:
Designed to enhance and support other
instructional activities. Learning activity is
typically done entirely by the individual
learner (or group of learners) using
resource materials. May be done using
computer/web based technology.

21. Problem-Based
Learning
The problem comes first and learners work
through the problem through progressive
disclosure by making hypotheses, exploring
mechanisms, developing and researching
learning issues, and applying new information
to the case.

22. Integrating Technology
Today, educators realize that computer
literacy is an important part of a student's
education. Integrating technology into a
course curriculum when appropriate is
proving to be valuable for enhancing and
extending the learning experience for
faculty and students or discipline- specific
software to increase student
understanding of difficult concepts.

23. One-to-One, Precepting:
Instruction is provided by direct
personal interaction between
teacher and learner, and may
involve giving information,
demonstrating, questioning,
problem-solving, directing
learner’s work, observing and
assessing learner’s performance,
and providing feedback.

24. Inquiry-Guided Learning
With the inquiry method of instruction,
students arrive at an understanding of
concepts by themselves and the
responsibility for learning rests with
them. This method encourages students
to build research skills that can be used
throughout their educational
experiences.

25. Cooperative Learning
Is the instructional use of small groups so that
students work together to maximize their own and
each other’s learning.
Types of Cooperative Learning
1. Formal Cooperative Learning
Students working together for one class period to several week
to achieve shared learning goals and completely jointly specific
tasks and assignments (Johnson, Johnson, & Holubec, 2008)
2. Informal Cooperative Learning
Students work together to achieve a joint learning goal in
temporary, ad-hoc groups that last from a few minutes to one
class period (Johnson, Johnson, & Holubec, 2008). Used to
focus
student attention on the material to be learned, set a mood
conducive to learning, help set expectations , etc).
3. Cooperative Base Groups
Long term heterogenous cooperative learning with stable
membership.

26. Active Learning
Meyers and Jones (1993) define
active learning as learning
environments that allow “students
to talk and listen, read, write, and
reflect as they approach course
content through problem-solving
exercises, informal small groups,
simulations, case studies, role
playing, and other activities -- all of
which require students to apply
what they are learning” (p. xi).

27. Games/Experiments/Simulations
Games, experiments and simulations
can be rich learning environments for
students. Students today have
grown up playing games and using
interactive tools such as the Internet,
phones, and other appliances.
Games and simulations enable
students to solve real-world
problems in a safe environment and
enjoy themselves while doing so.

28. Interdisciplinary Teaching
Interdisciplinary teaching involves
combining two different topics into one
class. Instructors who participate in
interdisciplinary teaching find that
students approach the material
differently, while faculty members also
have a better appreciation of their own
discipline content.

29. The unpacked standards
Recall

30. Teaching Strategies Map
Aligning strategies with unpacked standards
Unpacked learning
competency
Aligned strategy
represents real-life situations
using functions, including piece-
wise functions.
D
Representation
modelling

31. “A thousand teachers,
a thousand methods.”
Chinese Proverb