This document discusses various teaching strategies and techniques for instructors. It begins by defining key concepts like teaching, knowing your students, and instructional strategies. It then covers topics like the types of students teachers may encounter, factors to consider when selecting teaching strategies, and examples of specific strategies like concept attainment, case studies, role playing, and journaling. The document provides detailed explanations and examples of 28 different instructional strategies for teachers to utilize.

1. STRATEGIES IN
TEACHING

2. Lets us have a pre-test!
Instruction: Write true if the following
statement/s convey/s truth and f if it is
otherwise.
1. There are generally two kinds of
students in their capacity to
learn.
2.There are generally three kinds
of students based on their
sensations in the classroom.

3. 3. It is right for the teacher to
state erasure is wrong in an
examination, for as long as it is
made clear to them
4. It is acceptable for the teacher
to say wrong to an incorrect
answer of a student in class.
5. Seat Plan is very important in
class.

4. 6. If a teacher arranges the
students, the best way is to
arrange them alphabetically by
their family name.
7. A good teacher accepts that
he/she does not know the
answer to students’ questions
all the time.

5. 8. The teacher is a factor in
the use of a teaching
strategy.
9. The most commonly used
method of teaching in college
is the lecture method.
10. The collaborative teaching
strategy is also called peer
teaching or study groups.

6. Preliminaries
1. What is teaching?
2. Do you know your students?
3. Do you know yourself?
4. Do you know the art and technique of
questioning?
5. Factors in the Choice of Strategy
6. Decision Making in Selecting a strategy
7. Instructional Strategies
8. The Appropriate Use of Lecture

7. Do you
Know your
students?

8. Types of Students
Category 1: Gifted
versus Slow?
Better: Gifted versus
Coping

9. Category 2. Multiple Intelligences
1. Linguistic intelligence- They can
read and write original stories, poems
and word games. They can speak
fluently and eloquently.
2. Logical-Math intelligence- They
exhibit precision in problem solving,
asks questions and can understand
numbers and abstract patterns.

10. 3. Musical intelligence- They are
sensitive to nonverbal sounds including
melody and tone. They are aware of
patterns in rhythm and pitch. They can
work with different musical forms.
4. Visual-spatial intelligence- They can
create mental images, can think three-
dimensionally, and can read maps and
diagrams. They can draw, print and are
good in the arts

11. 5. Bodily-kinesthetic intelligence- They
use the body to communicate and solve
problems, good in sports, and can
dance and act.
6. Interpersonal intelligence- They are
sensitive to the feelings and moods of
others, can lead, share and mediate,
and can work effectively with team
members.

12. 7. Intrapersonal intelligence- They can
control their own feelings and moods,
know own strengths and weaknesses,
and can learn by observing and
listening.
8. Naturalist intelligence- They are
sensitive to the natural world and can
see connections and patterns within the
plant and animal kingdom.

13. Category 3. Students based on
Sensations
1.Visual Learners-those who learn best by
seeing
2. Aural Learners-those who learn best by
listening
3. Active Learners or Kinesthetic Learners- those
who learn best by acting or doing
4. Print Oriented Learners- those who learn best by
reading direct from books or on the board
5.Group Interactive learners-those who learn best
when they are in a group

14. Let’s go
deeper

15. The New Millennium Teacher
1. Mental Ability
2. Personal Qualities
3. Social Traits
4. Aptitude-inclination
to understand and to
learn
5. Values and Attitudes
6. Competence

16. C4 of Teachers
• Commitment-is a strong pledge. It should
be at par. It serves as a bond between the
teacher, the teaching profession and the
learner.
• He is a mentor in and out of the classroom
• He demonstrates a strong determination to
improve and facilitate learning
• He promotes goodwill among the members of
the school community
• He is ready and willing to accept responsibility,
regardless of time constraints and personal
inconvenience.

17. • Creativity- is rich in imagination and
originality. She is flexible and keeps on
trying new ways of doing things
( innovativeness). She is resourceful. Has
creative lessons and teaching devices. Is a
source of new creations.
• Compassion-Caring attitude in her words
and actions. Empathizing and
Sympathizing. Humane etc.
• Conscience-Fears and Loves God

18. Are you traditional or modern?
Traditional
• The teacher is autocratic
• The classroom is barren,
non-decorative, seats are
theatrical
• Instruction is competitive
Contemporary
• The teacher is
democratic
• The classroom is
stimulating
• Instruction is
cooperative

19. Factors in Choosing a Strategy
1. The educational objective and the
aim of the lesson
2. The nature of the subject matter or
the lesson
3. The nature of the learners
4. The school equipment/facilities
5. The teacher

20. Instructional Strategies?

21. 1.The Direct instruction strategy is highly
teacher-directed and is among the most
commonly used. This strategy includes
methods such as lecture, didactic
questioning, explicit teaching, practice and
drill, and demonstrations.

22. 2. Indirect instruction -used interchangeably with
inquiry, induction, problem solving, decision making,
and discovery. In contrast to the direct instruction
strategy, indirect instruction is mainly student-
centered, although the two strategies can complement
each other. Examples of indirect instruction methods
include reflective discussion, concept
formation, concept attainment, problem
solving, and guided inquiry.

23. 3. Experiential learning is inductive, learner centered, and
activity oriented. Personalized reflection about an experience
and the formulation of plans to apply learnings to other
contexts are critical factors in effective experiential learning.
Experiential learning occurs when learners:
participate in an activity;
critically look back on the activity to clarify learnings and
feelings;
draw useful insights from such analysis; and,
put learnings to work in new situations.

24. Experiential learning can be viewed as a cycle consisting of
five phases, all of which are necessary:
experiencing (an activity occurs);
sharing or publishing (reactions and observations are
shared);
analyzing or processing (patterns and dynamics are
determined);
inferring or generalizing (principles are derived); and,
applying (plans are made to use learning in new situations).

25. 4. Independent study refers to the range of instructional
strategies which are purposefully provided to foster the
development of individual student initiative, self-reliance,
and self-improvement. While independent study may be
initiated by student or teacher, the focus here will be on
planned independent study by students under the guidance
or supervision of a classroom teacher.

26. 5. Interactive instruction relies heavily on discussion and
sharing among participants. Seaman and Fellenz suggest
that discussion and sharing provide learners with
opportunities to "react to the ideas, experience, insights, and
knowledge of the teacher or of peer learners and to generate
alternative ways of thinking and feeling". Students can learn
from peers and teachers to develop social skills and abilities,
to organize their thoughts, and to develop rational arguments

27. Interactive Instruction
•Debates
•Role Playing
•Panels
•Brainstorming
•Peer Practice
•Discussion
•Laboratory Groups
•Cooperative Learning Groups
•Problem Solving
•Circle of Knowledge
•Tutorial Groups
•Interviewing

28. Let’s continue!

29. Teaching
Strategies

30. 1. Concept Attainment-students
build their concepts about the topic of
the day without the teacher doing the
presentation all the time.

31. 2. Cloze procedure is a technique in which words
are deleted from a passage according to a word-
count formula or various other criteria. The passage
is presented to students, who insert words as they
read to complete and construct meaning from the
text. This procedure can be used as a diagnostic
assessment technique.

32. 1. Just as ____________have
fur, birds have ____________.
(cats, animals) (feathers, wings)
2. With the price of f______ going
up all the t______, more people
are trying t___ raise some of their
f_____ in their own back
y______.

33. 3. Instead of grass, you
_______ rows of lettuce,
tomatoes, ________ beans
lining the fences _______ in
the biggest city.

34. 4.
Love is 1.______; Love is 2.____; Love is
3._______; Love is 4.________; Love is
5._________; Love is 6._______; Love
7.________; Love 8._________; Love
9._______; Love 10._______; Love rejoices
in truth; Love excuses everything; Love
believes in all things; Love hopes all things ;
Love endures all things

35. Answers
1. Patient
2. Kind
3. without envy
4. not boastful
5. not arrogant
6. not ill-mannered
7. does not seek its own interest
8. withstands anger
9. forgets offenses
10. does not delight in wrong

36. 3.Case studies are stories or scenarios, often in
narrative form, created and used as a tool for
analysis and discussion. Cases are often based on
actual events which adds a sense of urgency or
reality.
Case studies are tools for engaging students in
research and reflective discussion. Higher order
thinking is encouraged.

37. “Most Livable” Countries, 2007
1. Iceland 16. United Kingdom
2. Norway 17. Belgium
3. Australia 18. Luxembourg
4. Canada 19. New Zealand
5. Ireland 20. Italy
6. Sweden 21. Germany
7. Switzerland 22. Israel
8. Japan 23. Greece
9. Netherlands 24. Singapore
10. France 25. Korea, Rep. of
11. Finland 26. Slovenia
12. United States 27. Cyprus
13. Spain 28. Portugal
14. Denmark 29. Brunei Darussalam

38. “Least Livable” Countries, 2007
1. Sierra Leone 16. Angola
2. Burkina Faso 17. Rwanda
3. Guinea-Bissau 18. Guinea
4. Niger 19. Tanzania
5. Mali 20. Nigeria
6. Mozambique 21. Eritrea
7. Central African Republic 22. Senegal
8. Chad 23. Gambia
9. Ethiopia 24. Uganda
10. Congo, Dem. Rep. of the 25. Yemen
11. Burundi 26. Togo
12. Côte d'Ivoire 27. Zimbabwe
13. Zambia 28. Timor-Leste
14. Malawi 29. Djibouti

39. 4. Inquiry Approach -it puts emphasis on the student
discovering by himself the answers to his own questions. The
problems should originate from them, followed by the
formulation of a hypothesis…. And eventually a conclusion.
Ex. Students were given data from different countries,
and asked to analyze the data to make generalizations and
predictions about the people of the countries.

40. 5. The Constructivists
Approach-Learning is a social
process. It occurs through a
continuous and a free dialogue
among the learners.

41. 6. Portfolio as a tool/Atache Case of a Student
Teacher Observations that include anecdotal records or
factual non-judgmental observation and checklists and
inventories of child’s progress in mastering skills and
processes
Sample of Student’s Works-reports of classroom
activities, projects, videotapes, products, student
involvement, videotapes,partcipation in exhibits and the
like

42. 7. Rotational Learning Stations
(Circus Strategy )-Stations which are
designed to investigate concepts or
perform activities are installed in
strategic places in the classroom.

43. •

44. 8. Consequence Mapping- This can
be used to help the students analyze
issues by themselves.

46. 9. Role-Play Debate-The
strategy require students to form teams to
debate on issues of interest. Within their
team, they choose a role to play.

47. 10. Poem Writing-
5 lines ( cinquain )
Line 1- a noun Wind
Line 2- 2 adjectives describing
invisible, swift
Line 3- action words howling, tugging,
rushing
Line 4- phrase to describe the noun Air on
the move
Line 5- a synonym of the noun in line Gale

48. 11. Reading between the
lines-this will allow students to
enhance their analytical
thinking skills.

49. • Example: Close the door at once=rat
1. That will be a real help.
2. She came late everyday.
3. He came to America today.
4. Eric owes me ten pesos.
5. We made errors on each one.
6. Do good workers succeed.
7. If I shout, he will hear me.
8. If Roger comes, we’ll begin.
9. It is sixth or seventh?
10. We will go at two p.m.

50. answers
1. Bear
2. Camel
3. Cat
4. Cow
5. Deer
6. Dog
7. Fish
8. Frog
9. Horse
10. Goat

51. 12. Right Angle- may be
used to present
contrasting or opposing
ideas ( e.g. factual-
personal, true or false)

52. Topic:___________

53. 13.K-W-L Technique- finding out
what one knows, what one wants
to know, and what one is able to
learn after.

54. 14.HerringboneTechnique-
plotting the who, what, when,
where, how, and why, highligths
on a visual of a fish skeleton.

55. What I
know
What I
want to
know
What I
learned

56. 15. Jig-saw Strategy-
This strategy is used when there is a need for
references by the students.
Instructions:
Students are grouped into ideal sizes
Topics are broken into units
Each student in a group is assigned a topic to
read.
Home Group
Expert Group
Facilitator

57. 16. Creative Writing Strategy -the
student is advised to put themselves
into the shoes of a
character/discoverer/writer or a
fictitious situation.

58. 17. Around the alphabet-the students
are trained to think as fast as they could.
i.e. Think of animals:
Think of Values:
Think of flowers
Think of verbs
Mag-isip ng mga pang-uri…..

59. 18. Use of Advertisement
Charade- tests the creativity of
students by way of making an
advertisement.

60. 19. Fish-Bowl Technique-The students are grouped
into four. Groups 1 and 2 are discussants for a
controversial topic or issue to resolve. Groups 3 and
4 are the observers. Group 3 for 1 and Group 4 for 2.
Note: Do not tell Groups 1 and 2 that they are being
observed.
Each group is given time to present. The teacher
facilitates.

61. 20. Synectics- its an approach that stimulates
thinking, creativity and the like.
a. Personal Analogy-empathy with ideas
or objects
i.e. Be a cloud. Where are you? What are
you doing?

62. 21. Rainbowing-This involves a modified
passing an object. The students are asked to
get a sheet of colored paper. All colors are put
together in one group and they are assigned
an activity to do. Other instructions may be
given when necessary.

63. 22. Bio-poem-poem writing in science
Line 1- your first name only
Line 2- 4 traits that describe you
Line 3-Sibling of or Son/daughter of….
Line 4-Lover of ( 3 people or ideas )
Line 5-Who feels…. ( 3 items )
Line 6- Who needs..( 3 items )
Line 7-Who gives… ( 3 items )
Line 8- Who fears…( 3 items )
Line 9-Who would like to see… ( 3 items )
Line 10-Resident of… ( city, street or state )
Line 11-Your last name only

64. 23. PMI Technique-Plus-Minus-Interesting Questions-to be
used when making book reviews or when critiquing.
+ - ?
Plus Minus Interesting
Questions/Comments
+-merits
-weaknesses
?questions and comments

65. 24. Think-Pair-Share/Dyads-The teacher asks
questions and the two think about an answer.
The students then raise their hands.

66. 25. Merry-go-round- strategy that can be
used to deepen communication among
students
The class is grouped into four. Group 1 is
inserted in Group 2 and so on. The outer circle
speaks and the inner circle listens.

67. 26. Partnership Teaching- this strategy is
used to be the team teaching. Two teachers
and students plan to have the discussion of the
lesson. The parts are divided among the
teachers and students.

68. 27. Journaling- students are asked their
impressions about the topic discussed for the
day. The students point out their learning and
parts of the lesson that they did not
understand.

69. 28. Experiential Learning ( Field
study )-students learn best by what they
see, feel, smell etc.

70. 29.Reflective Teaching and Learning- it
allows students to do reflections about their
lessons.

71. 30. Narratives. Includes own revelations of
insights, fresh ideas and impressive
experience as they learn.

72. 31. The Use of Songs-the evolution
of songs as means to interpret current
scenarios is also reiterated.

73. 32. FIP-First Important Priorities
Purpose
FIP is a crystallization of the process of picking out the
most important ideas, factors, objectives, consequences, etc.
Obviously some of these ideas are more important than others. The
purpose of FIP is to restore the balance in a deliberate manner. It
follows activities that generate as many ideas as possible.
FIP is a judgment situation and there are no absolute answers.

74. 33. Agree-Disagree Matrix
Purpose
To help students organize data to support a position
for or against an idea.
Vocabulary
Agree: To be in favor of an idea.
Disagree: To be against an idea
Thinking Skills
Evaluating, analyzing

75. LECTURE

76. When the Lecture strategy is used…
The Lecture
is a standard method for teaching large classes if its intention
is to transmit information.
drawback: does not develop critical thinking; does not
promote thought and does not change attitudes

77. What does Research show about Lecture
as a strategy?
1. It is generally agreed that fifty minutes straight
lecture is a poor method of teaching, there is
no student participation, no rehearsal of what
is learned and no feedbacks on the lecturer.
There is a sharp decline of student
performance as the lecture goes.
2. Students can only recall 70% of the content of
the first ten minutes of a lecture but could only
retain 20 % of the last ten minutes

78. What does a student expect of a lecturer?
1. Clarity of Presentation
*presents material clearly and logically
*principles can be understood
*Can be clearly heard
*Makes material intelligibly meaningful
*Adequately covers the ground in the
lecture course
*Maintains continuity in the course
*Adopts appropriate pace in lectures

79. 2. Scholarship
*Shows an expert knowledge of the subject
*Illustrates practical applications of the theory
of subject
*Refers to latest developments in the subject
*Makes links between theory and practice
3. Willingness to develop students
*Readily considers students’ viewpoints
*Stimulates students to think independently
and critically

80. Some Good Reminders when you lecture
according to experts
1. Good introduction with the aims and learning
outcomes
2. Distribute handouts ( if any )
3. An overview of the lecture ( important
generalizations are given )
4. Small breaks revolving around specific activities(
discussion with a seatmate, individualized problem
solving
5. Summarize the lecture by its salient points as well as
the general points

81. Some Other reminders
The following recommendations can help make the lecture approach more
effective (Cashin, 1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in
one lecture
3. Prepare an outline that includes 5-9 major points you want to
cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to
other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don’t have to be an entertainer but you
should be excited by your topic.

82. The vastness of the waters of the
earth is presumably comparable
to the vast possibilities and
opportunities for teachers to
effect learning. Take it upon
yourself to explore ways to
harness these possibilities. Good
Luck!