This document discusses teaching strategies and effective teaching. It begins with quotes emphasizing the importance of igniting students' minds rather than just filling them with facts. It then defines teaching using concepts like communication, collaboration, critical thinking, creativity, choice, and caring. The document outlines qualities of effective teachers such as arousing student interest, respecting students, providing appropriate feedback and intellectual challenges, and learning from students. It also discusses different teaching styles like teacher-centered, demonstrator, facilitator, delegator, and hybrid styles. Finally, the document examines specific teaching strategies such as lectures, case studies, discussions, active learning, cooperative/group learning, and autonomous learning. It emphasizes the importance of matching strategies

1. TEACHING
STRATEGIES
Prepared:Andres P. Gonzales,
Ph.D
MT II-SHS

2. Presentation Overview
What is teaching?
Qualities of an Effective Teacher
Different Styles
Different Strategies
Ideas and Discussion

3. TEACHING

4. The mind is not a
vessel that needs
filling, but wood that
needs igniting.
Plutarch AD 46 – AD 120

5. EDUCATIONIS NOTLEARNINGOF
FACTS, BUT THE TRAININGOFTHE
MINDTOTHINK.
Albert Einstein1879- 1955

6. WHAT IS TEACHING?
Cs
Communication
Collaboration
Critical
Thinking
Creativity
Choice
Caring

7. WHAT IS TEACHING?
Cs
Communication
Collaboration
Critical
Thinking
Creativity
Choice
Caring

8. QUALITIES OF
EFFECTIVE TEACHERS
INTEREST AND EXPLANATION:
ONLY WHEN OUR INTEREST IS AROUSED IN SOMETHING, WE ENJOY
WORKING HARD AT IT.
CONCERN AND RESPECT FOR STUDENTS AND STUDENT LEARNING:
MAKING A SUBJECT SEEM MORE DIFFICULT THAN IT ACTUALLY IS, IS A
MASQUERADE. GOOD TEACHING IS NOT MAKING THINGS “HARD”.

9. QUALITIES OF
EFFECTIVE TEACHERS
APPROPRIATE ASSESSMENT AND FEEDBACK:
USING A VARIETY OF ASSESSMENT TECHNIQUES AVOIDS
MEMORIZING. FEEDBACK IS A POWERFUL MOTIVATOR.
CLEAR GOALS AND INTELLECTUAL CHALLENGE:
SETTING HIGH STANDARDS AND CLEAR GOALS ARE VERY MOTIVATING.

10. QUALITIES OF
EFFECTIVE TEACHERS
INDEPENDENCE,CONTROL, AND ACTIVE ENGAGEMENT:
CREATING A SENSE OF STUDENT CONTROL OVER LEARNING AND
INTEREST IN THE SUBJECT MATTER BY PREPARING SUITABLE TASKS
TO THEIR LEVEL OF UNDERSTANDING.
LEARNING FROM STUDENTS:
GOOD TEACHING IS OPEN TO CHANGE, IT NEEDS MODIFICATIONS IN
ACCORDANCE WITH THE EVIDENCE COLLECTED.

11. DIFFERENT STYLES

13. •TEACHER-CENTERED
•LONG LECTURE SESSIONS
•ONE WAY PRESENTATIONS / TRANSACTION
•STUDENTS ARE EXPECTED TO TAKE NOTES/ABSORB
INFORMATION
CERTAIN HIGHER EDUCATION DISCIPLINES
AUDITORIUM SETTINGS WITH LARGE GROUPS
SUBJECTS LIKE HISTORY THAT NECESSITATE MEMORIZING NAMES, DATES, ETC.
LITTLE / NO INTERACTION WITH THE TEACHER
LITTLE / NO INTERACTION AMONG THE LEARNERS
AUTHORITY / LECTURE
STYLE

14. DEMONSTRATOR/COACH STYLE
•FORMAL AUTHORITY ROLE
•TEACHERS DEMONSTRATE THEIR EXPERTISE BY
SHOWING STUDENTS WHAT THEY NEED TO KNOW
VARIETY OF FORMATS (LECTURES, PRESENTATIONS,ETC.)
DIFFICULT FOR INDIVIDUAL NEEDS IN LARGE
GROUPS

15. •PROMOTE SELF-LEARNING
•HELP DEVELOP CRITICAL THINKING SKILLS
•SELF-ACTUALIZATION
ASK QUESTIONS AND FIND ANSWERS BY EXPLORATION
IDEAL FOR SCIENCE SUBJECTS
TEACHER MUST BE WELL PREPARED TO GUIDE STUDENTS
TOWARDS DISCOVERY RATHER THAN LECTURING
NO TESTING KNOWLEDGE THROUGH MEMORIZATION
FACILITATOR / ACTIVITY STYLE

16. •BEST FOR CURRICULUM THAT REQUIRES LAB ACTIVITIES (CHEMISTRY,
BIOLOGY, DEBATE, CREATIVE WRITING)
TEACHER IS AN OBSERVER INSPIRES STUDENTS BY WORKING TOWARDSCOMMON
GOALS
TEACHER IS NOT A TRADITIONAL AUTHORITY FIGURE
DELEGATOR / GROUP STYLE

17. •INTEGRATED APPROACH TO TEACHING THAT BLENDS TEACHERS’
PERSONALITY AND INTEREST WITH STUDENTS’ NEEDS AND
CURRICULUM-APPROPRIATE METHODS.
TEACHERS CAN TAILOR THEIR STYLES TO STUDENTS NEEDS AND SUBJECT
MATTER
TRYING TO BE TOO MANY THINGS TO ALL STUDENTS CAN BE
TIRING
HYBRID/BLENDED STYLE

18. WHATEVER STYLE
ENGAGE YOUR STUDENTS IN THE LEARNING PROCESS
DEVELOP EFFECTIVE CLASSROOM MANAGEMENT SKILLS
IMPOSE LESSON MASTERY
COMMUNICATE HIGH EXPECTATIONS CLEARLY

19. DIFFERENT
TEACHING
STRATEGIES

20. •TOP 1 PASSIVE METHOD
•NEARLY 80%
EASY TO COMMUNICATE LARGE CHUNKS OF INFORMATION
TO LARGE AMOUNT OF LISTENERS
MAXIMIZES INSTRUCTOR CONTROL
NON-THREATENING TO STUDENTS
MINIMIZES FEEDBACK FROM STUDENT
ASSUMES UNREALISTIC LEVEL OF STUDENT UNDERSTANDING
DETACHES STUDENTS FROM THE LEARNING PROCESS
LECTURE

21. • CLASSROOM LEARNING IS APPLIED TO REAL LIFE
EXPERIENCES
•EFFECTIVE WAY OF DISSEMINATING AND INTEGRATING
KNOWLEDGE
•STUDENTS ARE ENGAGED IN ACTIVE DISCUSSIONS
ABOUT ISSUES IN PRACTICAL APPLICATION
THERE ARE VARIETY OF SOURCES INCLUDING
CURRENT EVENTS EXPOSING THE COMPLEXITY OF
SOLVING CRITICAL SOCIAL PROBLEMS
CASEMETHOD

22. DISCUSSION
•A SUCCESSFUL PARTICIPATORY TEACHING
STRATEGY
•BEGINNING A LESSON WITH A
DISCUSSION WILL REFRESH
MEMORIES ABOUT THE ASSIGNMENT
•USE DISCUSSIONS TO GENERATE IDEAS
TEACHER MUST PLAN CAREFULLY
STUDENT MUST PREPARE

23. ACTIVELEARNING
•STUDENTS APPLY WHAT THEY ARE LEARNING
•THEY TALK, LISTEN, READ, WRITE AND REFLECT AS THEY APPROACH
COURSE CONTENT THROUGH
Teaching strategies
should match the teaching
objective of the particular
lesson.
Grading contributions
can be problematic
•PROBLEM SOLVING
EXERCISES
•SMALL GROUPS
•SIMULATIONS
•CASE STUDIES
•ROLE PLAYING

24. COOPERATIVE/GROUPLEARNING
•ENCOURAGES SMALL GROUPS TO WORK
TOGETHER TO ACHIEVE A COMMON GOAL.
•FACULTY AND STUDENT INVOLVEMENT IN THE
LEARNING PROCESS IS EMPHASIZED.
CAREFUL PLANNING AND PREPARATION IS
MANDATORY
GROUP FORMING
ENSURING POSITIVE INTERDEPENDENCE
MAINTAINING INDIVIDUAL ACCOUNTABILITY
RESOLVING GROUP CONFLICT
DEVELOPING APPROPRIATE ASSIGNMENTS AND RUBRICS
MANAGING LEARNING ENVIRONMENTS

25. AUTONOMOUS LEARNING

26. •CAN ACCESS AND MANAGE INFORMATION TO FIND SOLUTIONS TO
PROBLEMS
•CAN USE EXPERIENCES TO MAKE DECISIONS
•CAN UNDERSTAND HIS/HER OWN LEARNING STYLE
•CAN HELP OTHERS LEARN
•CAN BRING SOLUTIONS TO COMPLEX PROBLEMS
An AUTONOMOUS LEARNER

27. HOW CAN WE ACHIEVE THIS?