The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.

1. TEACHING STRATEGIES

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

3. TEACHING

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

5. EDUCATION IS NOT LEARNING OF FACTS, BUT
THE TRAINING OF THE MIND TO THINK.
Albert Einstein 1879- 1955

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

7. 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”.

8. 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.

9. 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.

10. DIFFERENT STYLES

11. AUTHORITY / LECTURE STYLE
•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

12. 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

13. FACILITATOR / ACTIVITY STYLE
• PROMOTE SELF-LEARNING
• HELP DEVELOP CRITICAL THINKING SKILLS
• SELF-ACTUALIZATION
ASK QUESTIONSAND 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

14. DELEGATOR / GROUP STYLE
• BEST FOR CURRICULUM THAT REQUIRES LAB ACTIVITIES (CHEMISTRY, BIOLOGY, DEBATE, CREATIVE
WRITING)
TEACHER IS AN OBSERVER INSPIRESSTUDENTS BY WORKING TOWARDS COMMONGOALS
 TEACHER IS NOT A TRADITIONAL AUTHORITY FIGURE

15. HYBRID/BLENDED STYLE
• 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

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

17. DIFFERENT TEACHING
STRATEGIES

18. LECTURE
• 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

19. CASE METHOD
• 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

20. 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

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

22. COOPERATIVE/GROUP LEARNING
• 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

23. AUTONOMOUS LEARNING

24. AN AUTONOMOUS LEARNER
• 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

25. HOW CAN WE ACHIEVE THIS?