3. What is Teaching Strategy?
•Teaching Strategy, also
known as instructional
strategy, are methods that
teachers use to deliver
course material in ways that
keep students engaged and
practicing different skill sets.
4. What is Teaching Strategy?
•An instructor may select a different
teaching strategies according to
unit topic, grade level, class size,
and classroom resources.
•Many kinds of teaching strategies
are employed to achieve teaching
and learning goals and supports
different kinds of students.
5. GUIDING PRINCIPLES IN THE
SELECTION AND USE OF
TEACHING STRATEGIES:
1.Learning is an active
process.
•We have to actively engage
the learners in learning
activities if we want to learn
what we intend to teach.
•Hands-on-minds learning.
6. GUIDING PRINCIPLES IN THE
SELECTION AND USE OF
TEACHING STRATEGIES:
•Research shows:
75% retention rates in
learning by doing.
90% retention rates learning
by teaching others.
7. 2. The more senses that
are involved in learning,
the more and the better
the learning.
8. 3. A non-threatening
atmosphere enhances
learning.
•Physical classroom condition:
Proper lighting
Good ventilation
Order
Tidiness
Painting of the room
9. 3. A non-threatening
atmosphere enhances
learning.
•Psychological climate:
Personality of a teacher
Rapport between students
and the teacher
Relationship among students
10. 3. A non-threatening
atmosphere enhances
learning.
•Steps on how to create a
positive classroom
atmosphere.
1.Cultivate culture of respect
2.Believe in your students
capacity
11. 3. Make our students feel they
belong to a community of
learners with shared goal
purpose
4. Encourage more
collaboration and cooperation
and less competition
5. Give allowance for mistakes
12. 4. Emotion has the power to
increase retention and
learning.
•Bring emotion into the
classroom
•Recognize the power of
emotion to increase retention
13. 5. Learning is meaningful
when it is connected to the
students’ everyday life.
•The meaningfulness &
relevance of what we teach is
considerably reduced by our
practice of teaching simply
for testing.
•“answering pedagogy”
14. 6. Good teaching goes beyond
recall of information.
•Teaching should reach the
levels of application,
analysis, synthesis, and
evaluation to hone our
students’ thinking skills.
15. 7. An integrated teaching
approach is far more effective
than teaching isolated bits of
information.
•Consider the Multiple
Intelligence and varied
learning styles of students
17. Some research findings
about the brain:
1. Without rehearsal or constant attention, information remains in
working memory for only about 15-20 seconds.
2. Learning is a process of building neural networks.
3. Our brains have difficulty comprehending very large numbers
because we have nothing in our experience to ‘hook’ them to.
4. The eyes contain nearly 70% of the body’s sensory receptors & send
millions of signals every second along the optic nerves to the visual
processing of the brain.
5. There is little doubt when information is embedded in the music or
rhyme, its recall is easier than when it is in prose .
18. • Brain-based Strategies:
1.Involving Students in Real-
Life or Authentic Problem-
Solving
2.Using Projects to increase
Meaning & Motivation
3.Simulations & Role Plays as
meaning makers
20. •An integrated approach is also
interdisciplinary and
multidisciplinary. Touch the
other aspect of life outside the
school.
•An instructional approach is
also integrated when it includes
the acquisition of knowledge,
skills as well as values. Relate
your subject with other subjects.
21. 8. There is no such thing
as best teaching strategy.
The best strategy is the
one that works, the one
that yields results.
22. •Factors to consider in the
choice of teaching strategy:
a.Instructional objective
b.Nature of the subject matter
c.The learner
d.The teacher, &
e.School policies
24. Expository Strategy
•In this strategy, the teacher is
the information giver. He
gives all the information
needed by the students, after
which, he gives an evaluation
or test.
25. Expository Strategy
•It is advantageous if one
considers the amount of
knowledge given to the
learners.
•Its advantage rests on the
fact that the students lose
their creativity.
26. Enabling Strategy
•This is the opposite of the
expository. Here, the students
look for the answers
themselves to the
problems/questions
formulated by them also.
27. Enabling Strategy
•The teacher acts as guide or
facilitator of learning.
•Its disadvantage is that it is
time consuming.
28. Enabling Strategy
•However, its greatest asset is
that it develops creativity and
independence on the part of
the learner.
•Thus, its advantage far
offsets its disadvantage.
29. •A teacher may use both the
enabling and expository
strategies. More weight
should be given to the former
for obvious reasons,
especially in the elementary
grades.
30. •The following are the
different strategies or
methods used in teaching
Social Studies.
•Classify them as to whether
one belongs to the enabling
strategy or the expository
strategy.
32. A. Unit Method
5. Presentation of gathered
information
6. Culminating activity
7. Evaluation
33. B. Field Trip
•It is an out-of-the-classroom
activity where the students
observe and study things in
their natural setting.
•It is an effective method
because it makes use of all
senses of the learner.
34. B. Field Trip
•Some of the places where a
field trip can be done are:
1.Historical places
2.Beautiful spots
3.Congress, courts
4.Factories
35. B. Field Trip
5. Churches
6. Malls.
7. Municipality or city halls
8. Radio and TV stations
9. Printing process
10. Various landforms, etc.
36. C. Deductive Method
•From the known to unknown. It’s
steps are:
1.Statement of generalization
2.Explanation of said
generalization/principle
3.Application
4.Evaluation
37. D. Lecture Method
•To be used in explaining
difficult topics. It’s steps are:
1.Preparation
2.Delivery
3.Summary
4.Evaluation
38. E. Project Method
•It could be any of the following:
a.Enjoyment project such as being
a member of a club/drama
groups;
b.Construction or making an
instrument, apparatus or visual
aids like maps, flag, charts,
graphs, posters and the like; and
40. F. Tri-Question Method
•To be used in conducting
current event lessons.
Questions to be asked are:
1.What happened?
2.Why did it happen?
3.What might be the
consequences?
41. G. Role-playing and
Socio-drama
•Steps are:
1.Setting the climate
2.Selecting the players
3.Preparing the audience
4.Enactment
5.Discussing and evaluating
43. H. Moral-Dilemma
Method
•To be used in conducting
lessons involving personal
and societal problems of the
students. Steps are:
1.Presenting the dilemma or
problem through any of the
following:
45. I. Debate
•To be used in controversial
issues. Steps are:
1.Selection of topic
2.Selection of participants
3.Organization of answers
4.Debate presentation
5.Evaluation/follow through
review and analysis
46. J. Modular Method
•Modules are teaching
materials to be learned in
graded steps of difficulty in
such a manner that the
presentation will result in the
efficient rate of understanding
and retention among learners.
47. K. Reporting
•To be done by the learner
after he has gathered
facts and information
about certain questions or
problems.
48. L. Discussion Method
•It is one common methods
used by teachers. It is used to
assess students
understanding of the topic
being studied.
•In using this method,
everyone is given a chance to
49. L. Discussion Method
•participate in the
discussion.
•Likewise, each student is
free to take sides or
present his own argument
freely.
50. M. Demonstration
Method
•It is a teaching method that
allows students to see the
teacher actively engaged as a
learner and a model rather
than merely telling them what
they need to know.
51. M. Demonstration
Method
1.The teacher performs the
experiment before the class
2.Simultaneously explains
what he is doing
3.He also asks relevant
questions to maintain the
interest and attention of the
52. M. Demonstration
Method
students.
4. Students are compelled to
observe carefully because
they have to describe each
and every step of the
experiment accurately and
draw conclusion.
58. Diagnostic Evaluation
•It attempts to discover the
specific areas of strength and
weakness of the students in a
particular course of
instruction and also provide a
remedial measure.
•Ex: Pre-assessment/Pre-test
59. Formative Evaluation
•It take place during the
process of instruction. Its
main objective is to provide
continuous feedback to both
the teacher and the students
concerning learning success
and future while instruction is
on the process.
63. Placement Evaluation
•As the name suggests it is
design to place the right
person in the right place. It
judges the entry performance
of the learner. The main
objective of such evaluation
is to determine the position
65. Selecting the Type of
Test
A.Supply Type
1.Simple Recall Test
2.Completion Test
3.Identification Test
4.Labelling Test
5.Enumeration Test
66. Selecting the Type of
Test
B. Selection Type
1.Alternative-Response or
True-False Test
2.Multiple Choice Test
67. A. Supply Type
•In this type of test, the
answers are supplied by
the examinees, and there
are no options to choose
from.
68. Simple Recall Test
•Are worded as a direct
question and require a single
response which is usually a
single word.
•Since the question in this
type is a direct question, it
usually begins with either one
69. Simple Recall Test
•of the 4Ws (What, When,
Where, Who).
•Ex: What is History?
Who is considered to be the
father of modern Political
Science?
70. Completion Test
•In this type of test, the
student is required to finish
an incomplete statement by
supplying or filling in a blank
with the correct word or
phrase that would complete
the statement. Ex: Preamble
71. Identification Test
•It is in the form of a definition,
description, explanation, a
picture, diagram, or an object
stated or illustrated and the
examinee will supply the
appropriate answer.
•Ex: _________1. It is simply
defined as the study of the past.
72. Labelling Test
•It is simply identifying the
names of the parts of an
illustration which could be
in the form of a diagram,
picture, or a drawing.
•Ex: Philippine Flag, Map
73. Enumeration Test
•A type of completion test that
requires multiple responses.
•Ex: Enumerate the 7 branches
of Social Science
•List down the 7 branches of
Humanities
74. B. Selection Type
•The answers in the
selection type of test can
be chosen from options
provided for each test
item or for a group of test
items.
75. Alternative-Response
or True-False Test
•It consist of a declarative
statement which asks the
students to decide if it is true
or false, right or wrong,
correct or incorrect, yes or
no, fact or opinion, agree or
disagree, and the like.
76. Multiple Choice Test
•One of the most
commonly used evaluation
instrument, which is most
often found in
achievement test, or LEPT
Exam.
