Teaching strategies
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TEACHING STRATEGIES. BY: Joemil C. Amerna RN. BRAINSTORMING STRATEGIES. 1) BRAINWRITING- Students write down ideas/solution re: a topic/problem, on slips of paper within a given time, without prejudice or criticism; group evaluation and choose the best idea/ solution.

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TEACHING STRATEGIES

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Teaching strategies

TEACHING STRATEGIES

BY: Joemil C. Amerna RN


Brainstorming strategies

BRAINSTORMING STRATEGIES

1) BRAINWRITING- Students write down ideas/solution re: a topic/problem, on slips of paper within a given time, without prejudice or criticism; group evaluation and choose the best idea/ solution.


Teaching strategies

2) ROUND ROBIN-Each group member verbally contributes an idea systematica-

lly , “around the group” fashion.


Teaching strategies

  • 3) RANKING LADDER- Ranking ladder ideas in order of importance , with 1= most important.


Problem solving skill development strategies

PROBLEM SOLVING SKILL DEVELOPMENT STRATEGIES

1) CASE STUDY METHOD-

- Student engage in active discussion about a real life issue/problem

- They integrate knowledge, apply what they learned to analyze and come up with a solution to the issue/ problem.


Teaching strategies

2) INSIDE/OUTSIDE CIRCLE

- Students sit I two circles, facing each other

- Outside students tell those insie how they would solve a given problem or question

- Those inside extend the thinking

- Outside students then rotate one to the left or right, continue the discussion or start a new discussion for a second problem, if any

- Facilitator rounds off the discussion at an appropriate time, asks volunteers from the circles to share their understandings.


Teaching strategies

3) SCENARIO ANALYSIS-

- Students build a hypothetical sequence of events/stories from answers “If….then” questions.

- To determine the future effects of a problem, issue or tend.


Teaching strategies

4) CROSS IMPACT ANALYSIS

- Students analyze possible linkages or causal relationship between/ among separately occurring events.

- Then draw an action plan to deal with likely events.


Teaching strategies

5) DEVIL’S ADVOCATE

- Students deal with a complex problem or conflict in the context of opposition.

- The “devil” serves as the critic, questioning ideas presented and defended by the stuents.


Strategies to deepen students understanding

STRATEGIES TO DEEPEN STUDENTS’ UNDERSTANDING

  • HOT SEATING

    - A student sits in the “hot seat”

    - Other students ask questions which s/he answers from the point of view of the role s/he is enacting (a poet/author, a character from a book, a historical figure, a famous personality)


Teaching strategies

2) OUTDOOR EDUCATION

- Use resources outside the classroom (museum, banks, municipal halls)

- Teacher presents to the class:

-background of the places to be visited

-organizing problem

-questions to be answered

-activities they will engage in at the site

- Students make a written/oral report on the outcomes of the trip and on their assessment of their performance based on the questions posed


Teaching strategies

3) THEATRICAL PRESENTATION

- Socially shared activities that are environmentally enriching promote higher mental functioning (Vygotsky)

-Teacher enriches learning by taking students to theatrical presentations

-Students reflect on the experience, through journal writing.


Cooperative learning strategies

COOPERATIVE LEARNING STRATEGIES

  • INTERVIEW TECHNIQUE

    - Pairs of students share personal information( a hypothesis, reaction to a literary piece, conclusions from a unit)

    - Share with the whole class what they learned from the process.


Teaching strategies

2) THINK-INK-PAIR-SHARE

- Students use teacher’s wait time to think about an idea or question

- Write down their responses

- Pair with the partner to share their reponses.

- Return to what they wrote and change or modify their first ideas to reflect new thinking.


Teaching strategies

3) JIGSAW

- Form Groups

- Assign specific assignments

- Each member joins an “expert group”

- Members return to original groups; share learning

- Class take a quiz


Teaching strategies

4) STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD)

- Teacher presents new material via lecture or discussion

- Teacher provides worksheets/problem sets, vocabulary words/questions, etc.

- Student monitor corrects members’ written or oral responses

- Teacher administers a quiz

- Class compares average and individual scores with prevoius work scores


Teaching strategies

5) TEAMS-GAMES-TOURNAMENTS (TGT)

- Ability-matches teams play games (ex.. 20 questions) as weekly tournaments

- Tams get points for correct answers

- Teacher announces the winning team for the month

- Teacher changes team membership monthly

- Teacher keeps a history of team and individual scores


Teaching strategies

6)TEAM-ASSISSTED INDIVIDUALIZATION

- Individualized materials; individual entry levels;

- Different ability levels per team

- Students monitor distributes materials, administers quizzes, scores and record results


Teaching strategies

7) 2, 4, 8, 16, WHOLE CLASS

- Students work individually on an issue or task

- Then form pairs to share ideas

- The eight then form a group of sixteen then

- Join as a whole class and repeats the process for the last time

- Conclusions drawn at the whloe class level


Teaching strategies

8) DEBATE

- Students examine an issue from different viewpoints

- Followed by a:

-Synthesis

-Consensus

-Solution, or action plan


Using graphic organizers

USING GRAPHIC ORGANIZERS

  • MIND MAP/ CONCEPT MAO

    - A representation of related ideas which radiate out from the one cetral idea

    - A useful tool for students’ sharing of prior knowledge

    - Very useful in paragraph, essay, or creative writing;

    - Also in summarizing and reviewing what has been learned.


Teaching strategies

2) K-W-L

- Three column matrix: what we KNOW, what we WANT to know, what we LEARNED.

- Students brainstorm as a class or in groups what they know and list their prior knowledge under the column, What we know (K)

- They set their goals for learning under column what we want (W) to know

- At the end of the unit/chapter, they reflect and write what they learned under the column ehat we learned (L) ( Donna Ogle)


Teaching strategies

3) FUTURE’S WHEEL

- An even is placed in a circle at the center of the paper

- Consequences from this first event are placed in a second ring of circles

- Then a third, and so on

- The future’s wheel identifies expanding consequences


Teaching strategies

4) FISHBONE MAP

- Shaped like a fish bone, to demonstrate cause and effect relationship.


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