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.
BY: Joemil C. Amerna RN
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.
2) ROUND ROBIN-Each group member verbally contributes an idea systematica-
lly , “around the group” fashion.
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.
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.
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.
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.
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.
- 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)
2) OUTDOOR EDUCATION
- Use resources outside the classroom (museum, banks, municipal halls)
- Teacher presents to the class:
-background of the places to be visited
-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
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.
- 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.
- 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.
- Form Groups
- Assign specific assignments
- Each member joins an “expert group”
- Members return to original groups; share learning
- Class take a quiz
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
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
- Individualized materials; individual entry levels;
- Different ability levels per team
- Students monitor distributes materials, administers quizzes, scores and record results
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
- Students examine an issue from different viewpoints
- Followed by a:
-Solution, or action plan
- 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.
- 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)
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
4) FISHBONE MAP
- Shaped like a fish bone, to demonstrate cause and effect relationship.