TEACHING STRATEGIES

1. TEACHING STRATEGIES BY: Joemil C. Amerna RN

2. 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.

4. 2) ROUND ROBIN-Each group member verbally contributes an idea systematica- lly , “around the group” fashion.

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

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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)

15. 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

17. 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.

19. 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.

21. 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.

22. 3) JIGSAW - Form Groups - Assign specific assignments - Each member joins an “expert group” - Members return to original groups; share learning - Class take a quiz

23. 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

24. 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

25. 6)TEAM-ASSISSTED INDIVIDUALIZATION - Individualized materials; individual entry levels; - Different ability levels per team - Students monitor distributes materials, administers quizzes, scores and record results

26. 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

27. 8) DEBATE - Students examine an issue from different viewpoints - Followed by a: -Synthesis -Consensus -Solution, or action plan

29. 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.

31. 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)

32. 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

34. 4) FISHBONE MAP - Shaped like a fish bone, to demonstrate cause and effect relationship.