TEACHING STRATEGIES

AND METHODOLOGIES
FOR TEACHING &
LEARNING

I. TRADITIONAL

1 Lecturing
2. Discussion
3. Questioning
4. Using Audio-visual

PURPOSES OF
LECTURES

1. Efficient means of introducing learners to new topic

and sets the stage of learning
2. Stimulates learners interest
3. Helps to integrate and synthesize a large body of
knowledge
4. For clarification of difficult parts
5. To advance knowledge when textbooks are not
available

ADVANTAGES OF LECTURING
1. It is economical. Great deal of information
shared.
2. Supplies and textbooks become true to life
theater
3. Teacher serves as model students see a
creative mind at work
4. Helps students develop their listening abilities.

DISADVANTAGES OF LECTURING
1. Puts learners in the PASSIVE ROLE of a sponge
2. Focuses on the TEACHING OF FACTS with little focus
on analytical thinking or transfer of learning results
in SURFACE learning
3. Does not meet students individual learning needs
4. Students have little attention time span
(15 minutes)

DISCUSSIONS

1. FORMAL DISCUSSIONS

Announced topic
Reading, watching movie done in advance

2. INFORMAL DISCUSSIONS

Spontaneous

Learns problem
solving method
(groups)

Change in
attitudes and
values

PURPOSES
and
ADVANTAGES

Assists to
evaluate
beliefs/positions
(professional,
societal or
ethical issues)

Opportunity to
apply principles,
concepts and
theories

Clarifies
information and
concepts

Gathering of
uninformed
opinions

One
person/few
participants
(monopolies)

Takes a lot
of time

QUESTIONING
Can be a teaching
strategy
Ask questions higher
order thinking

FUNCTIONS OF QUESTIONS
1. Places the learners in an active role
Simple recall
Helps students analyze concepts
Evaluate worth of ideas
Speculate if
2. Assesses baseline knowledge
retention

3. Helps review content enlightens gray

areas

4. Motivates students
Stimulates thinking & curiosity

5. Guides learners thought process

According to BARDEN
A. LOWER-ORDER QUESTIONS
Recall information, read or memorize
B. HIGHER-ORDER QUESTIONS
> Requires comprehension and critical
thinking

HOW TO ENGAGE?
Pair work give ideas

USING VISUAL AIDS

Can enhance
teaching
Can add interest
to the classroom

ACTIVITY BASED TEACHING

STRATEGIES
1.
2.
3.
4.

Cooperative learning
Simulations
Problem based learning
Self-learning modules

ROLE
PLAYING

CASE
STUDIES

PROBLEM
BASED
SOLVING

DIFFERENCES
PBL

CASE STUDIES

> Conducted in small groups

> Used by individuals/groups

> Students have little backgrounds

knowledge of subject matter

> Students hve most of the background

learning theory to apply to the case

> Cases are usually brief & presenting

problems are ill-structures

> Cases are often long & detailed, and

their problems are well-defined

COMPUTER-AIDED INSTRUCTION

COMPUTER-MANAGED
INSTRUCTION

 Any system of record keeping

Use of authoring systems
pre-developed software packages that
guide the educators process.

THE INTERNET
A mammoth complex of computer
connections across continents,
connecting many millions of
computers.

EMAIL (electronic)
Greater collaboration between teachers vs.
students and between students vs. students
Source of peer support
Means to seek referrals, for consultation and for
post-discharge follow-up
EX. LIST SERVS a group of people who have similar
interests and want to share information and experience
regarding their interest in a type of discussion groups

NEWS GROUPS
Discussions groups of people with same interest
Messages appear in general mailbox
Ex. group discussing all kinds of issues.
Also used for online support groups

3. World Wide Web

A collection of documents found on Web pages
A place to find specialized knowledge and multimedia presentations

Criteria to choose WWW site

1. Purpose audience?
2. Currency
3. Credibility
4. Content accuracy
5. Design

Provides home-based support.

Tool for student management part of
information system
Provides student teaching
Supports mastery learning

> Maximizes time on task and helps develop

overlearning (beyond mastery, responses becomes
automatic)
> Provides instant feedback
> Develops cognitive residues (skills in researching
skills in managing information)
> Promotes interactivity, institutional consistency,
individualized instruction, time efficiency and
cost-effectiveness (savings)

High-cost
initialoutlay for
hardware and
software
Negative effect
personal and
professional
communication

st
21

Century Learning Design

UMG 2014
Teaching Techniques II

Learning Design Learning Goals

Deepen understanding of innovative teaching practices
Collaborate in analyzing and advancing our own
Learning Activities

Plan how to use this project for educator collaboration

in our schools

What does innovative

teaching mean to you?

Change and The Learning Process

20th Century

21st Century

Educator

Delivery of content and

information

Guiding students creation of

knowledge-based products

Student

Content and information

consumption

Creation of knowledge-based
products

ITL Research
Innovative Teaching and Learning
A global research program that investigates how
schools and systems can encourage innovative teaching
practices and the impact innovative teaching practices
have on students learning.
ITL is the foundation for 21st Century Learning Design

Education
System Change
School
Leadership
and Culture
Innovative
Teaching
Practices

Individuals
with skills for
life and work
today

2009-2012
Innovative Teaching
and Learning

Research

2012-future
From Research to

Practice

(todays work)

SKILLS FOR LIFE

AND WORK TODAY
Knowledge
building

Self-regulation
& assessment

Problem solving
& innovation
ICT use

Collaboration

Skilled
communication

Global
awareness

www.itlresearch.com

Innovative Teaching Practices

Student
Centered
Pedagogies

Personalized
Collaborative
Knowledge
construction
Self-regulation

ICT
Integration

Extending
Learning

Problem Solving
24/7 learning
opportunities
Global and cultural
understanding
Skilled
communication

By educators
By students
Basic usage vs.
higher-level usage

Schools from over 46 countries using these

methods to build innovative teaching
capacity

What school factor do you

think is most associated with
innovative teaching practices
in schools?

What we learned
Collaboration about teaching among educators in a school
Strongly associated with Innovative Teaching Practices
Innovative
Teaching
Practices

Low frequency

Medium frequency

High frequency

What type of professional

development builds
innovative teaching
practices?

Professional Development and

innovative teaching practices
Practice a new teaching method
Conducted research
Planned or practiced using ICT in teaching
Reviewed and discussed student work
Observed a demonstration of ICT use

Developed or reviewed curriculum materials

Received or delivered one-on-one coaching
or mentoring
Planned a lesson or a unit
Observed a demonstration of a lesson
Listened to a lecture

Learning Design: Project goals

Develop shared understanding of important 21st Century
skills, and how learning activities can provide opportunities
to build them

Use detailed definitions and rubrics as a collaborative

framework to discuss and analyze learning activity designs
Explore the link between learning activity design and the
work that students do

Learning Design: 21C Skills Framework

Rubric

Key Question

Collaboration

Are students required to share responsibility and make substantive decisions with other
people?

Knowledge construction

Are students required to build knowledge? Is that knowledge interdisciplinary?

Use of ICT for learning

Do students use ICT to support knowledge building? Is ICT necessary to that knowledge
building?

Self-regulation

Is the learning activity long-term? Do students plan and assess their own work?

Skilled communication

Did the student produce extended communication? Was the communication well-developed
and organized around a thesis?

Real-world
problem-solving
and innovation

Does the learning activity require solving authentic, real-world problems? Are students
solutions implemented in the real world?

Learning Design: Lets Do It

For each 21st Century skill, we will:
Learn and discuss common definitions and a rubric
Apply these ideas to sample learning activities how strong
are the opportunities they give students to build this skill?
Use the rubric to strengthen a learning activity
Look at the relationship between learning activity design
and student work

What does
collaboration mean?

Collaboration
In todays interconnected world of business, real project work often requires
collaboration across organizations (e.g. a collaboration between a
pharmaceutical company and a chemical engineering company to produce a

new vaccine), or with people in a different part of the world. This type of
working requires strong collaboration skills to work productively on a team

and to integrate individual expertise and ideas into a coherent solution.

Do your learning activities model this today?

How is knowledge work produced?

Through real COLLABORATION
Responsible

Maria

Project manager

Accountable

James (Microsoft Partners in

Learning Sponsor)

ultimately responsible for product

achieving its goals

Consulted

ITL advisors

provide recommendations on design

and findings

Support

SRI International
In country ITL teams

design research methods and analyze

data;
local execution of research

Jamess boss and organizational

peers, country stakeholders

kept up-to-date on progress, may have

approval role

Informed

The Learning Design Rubric:

This rubric examines whether students are working with others on the learning
activity, and the quality of that collaboration. (Research rubrics)
At higher levels of the rubric students share responsibility for their work, and the
learning activity is designed in a way that requires students to make substantive
decisions together. These features help students learn the important collaboration
skills of negotiation, conflict resolution, agreement on what must be done,
distribution of tasks, listening to the ideas of others and integration of ideas into a
coherent whole. The strongest learning activities are designed so that student
work is interdependent, requiring all students to contribute in order for the team
to succeed.

Knowledge
Construction.?

What is knowledge work?

Info and ideas

Solution

Creating
Social Programs
Policies & Laws
Web apps &
Software
Strategies
Design

Knowledge Construction
We often hear the term knowledge. More and more, people are
expected to not only be intelligent consumers of information, but also to
create information and ideas. Students are asked to do the same: to
evaluate, synthesize, analyze and interpret information. We have
overwhelming access to data so we must prepare students to be informed
consumers and smart producers who can integrate information from
multiple sources across multiple disciplines in order to further expand
their learning and make sense of the world.
Do your learning activities model this today?

Review example learning activities

The Learning Design Rubric:

Knowledge construction activities require students to generate ideas and
understandings that are new to them. Students can do this through
interpretation, analysis, synthesis or evaluation. In stronger activities,
knowledge construction is the main requirement of the learning activity.

The strongest activities require students to apply the knowledge they

constructed in a different context, helping them to deepen their
understanding further, and to connect information and ideas from two or
more academic disciplines (for example, integrating learning from both
science and literature).

Review Rubric
Knowledge Construction