Teaching Strategy

If refers to the science of developing a plan to attain goal and to the

guard against and desirable result. It means the art of using psychological

plan in order to increase the probabilities and consequences and to gain

success in teaching.
1. Structured Overview

 Structured overview may use by verbal summary at the start of a new

concept. The teacher starts by highlighting the new ideas ti be learned
in a few simple sentences. Then the relationship between these ideas
and the ones the students already know is discussed. The structured
overview takes the role of an advanced organizer.
2. Lecture
 Lecture method should include the types of experiences students will
be afforded and the kinds of learning outcomes expected.
3. Explicit Teaching
 begins with setting the stage of learning, followed by a clear
explanation of what to do (telling), followed by modeling of the
process (showing), followed by multiple opportunities for practice
(guiding) until independence is attained.
4. Drill and Practice
 Use games to increase motivation.
5. Compare and Contrast
 The paper is divided down the middle and the two columns have
specific functions. The comparison side is used to list similarities
between two things, and the differences are listed in the contrast
column.
6. Didactic Questions
 Often begin with “what,” “where,” “when,” “how,” and “why”.
7. Demonstrations
  Involves showing by reason or proof, explaining or making clear by
use of examples or experiments. Put more simply, demonstration
means clearly show.
8. Guided and Shared
 reading, listening, viewing, thinking
9. Debates
 Contest of argumentation in which two opposing individuals or teams
defend and attack a given proposition.
10. Role Playing
 Students act out characters in a predefined “situation”.
11. Panels discussion
 A nonfiction book about the developing movement in sequential art
and narrative literature. It focuses on the consistent development of
skills through experience and the value of understanding what it refers
to as “visual vocabulary”.
12. Brainstorming
 The teacher may begin by posing a question or a problem, or by
introducing a topic. Students then express possible answers, relevant
words and ideas. Contributions are accepted without criticism or
judgement.
13. Peer Partner Learning
 Students work together as partners, one functioning as a “doer” and
the other as a “helper”.
14. Discussion
 All learners need frequent opportunities to generate and share their
questions and ideas in small and whole class settings.
15. Laboratory Groups
  Is a strategy and innovation driven creative hub by its relevant in-
house-field specialists.
16. Think, Pair, Share
 Designed to provide students with “food for thought” on a given
topics enabling them to formulate ideas and share these ideas with
another student.
17. Cooperative Learning Groups
 Student groups are small, usually consisting of two to six members.
Grouping is heterogeneous with respect to student characteristics.
Group members share the various roles and are interdependent in
achieving the group learning goal.
18. Jigsaw
 Students meet with members form other groups who are assigned the
same aspect, and after mastering the material, return to the “home”
group and teach the material to their group members.
19. Problem Solving
 Once you have broken the students into groups, the students define the
problem, analyze the problem, establish the criteria for evaluating
solutions, propose solutions and take action.
20. Structured Controversy
 Providing students with a limited amount of background information
and asking them to construct an argument based on this information.
21.Tutorial Groups
 Are set up to help students who need remediation or additional
practice, or for students who can benefit from enrichment.
22. Interviewing
  Emphasized the need for cultural sensitivity and cultural specific care
in assisting supporting, facilitating, and/or enabling “individuals” or
groups to maintain or regain their well-being in culturally meaningful
and beneficial ways.
23. Conferencing
 Methods of instruction vary with the subject matter of the course, the
number in the class, and the judgement and personality of the
instructor. Most Reed courses are taught as conferences, in which the
students and faculty work closely together.
24. Problem Solving
 Is a process-an ongoing activity in which we take what we know to
discover what we don’t know. It involves overcoming obstacles by
generating hypo-theses, testing those predictions, and arriving at
satisfactory.
25. Case Studies
 Case study is presentation of students with a problem to solve that
revolves around a story.
1. Structured Overview

is a graphic organizer used to arrange the key words and concepts on a topic. They may
be completed individually or collaboratively. The words are organized in a hierarchical
structure, beginning with the topic heading. Lines connect the words or subtopics
showing their relationship to the central idea and to each other.

The conceptual map is like a tree diagram with the most general terms at the top moving
down to the details or examples at the bottom. Once completed they are shared with their
partner or with the class.
Students using structured overviews: link new information to existing knowledge; think
about relationships between ideas; learn to categorize ideas; clarify their thoughts and
learn key vocabulary.

2. Lecture
An effective lecture includes the use of images that illustrate the concepts and ideas being
discussed. Images are among the most powerful teaching tools as 70% of the sensory
cortex of the brain is made up of the visual cortex.
 Know your audience (students)
 Have a map to follow (lecture outline)
 Grab the students’ attention (have a beginning)
 Recognize students’ attention span
 Plan an activity for students (have a middle)
 Use visual aids/voice and movements
 Have a conclusion (an end)
 Have students do something with the lecture material
(accountability)

3. Explicit Teaching
Explicit teaching is useful for introducing topics and specific skills. It provides guided
instruction in the basic understanding of required skills, which students can then build on
through practice, collaboration, repetition, hands on activities and developmental play.

Explicit teaching is a sequence of supports:

  setting a purpose for learning
 telling students what to do
  showing them how to do it
 guiding their hands-on application of the new learning.
Explicit teaching begins with setting the stage for learning, followed by a
clear explanation of what to do (telling), followed by modeling of the process
(showing), followed by multiple opportunities for practice (guiding) until independence
is attained. Explicit instruction moves systematically from extensive teacher input and
little student responsibility initially � to total student responsibility and minimal teacher
involvement at the conclusion of the learning cycle.

4. Drill and Practice

Drill and practice activities offer the benefits of improved learning transfer to the
performance context. There are three basic steps to achieve this activity: assigning a
task, performing a task, and providing feedback.
Drill and practice activities repeatedly exercise a simple or small area of knowledge. The
activity starts with an introduction that welcomes learners and describes how the
activity works. For example, if the activity is about reinforcing a leadership style, the
introduction will review a few facts from the topic.
It will then explain how to complete the activity. If it is a scenario, the context and the
character will be introduced. The role of the eLearner as a problem-solver is clearly
defined.
Once the activity is performed, the system needs to display the feedback. Depending on
the success level of the activity, the learner is requested to keep practicing until satisfied.
Towards the end, learners review what they have learned and try applying it in a more
realistic situation. This could, and preferably should, be their job context.

5. Compare and Contrast