MODULE DESCRIPTION

It is not enough for a teacher to

know what to teach. It is equally
important for him/her to know how
to teach it. Effective teachers do not
only master their subject matter;
they also have a repertoire of
teaching methods and strategies at
their disposal.
The module deals with the “how” of
teaching with particular focus on
facilitating learning for poor
students. It is expected to equip
teacher-participants with the
knowledge and skill in using
various strategies. This module
touches on effective lecturing,
teaching with poverty in mind, and
best practices of PEN outstanding
teachers.
LEARNING OBJECTIVES
After completing the module, the
participants are expected to:
1. appreciate the need and importance
of
having a repertoire of teaching
strategies; 2. learn the skills of using
effective lecturing and
teaching strategies with poverty in the
mind; 3. integrate best teaching
practices of PEN
Teachers in their own respective
teaching system; and, 4. simulate the
strategies and practices learned.
CONTENT
A. The Importance of Using the Right
Teaching Methods
and Strategies and the Need to
Understand the Learners B. Effective
Presentation Teaching and
Research-Based
Teaching Strategies that Work for the
Poor C. Best Teaching Practices.

ON USING THE
RIGHT TEACHING
METHODS AND
STRATEGIES AND
THE NEED TO
UNDERSTAND THE
LEARNERS
Premises of
Teaching
□ There is no one right teaching
style.
□ Your teaching style is an

extension of your personality,

thus some techniques will
appeal to you more than others.
□ Teaching may appear easier
and "more natural" for some
than for others, but there are no
"born teachers" who don’t need
to improve or others who can
never improve regardless of
effort.
□ Good teachers work at being

good and are constantly

looking for ways to improve.
□ Not all techniques are

effective in every setting, in

every situation of the same
setting, and with every group.
□ A new approach should not
be tried only because it is
new, nor rejected for the same
reason.
“No one
instructional format
is best for all course
objectives. Learning
can often be
enhanced by
providing the
 instructional
process through a
variety of formats.”

Foster a good learning

atmosphere
oBe serious without creating excessive
tension.
oBe prepared---have a flexible teaching
plan in mind, but be ever on the lookout
for the "teachable moment".
oBe positive toward learners---guard
against sending unintentional messages
(disdain, condescension, racism,
sexism, etc.).
oBe confident (not arrogant) but
comfortable in not knowing everything.
Use Effective Teaching
Techniques
oState what should be learned.
oSituate the topic in the "bigger
picture"--- provide adequate
context.
□ Involve learners in the process by

having them, for example, present

the problem, respond to
questions, summarize the findings
and discussion, and research and
report on unanswered questions.
□ Use questions effectively.
□ Summarize the
"take-home" points at the
end of the
discussion/activity.
□ Use follow-up research
and reporting to the group
as an "inquisitive"
exercise rather than a
"punitive" exercise for not
having the answer initially.
VISUAL LEARNERS
VISUAL-LINGUISTIC LEARNERS like
to learn through written language, they
tend to be readers who diligently take
down every word.
VISUAL-SPATIAL LEARNERS usually
do better with charts, demonstrations,
ideas, and other visual materials.

TYPES OF
LEARNERS
VISUAL LEARNERS
teaching tips
Use graphs, charts,
illustrations, or
other visual aids.❖ Include
outline and handouts.❖ Invite
questions to help them stay
alert.❖ Eliminate potential
distractions.❖ Show and then
explain diagrams.❖ Have the
learners envision or have
them act out the topic.
Auditory Learners may move their
)

lips and read out loud.

They may have difficulty with
reading and writing tasks but often do
better talking to others and hearing
what was said. Auditory learners
learn primarily through listening.
They focus their ears and attention
)

on your words, listening carefully to

everything you say.

Auditory Learners
AUDITORY
LEARNERS teaching tips
Tell them what they are going to
learn, teach
them, and tell them what they have
to learn.❖ Make connections of
what they learned and
how it appeals to their situation.❖
Question learners to draw as much
information
from them as possible.❖ Include
verbal activities, such as
brainstorming
and interactive games.
+ Kinesthetic learners do best while touching
and moving. They learn best by doing. This
external stimulation maintains their
concentration.
+ This group learns best when they can practice
what they are learning.
+ They want their hands on the keyboard, the
hammer, or the test tube because they think in
terms of physical action.
Typically, they are able to take interactive
notes by drawing pictures, diagrams, or
doodling.

Kinesthetic Learners
Kinesthetic learners
teaching tips
Use activities that get the
learners up
and moving.➢ Play music
and/or use colored
markers to emphasize key
points.➢ Provide toys or
props to give them something
 to do with their hands. ➢
Encourage learners to
visualize tasks
and express information in
another medium.
How to present to different
types of LEARNERS

WRITE IT SAY IT DEMONSTRATE IT

PROVIDE WRITTEN MATERIALS & EXERCISES
STATE THE INFORMATION DEMONSTRATE
HOW A PRINCIPLE WORKS WRITE KEY
WORDS ON BOARD OR FLIP CHART ASK
AUDIENCE TO DESCRIBE SPECIFIC INFO ASK
THEM TO PRACTICE TECHNIQUE USE VISUAL
OR GRAPHICS ENCOURAGE QUESTIONS
PROVIDE REAL-LIFE SIMULATIONS
ASK THEM TO BE A RECORDER IN A GROUP
FOSTER SMALL GROUP PARTICIPATION
 OFFER HANDS-ON ACTIVITIES
INVOLVE THEM THROUGH VISUAL/SPATIAL SENSE
UTILIZE AUDIOVISUALS AND AUDIO CASSETTES
INVOLVE THEM PHYSICALLY

Effective
Presentation
Teaching and
Research- Based
Teaching
Strategies that
Work
EFFECTIVE TEACHING:
TEACHING
STRATEGIES TO TEACH
LIKE A CHAMPION
1.No Opt Out: A sequence that
begins with a
student unable to answer a question
should end with the student
answering that question as often as
possible. It’s not ok not to try.
2.Right is Right: Set and defend a
high standard
of correctness in your classroom. 3.
Stretch It: The sequence of
learning does not end
with a right answer; reward right
answers with follow up questions
that extend knowledge and test for
reliability. This technique is
especially important for
differentiating instruction.
4. Format Matters: It’s not just what
students say that matters but how
they communicate it. To succeed,
students must take their knowledge
and express it in the language of
opportunity. 5. Circulate. Do not
stay in one place. Move around
the classroom. 6. Cold Call. Call
students to participate in class.
Make them speak. 7. Pepper/ Entry
Routine: Making a habit out of
what’s efficient, productive, and
scholarly after the greeting and as
students take their seats and class
begins.
8. Wait Time. Give time for students
to think. 9. Everybody Writes. A
short writing activity helps
in engaging students. 10. Tight
Transitions: Quick and routine
transitions
that students can execute without
extensive narration by the teacher.
Useful in moving materials. 11. 100
Percent: There’s one acceptable
percentage of students following a
direction – 100 percent. Less, and
your authority is subject to
interpretation, situation, and
motivation. Also, emphasize
compliance you can see.
12. What To Do: Giving directions

to students in a way that provides

clear and useful guidance – enough

of it to allow any student who

wanted to do as asked to do so

easily. Tell students what to do and

how to do it, not what not to do.

Respond to incompetence with

teaching and defiance with

consequence. 13. Strong Voice:

Economy of Language, Do Not Talk

Over, Do Not Engage, Square

Up/Stand Still, Quite Power. A

formal register bespeaks the

importance of the message and

causes a purposeful attentiveness

in the listener; and transplanted into

the classroom, that’s powerful.

14. Do It Again: Doing it again and
doing it right,
or better, or perfect is often the best
consequence. 15. Positive
Framing: Make corrections
consistently and positively. Narrate
the world you want your students to
see even while you are relentlessly
improving it. See the six rules on
positive framing. 16. Joy Factor.
Make learning fun. 17. Control the
Game/Sweat the Details: To reach
the highest standards, you must
create the perception of order.

WORKSHOP
SIMULATION
EFFECTIVE TEACHING:
TIPS IN LECTURING
□ Use simple words.

□ Emphasize key words.

□ Speak clearly.

□ Situate the topic in the ordinary life

experience of students.
□ Give time for internalization of the

topic.
□ Give time for note taking.
□ Use a graphic organizer.

EFFECTIVE
TEACHING: GRAPHIC
ORGANIZER
What are
Graphic
Organizers
they
?
A graphic organizer is a
visual and graphic display
that depicts the
relationships between
facts, terms, and/or ideas
within a learning task.
types
habitat Penguins
food
breeding
physical characteristics

instructional tool used

to illustrate a student’s
or class's prior
 knowledge about a
topic or section of a text
instructional tool used
to illustrate a student’s
or class's prior
knowledge about a
topic or section of a text
Pre-reading
types habitat Penguins
food
breeding
physical characteristics
Post-reading
knowledge concept maps maps
story maps
cognitive organizers
advance organizers
Graphic organizers
concept diagrams
Why Graphic
organizers?
·Convert complex information
into
meaningful display
·Compress
 ·Focus
·Make understanding,
interpretation and
insight development easier
EXAMPLES
Used to describe a central idea Key frame
questions: What is the central idea? What are
its attributes? What are its functions?
Spider Map
Used to describe the stages; the steps in a
linear procedure ; a sequence of events ; Key
frame questions: What is the object, procedure,
or initiating event? What are the stages or
steps? How do they lead to one another? What
is the final outcome?
Series of Events
Chain
Name 1 Name 2
Attribute 1
Attribute 2
Attribute 3
Used to show similarities/differences
between two things Key frame question:
What things are being compared? How are
they similar? How are they different?
Compare/ Contrast Matrix
Used to show causal information, a hierarchy or
branching procedures Key frame questions:
What is the superordinate category? What are
the subordinate categories? How are they
related? How many levels are there?
Network Tree

CONCEPT
DIAGNOSIS
□ It can be used in understanding
new concept by laying down
different information which can be
used in forming the description of
the new concept.
It has three steps, namely, (a)
listing, (b) grouping, ( c) and
labeling
LISTING
□ Ilista sa pisara ang mga uri ng
sasakyan na magagamit ng tao
para sila makarating sa iba’t- ibang
lugar sa bansa. Halimbawa:
bangka eroplano karetela kalesa
tricycle lantsa barkojet helicopter
jeepney submarino tren bisikleta
balsa bus
GROUPING
Gabayan ang mga mag-aaral sa
pagpapangkat ng mga salita na
nakasulat sa pisara. Maaring
mapangkat ang mga salita sa
ganitong paraan:
BANGKA BAPOR BARKO SUBMARINO LANTSA BALSA
KALESA TRYCYCLE JEEPNEY KARETELA BISIKLETA
BUS
EROPLANO JET HELICOPTER

LABELING
Lagyan ng label ang bawa’t pangkat
sa talahanayan (table). A. Mga
Sasakyang Pantubig B. Mga Sasakyang
Panlupa C. Mga Sasakyang
Panghimpapawid

BANGKA BAPOR BARKO SUBMARINO LANTSA BALSA

KALESA TRYCYCLE JEEPNEY KARETELA BISIKLETA
BUS
EROPLANO JET HELICOPTER

Graphic Organizers that Support

Specific Thinking Skills
Thinking Skills Questions Graphic Organizers/ Thinking
Maps
Describing Qualities What are you describing?
' What are its qualities?
Bubble Map
Classifying/Categorizing What sort of thing is this?
' What are the sub-categories?
' What other things can go into these sub-categories?
Tree Map
Charts
Compare and Contrast What are the similar and different
qualities of these things?
' What qualities of each thing correspond to one another? In what
way?
Venn Diagram Ladder Map

Graphic Organizers that Support

Specific Thinking Skills
Thinking Skills Questions Graphic Organizers/
Thinking Maps
Sequencing What happened?
·What is the sequence of events?
·What are the substages?
Timeline Flowchart
Part to Whole What is the whole object or concept?
·What are the major parts of it?
·What are the subparts of each major part (if any)?
Bracket Puzzle
Cause and Effect What are the causes and effects of this
event?
·What might happen
next? Multiple Causes/Effects
Map

Teaching ideas at a Glance

Teaching Ideas When to Use Comprehension
Strategy
Text
Anticipation/Reaction Guide
Before After
Previewing Monitoring
Narrative Expository
Agree Disagree
1. Bats use their eyes and
ears to help
them see at night.
2. The mudskipper is a fish
Teaching ideas at a Glance
Teaching Ideas When to Use Comprehension
Strategy
Text
Predict-o-Gram Before
After
Previewing Summarizing
Narrative
VOCABULARY WORDS
CHARACTERS SETTING
PROBLEM ACTION SOLUTION

Teaching ideas at a Glance

Teaching Ideas When to Use Comprehension
Strategy
Text
Semantic Map Before
After
Previewing
Narrative Knowing how Words
Expository work
Gallery Images After Visualizing
Making Connections
Expository
Definition Map Before Knowing how words
work
Narrative Expository

WORKSHOP
GRAPHIC
ORGANIZER
MAKING
EFFECTIVE
TEACHING:
KNOWING YOUR
SKILL AS A
TEACHER- LEADER
SKILL QUESTIONNAIRE
First, sum the responses on items 1,
4, 7, 10, 13, and 16. This is your
technical scores. Second, sum the
responses on items 2, 5, 8, 11, 14,
and 17. This is your human skill
score. Third, sum the responses on
items 3, 6, 9, 12, 15, and 18. This is
your conceptual skill.
□ 1. Technical Skills. Technical skill is

knowledge about and proficiency in a specific

type of work or activity. It includes

competencies in a specialized area, analytical

ability, and the ability to use appropriate tools

and techniques.
□ 2. Human Skills. Human skills refer to

knowledge and the ability to work with people. It

is “people skills.” They are the abilities that help

a leader to work effectively with subordinates,

peers, and superiors to accomplish the

organization’s goals. Human skills allow a

leader to assist group members in working

cooperatively as a group to achieve common

goals. In other words, human skills mean being

aware of one’s own perspective on issues and,

at the same time, being aware of the

perspectives of others. Leaders with human

skills adapt their own ideas to those of others.

□ 3. Conceptual Skills. Conceptual skills involve

the ability to work with ideas. They are central

to creating a vision and strategic plan for the

organization. A leader with conceptual skills is

comfortable talking about the ideas that shape

an organization and the intricacies involved. A

leader with conceptual skills works easily with

abstractions and hypothetical notions.

EFFECTIVE
TEACHING:
COOPERATIVE
LEARNING
"You can teach a student a lesson
for a day; but if
you can teach him to learn by
creating curiosity, he will continue
the learning process as long as he
lives." -
-- Clay P. Bedford

use a variety of learning activities to

improve their understanding of a subject.

Each member is responsible not only
for
learning what is taught but also for helping

teammates learn, thus creating an

atmosphere of achievement.

□ teaching strategy using small

teams with students of different
levels of ability.
□ Students work through the

assignment until all group

members successfully
understand and complete it.
Teams will:
 brainstorm
Cooperative Learning
✓
organize ideas
✓

share✓ compare
Groupwork
15
frouenalive Learning

GROUPWORK
1.Unstructured
2.Any size will do
3.No individual task
 4.No individual accountability
5.Encourage dependency
COOPERATIVE LEARNING
6.Ideal size is 4 or 5
7.Structured
8.Individual task per member
9.Provides individual
accountability
10.Encourages positive
interdependence

Why use Cooperative

Learning?
□ promote student learning and

academic achievement
Why use Cooperative
Learning?
□ increase student retention
Why use Cooperative
Learning?
□ enhance student satisfaction with

their learning experience

Why use Cooperative
Learning?
□ help students develop skills in oral
communication
□ develop students’ social skills

□ promote student self-esteem

5 Elements of
Cooperative Learning
1. Positive Interdependence (sink or

swim together)
□ Each group member's efforts are

required and indispensable for group

success
□ Each group member has a unique

contribution to make to the joint effort

because of his or her resources and/or

role and task responsibilities

5 Elements of
Cooperative Learning
 2. Face-to-Face Interaction (promote
each other's success)
□ Orally explaining how to solve

problems
□ Teaching one's knowledge to other

□ Checking for understanding

□ Discussing concepts being learned

□ Connecting present with past learning

5 Elements of
Cooperative Learning
3. Individual Group Accountability (

no hitchhiking! no social loafing)

Demonstrates reliability ➢
Communicate constructively ➢ Listen
actively➢ Function as an active
participant ➢ Cooperates and pitches in
to help➢ Exhibits flexibility➢ Shows
commitment to the team
5 Elements of Cooperative
Learning
4.Interpersonal & Small-Group Skills
□ Social skills are learned:

□ Leadership

□ Decision-making

□ Trust-building

□ Communication

□ Conflict-management skills
http://edtech.kennesaw.edu/intech/cooperativelearnin.htm

5 Elements of
Cooperative Learning
5.Group Processing
□ Group members discuss how well they
are achieving their goals and
maintaining effective working
relationships
□ Describe what member actions are

helpful and not helpful

□ Make decisions about what behaviors

to continue or change
1. Create TEAMS
Everyone achieves more
2. Promote Real World Skills
Teamwork skills
3.Create the “Will” and “Skill” to
Cooperate
4.Build Positive Student Relations
5.Enhance Classroom Climate and Have
Fun
5 Reasons To Do Cooperative
Learning:
Tips for Cooperative
Learning:
1.Use ideal size for grouping.
2.Discuss thoroughly the task for
each member.
3.Clarify the task to be done.
4.Set the time limit for the task.
5.Provide a list of steps to be taken.
6.Provide the criteria or rubric for
evaluation. How did the
team work today?

Stral ogies
□ Brainstorming
□ Blind Sequence
□ Find-the –Fib
□ Formations

□ Line-Ups

□ Match Mine

□ Pairs Compare

□ Round Robin
□ Round Table

□ Same- Different

□ Team Interview

□ Team Project

□ Three- Step Interview

□ Team Statements

Brainstorming The team becomes

a
think tank as each student- with a special
role- contributes to the team’s “storm” of
ideas.
a. Teacher Assigns Roles
 b.Teacher Announces
Prompt
c.Students Generate Ideas

Secret Messages
·A sentence is broken into
5-letter groups
·Then each group is written
backward, without punctuation
and capitalization
□rgeht ocnee nirol lpfog istna
suacscybde orolh llyhp
The green coloring of
plants is caused by
chlorophyll.
1.Dealer Deals Cards
2.Students Describe Cards
3.Team Sequence Cards
4.Team Checks Sequence
Blind Sequencing
Teams work to sequence cards in their
proper order; but there is a catch – each
student holds his or her own card, and no
one else can see what’s on them.
Find –the -Fib
The team shares some laughs as one
teammate presents statements to his or her
team and the other teammates work
together to find the fib.
□ Students write three statements
□ Students read to teammates

□ Teammates discuss statements

□ Teammates guess and celebrate