TEACHING STRATEGIES AND

LEARNING STYLES
 Teaching
Approaches and
Strategies
 METHOD

This is a systematic plan to achieve a

learning objective. It is a procedure
that must followed “ strictly” to attain
a goal
STRATEGY – SUGGEST A TEACHER’S
UNIQUE WAY OF PRESENTING A
TOPIC TO THE LEARNERS.

TECHNIQUES
REFERS TO THE ART, STYLE OR
MANNER OF A TEACHER’S
PERFORMANCE IN FOLLOWING A
PROCEDURE.
 Gallery Walk
What is it?
This is an output displayed on the different
places of the classroom.

How to use it?

Students shuttle around to look, critic and
comment on the output of other groups.
 Purpose : To activate students prior knowledge of a topic or
topics through movement and conversation.

Description : With Carousel brainstorming, students will rotate around the

classroom in small groups, stopping at various stations for a designated amount of
time. While at each station, students will activate their prior knowledge of different
topics of different aspects of a single topic through conversation with peers. Ideas
shared will be posted at each station for all groups to read. Through movement and
conversation, prior knowledge will be activated, providing scaffolding for new
information to be learned in the proceeding lesson activity.
 Procedure :
1. Generate X number of question for your topic of study and write each question on a
separate piece of poster board or chart paper.( Note : the number of question should
reflect the number of groups you intend to use during this activity.) Post question sheets
around your classroom.
2. Divide your student in to groups of five or less. For example. In a classroom of 30
students , you would divide your class into 6 groups of Five that rotate around the room
during this activity.

3. Direct each group to stand in front of a home base question station. Given each group
a colored marker for writing their ideas at the question stations. It is advisable to use a
different color for tracking each group.

4. Inform groups that they will have X number of minutes to brainstorm and write ideas at
each question station. Usually 2-3 minutes is sufficient. When time is called, groups will
rotate to the next station in clockwise order. Numbering the stations will make this easy
for student to track. Group 1 would rotate to question station 2,Group 2 would rotate to
question station 3 and so on.
5. Using a stopwatch or other timer, begin the group rotation. Continue until each group
reaches their last question station.

6. Before leaving the final question station, have each group select the top 3 ideas from
their station to share with the entire class.
Purpose : To activate prior knowledge and focus student learning on the topic
about to be addressed.

Description : During Two Minute Talks , students will share with a partner by
brain storming everything they already know ( prior knowledge ) about a ,or
concept. In doing so, they are establishing a foundation of knowledge in
preparation for learning new information about skill, topic, or concept.
 Procedure :

1. Group student into pairs.

2. Inform students that they will each be talking about topic X for 2 minutes . They
will need to select which student will begin first. An easy way to do this is to say
something like :” Find out whose birthday comes first in the calendar year “Then
tell student that , the person gets to go second.

3. Using a stop watch or other timing device, tell student to begin talking.

4. A two minutes, instructs student to switch .At this point, the other partner
begins talking. It is okay for the second person to repeat some of the things the
first person said. However , they are encouraged to try and think of new
information to share.

5. Have a few groups share some their responses with the entire class in the
activity is done.
Purpose : To activate students prior knowledge through conversation and
movement.

Description : Walk around survey can be use as an activating or summarizing

strategy. In this activity , student are given a topic of study and asked to move around
the room for the purpose of conversing with other student. During this conversation,
student will share what they know of the topic and discover what others have learned.
Procedure :
1. Assign a topic for the work around survey.
2. Pass out a survey from to each student in the class .

3. Allow students and allotted amount of time to survey three classmates

(informers) on the given topic.

4. When the student are completing the survey form, the soliciting student should
write the name of the informer on his/her worksheet in the left- hand column. He /
She will then move on to find a second and third informing students to complete the
survey summary.

5.Have students return to their seats and complete the Survey Summary.
Hint : This activity can be used as either an activating or summarizing strategy. It
can be done in the classroom or , even better, outside on a nice day.
 Three Step Interview
Purpose: To engage students in conversation for the purpose of analyzing
and synthesizing new information.

Description: The Three step Interview is a cooperative structure that helps students
personalize their learning and listen to and appreciate the ideas and thinking of others.
active listening and paraphrasing by the interviewer develops understanding and
empathy for the thinking of the interviewee.
Procedure:
1.Students work in pairs. One is the interviewer, the other is the interviewee. The
interviewee listens actively to the comments and thoughts of the interviewer,
paraphrasing key points and significant details.
2. Student pairs reverse roles, repeating the interview process.

3. Each pair then joins another pair to form groups of four. Students
introduce their pair partner and share what the partner had to say about
the topic at hand.
Purpose : To provide a step by step process for organizing thinking
and facilitating learning of new and difficult material.

Description : This is a great strategy to use when the students are faced with
learning new difficult information. It provides students with a process for organizing
their prior knowledge and making projections. Depending on the subjects matter,
this strategy could utilize up to a full class period.
Procedure :

1. Group students into small groups of 2-3

2. “Dump”- Have students develop a list of words , items , or new information related
to the topic of study.

3. “Clump”- Using the “dump” word list, students should then group words on the list
into categories and assign labels.

4.Have students write a descriptive summary sentence for each category of words in
their list.

5. Upon completion, these should be posted around the room or shared in some
manner with the entire class.
Purpose : To activate and engage students during all stages of the learning
process .

Description : Using concept mapping, students construct a model for organizing

and integrating the information that they are learning, Concept mapping can be used
prior to an assignment as a brainstorming activity, during an assignment as an
organizing strategy, or as a post- assessment activity.
 Procedure:

1. Choose a key word of topic related to unit of study.

2. Write the word on an overheated transparency or on a sheet of chart paper.

3. Ask the students to think of as many words and ideas as they can that relate to the
focal word.

4. Write the words on a map in clusters of categories.

5. Have the students suggest labels for the categories and write them on the map.

6. If there are any key vocabulary words that are important to the comprehension of a
reading assignment and students do not mention them, add them to the map with red
marker or pen.
7. Discussion of the concept map is the most important part of the lesson . This helps
students become aware of their current thinking and helps them to see relationship
between words and ideas.

8.After the reading assignment, or as the unit progresses, new words and categories
can be added to the map. Use different colors of ink to show that this information was
not known prior to reading or unit of study.
Purpose : To compare and contrast
concepts

Description : The Venn Diagram is one of the most basic graphic

organizers currently used by teachers. Using the Venn Diagram form,
students are able to compare and contrast characteristics of two
concepts ,ideas, or words. They provide a visual display of similar and
different attributes that can be used to launch discussion, writing ,or
further research.
Procedure :
1. Draw to overlapping circles on an overhead transparency or chart paper.

2. Label each side with the name of one of the things you are comparing.

3. Fill in one side with attributes belonging to that item.

4. Fill in the order side with attributes belonging to that item.

5. Now fill in the center area where the two items share attributes.

Hint : Venn Diagrams can be used to compare more than two items by adding
additional circles. However, students will need to become comfortable with
using a basic Venn before you introduce multiple concepts in the same
diagram.
Purpose : To stimulate student learning through movement and discussion

Description : With Four Corners, students will be presented with a

controversial scenario. In each of the four corners of the classroom, an opinion
about the scenario will be posted. Students will then express their opinion about
the scenario by standing in front of one of four statements with students who share
their same opinion.
Procedure :
1. Generate a controversial scenario related to your topic of study.

2. Formulate four divergent opinions related to the scenario. Post these on chart
paper in the four corners of the classroom.

3. Present the controversial scenario to your students.

4. Ask the students to move to one of the four corners. Students should move to
the corner with the statement that most closely fits their opinion of the
controversial scenario.
5. Follow up by having students present a group summary of their opinion. This
can be done through an oral presentation or by using a strategy such as an
Opinion- Proof T-chart of a RAFT.
Purpose : To engage students in summarizing their learning

Description : Using this strategy, students will synthesize learned information ,

skills and processes by writing an Exit Slip, An Exit Slip can be a One Sentence
Summary of what students learned or can be used in a variety of other ways. Other
uses are : to answer a review question, to pose a question related to the topics
studied, to make a short list of facts learned, to set a learning goal for the next day.
Etc.
Procedure :

1. Prior to using the Exit Slip as a summary activity in your classroom, decide upon its
purpose (including whether or not it will be used as an assessment or evaluation tool.

2. During the last 5-10 minutes of class, inform students of the purpose/task associated
with their Exit Slip.

3.Tell students to take out a half- sheet of paper and complete the assigned Exit Slip

4. As students exit your classroom that day, collect their Exit Slips as pass out the
door.

Hint : Exit Slips are a great way to assess your own teaching. They will often indicate
whether or not students understood the presented material. When used to pose a
question , they can provide discussion question for the next day’s lesson.
Purpose : To engage students in reflecting, evaluating and
integrating their own learning into prior knowledge

Description : Four- Two – One uses learning partners or

small teams to foster in- depth reflection and integration of
significant information.
Procedure :

1. Ask the students to individually generate four words that capture

the most important aspects of the learning experience.

2. Share, with learning partners or in a small teams, their four

words and compile a list of the words they have in common. From
this list , determine two words that they agree capture the most
important aspects.

3. Determine the 1 word or big idea that best represent the most
important learning of the experience.

4. Share the various list generated by their group in order for the
whole class to make as many learning connections as possible.

Hint : As a variation of this activity, have the students to generate

phrases or sentences instead of words.
Purpose : To engage students in reflecting, evaluating ,and
integrating their learning.

Description : This activity emphasizes the important role that

reflection plays in the learning process. Final Countdown provides
learners with a framework for reflection, evaluation , and integration
of new knowledge into previously learned material.
Procedure :

1. Ask students to individually reflect over what they are learned

about the topic being reviewed.

2. Using the Final Countdown worksheet, have students write

the three most important things they learned about the topic.

3. On the second tier of the Final Countdown, have students writ

two questions they still have about the topic. These should be
questions that they expect to get answers to ; likewise,
questions they will get answers to.

4. Finally, on the top tier of the Final Countdown, have students

write one way in which what they have learned relates or
connects to material previously learned.
What is it?
This strategy allows for different perspective of a particular topic to be presented
in a non-threatening manner.

How can I use it?

For particular topic, identify those who have a different stake or perspective on the issue.
Allow the stakeholders to write their feelings/ideas into a bubble quote.
New bubbles can be added to allow more people to joint the debate or for new ideas to be
documented.
An example might be where members of the tri-people of Mindanao debate a point of
history.

TOPIC
 What is it?
This strategy allows the steps in chain of events to be constructed in a logical
fashion.

How can I use it?

For particular topic, provide or seek from the students a starting event or idea.
Add circles to the diagram for each succeeding stage in the chain of events until the logical
conclusion is reached.
This is normally used in circumstances where the sequence of events is necessary linear
for example the construction of a model.

TOPIC
What is it?
The concept Web sometimes called a mind map, consists of a set of linked
bubbles of associated ideas.

How can I use it?

This graphic organizer is useful for generating ideas for concepts that have topics and
subtopics, or themes and minor themes.
It capitalizes on the brain’s ability to connect and associate related ideas. As ideas are
captured on the concept web, new ideas are triggered on related topic or themes. These are
joined by lines (sometimes using arrows) to show the relationship.
What is it?
Flowcharts shows a step by step flow of information. They are
a good visual tool.

How can I use it?

Flowcharts can be used to explain the steps in learning a particular
topic/concept.

STEP1 STEP2 DECISION STEP3

STEP4
What is it?
A tool for generating ideas by looking at the objections and ways to
overcome the objections.

How can I use it?

Set the problem or Challenge and allow student to see-saw ideas, by documenting the
objections and means to overcome them.

The Problem or
Challenge

What if?
Yeah but.
What is it?
Venn diagrams are graphic organizers that illustrate the relationship
between or among two or more sets of information, comparing similarities and
differences.

How can I use it?

Help to make thinking visible.
Useful for finding similarities and differences.
Useful for assessing students’ interest through partners interviews.

Student partner interviews

Student 1like to: Student 2 like to:

• Play badminton Both student like to: • Talk
• Research • Read • Play basketball
• Read and write • Work in group • Sing in the choir
• Play the piano • Play outdoor games • Disrupt the class
What is it?
A group activity that’s allows the exchange of ideas between groups.

How can I use it?

Allows preparation time and then student is to give a one minute speech on what
they have learned in lesson/unit.
Change the audience – for example, student to prepare speech for parents,
principal etc.
 What is it?
A structure for a small group work that encourages
participation, cooperative learning and group responsibilities.

How can I use it?

Students are form into Based Groups and each student is given an aspect
of a topic to discuss or research.
Students search their aspect and prepare to report back to their home
group.
Students take turns to report on their aspect of the topic.
What is it?
An activity that allows group to reach consensus, check understanding or
as an introductory activity.

How can I use it?

Student thinks individually about an issue, question or problem and record
response.
Discuss ideas with a partner and record what they have shared. Share with whole
group or join another pair to reach consensus.
What is it?
A cooperative structure that enables student to choose and discuss a
particular dimension of a topic.

How can I use it?

Post different dimensions of a topic in designated corners of a room. These topic can
be determined by teacher and student.
Example may include – who is your favorite character?; what religion would you most
like to study?, if you were the leader of your country, which issue would be your top
priority?
Each students selects a particular dimension in response to a question ask by the
teacher and moves to the appropriate corner. Once in their corner, students pair up to
discuss the reasons for their choice.
After discussion, the teacher randomly selects pairs from each corner to report their
thinking to the class.

Corner 1 Corner 2

TOPIC

Corner 3 Corner 4
 What is it?
Group activity to encourage discussion.

How can I use it?

Members of group take turns in speaking on issues.
Time limits can be set if needed.
What is it?
Group activity to prepare for debate or discussion.

How can I use it?

In group, students write down their thoughts, solutions, and ideas.
Pass the paper around the group. As each person reads, they initial if they agree
or leave blank if they do not.
When paper returns to owner they read ideas review own thoughts to present an
argument using new and different ideas.
What is it?
This process is to assist groups to implement an agreed upon course of
action.

How can I use it?

This process involves identifying each task to be completed, assigning people to
complete that task and determining a target date.

ACTION WHO WITH WHOM BY WHEN

What is it?
Group strategy to explore values conflicts of the issues by considering as
many aspect of their responses as possible.

How can I use it?

Student consider as many responses as possible
Students take it in turn to share their responses with other in the group.
What is it?
This is a process used for generating many ideas. Participants write ideas down.

How can I use it?

Participants brainstorm ideas which are recorded.
Rules:
Quantity not quality
Be free-wheeling, anything goes
Hitch-hiking on other’s ideas is to be encouraged
No criticism is allowed (positive or negative comments to be avoided )
Writer must write as said - no paraphrasing.
What is it?
This strategy involves collecting information/ideas in an organized visual
form.

How can I use it?

STEP ONE: Participants write their responses to a question or concept onto card.
One idea per card
Limited or unlimited number of cards given to participants
Work as individuals or in group
Participants write clearly
STEP TWO: Facilitator clusters the cards according to responses. for example,
may create positive response and negative response cluster.
As a facilitator, do not over cluster cards
Be clear on the meaning of each cluster
Anonymity can be preserved by collecting all cards together before clustering.
What is it?
Conferencing involves working with an individual student or small group
of students to discuss their work.

How can I use it?

Conferencing may take place at any stage of students learning – at the
beginning to facilitate planning, during work to see how students are “doing”
and after work is completed to facilitate reflection. It provides a good
opportunity to give feedback on student’s learning and also to observe their
achievements and understanding.
What is it?
Debating is a strategy where students present their ideas/opinions in a
structured format.
Debates are usually completed in two teams, where which each team argues a particular
point of view, backed up by evidence. At the end of the debate, the team who presented the
most convincing argument is found to have “won” the debate. Debating give students the
opportunity to develop their oral language, research and organization skills.

How can I use it?

Debating can be used at the end of a topic where students have had the opportunity to
research facts and opinions. Some debating topics may include:.
Smoking should be banned in restaurants
School uniform should be abolished
Alcohol should be made an illegal drug
What is it?
Graphs are tool to display information and data. There are
a range of graphical forms, including bar graphs, pie graphs, and
scatter graphs.

How can I use it?

Once students have gathered data, they can use
graphs to present it. Microsoft Excel has a range of graphs
(charts) available that are easy to create, especially when
using the Chart Wizard. Students can use Excel to create an
appealing graph, and Excel enables students to include title
legends.
What is it?
A chart to ascertain what students KNOW about a topic,
what they WANT to know and what they have LEARNED about a
topic.

How can I use it?

To help students identify prior knowledge and
experience as a bridge to a new concept, lesson or unit of
work.

What you KNOW WANT to know Have LEARNED

What is it?
Explicitly demonstrating the cognitive processes and
skills required of a learner for a particular task.

How can I use it?

Used with open-ended tasks, the Working
Mathematically model is useful tool to guide students.
What is it?
Use of natural activities like song, dance, and drama to
take on a role for the purpose of exploring real life situation.

How can I use it?

Establish and explore roles

Emphasize fun
Explore ideas, relationships and situations
What is it?
A rubric is a device for organizing and interpreting data
gathered from observations of student performance. More
precisely, it is a scoring guide that differentiates between level of
development in a specific area of performance or behavior.

How can I use it?

A rubric is an assessment tool that can be used as a
teaching and learning strategy to explain assessment. The
rubric can be discussed prior to the students working on the
report or task. This means that students can focus on their
current level, and know what is required to move to the next
level.
What is it?
A sustained conversation occurs when teachers and
students, or students and students discuss issues in a meaningful
context. Rather than just asking for a right answer, sustained
conversations develop student’s reasoning skills, discussion
skills and questions their values and beliefs.

How can I use it?

It can be used in a whole class, small group and
individual discussions.
For example, during conferencing about an
exposition, discussion can take place about how a student
could further develop their argument. “What do you think?”
“How could you do this?” “Do you agree…. What makes you
agree?” are examples of open questions which can result in
sustained conversations.
What is it?
Tasks cards specify a task activity for students to
complete individually, in pairs or as a small group.

How can I use it?

Task cards can be used across the curriculum areas.
Making tasks “real life” tasks make them more
meaningful.
Task can be issued to practice a newly developed skill.
For example, “Your task is to write an advertisement to
persuade people to buy land in the new subdivision in
town.”
Is a strategy that is most
popularly employed in
presenting lessons in the Science
and Mathematics. The lessons
are planned and implemented
by following a procedure called

the scientific method.

C.EXPERIMENTING

Is a way of teaching where students are led to gain

knowledge and information by employing investigative
techniques and procedures. The experiment entails: a)
identification of a problem, b) formulating hypothesis, c)
testing the likely hypothesis, d) analyzing and interpreting
data, and e) formulating conclusion.
 D. DEMONSTRATION

Is classified as a direct
instructional approach in
teaching. It lends best to
lessons that require expertise
in operating expensive
equipment and materials.

 
Constructing projects is a
teaching strategy that involves
gathering and organizing
information about a concept
and presenting it in a concrete
form.
 F. INTEREST LEARNING CENTERS

This is an innovative way of

inviting students to satisfy
their curiosity, by performing
learning activities in a
designated site.
 H. DISCUSSION

Is a group- oriented
teaching methodology
characterized by a free
communication of ideas
and information between
teachers and students.
 Direct instruction is a way of
teaching which aims to help
students acquire some basic skills
and procedural knowledge. It is
described as “straightforward
done in a step- by- step fashion.”
 Using audiovisual media has
long been used as a top- rated
strategy to arouse curiosity
and sustain interest in lesson
presentations.