ALTERNATIVE TEACHING STRATEGIES Principles of Teaching I TEACHING STRATEGIES • These are the means (techniques, processes, and procedures) used in presenting content to students in an instructional setting. BRAINSTORMING • It is used when there is an issue that has to be clarified or a problem that calls for a solution. • It is a learning activity in which all members of a class are given the opportunity to talk and share ideas. SYNTAX • Presenting problem/situation • Sharing ideas; suggesting possible solutions • Accepting all ideas • Recording ideas • Reviewing, discussing ideas • Organizing ideas • Closing ideas DISCUSSION • Students exchange and share ideas about the lesson or about the assigned task. a. Whole-Class Discussion - Clarify aims and establish set. - Focus the discussion. - Hold the discussion. - End the discussion. - Debrief the discussion. DISCUSSION • - Small-class discussion Choose a topic, issue, or problem Group the class into small groups. Choose a moderator and a rapporteur. Give each group a topic or issue to study. Start the discussion. Report to the class the activities of each group. DISCUSSION • Panel Discussion - Choose a topic or issue. - Choose five to eight students to serve as panel members. - Choose a moderator form the members of the panel. - Prepare the members of the panel in the discussion of the topic. - After the presentation, tell the class to ask questions from the panel members. DEMONSTRATION • Demonstration - Go slowly to enable the students to follow. - When procedures are complex, break down the demonstration into small components; conduct the demonstration in its entirety. - Repeat steps of the demonstration until students understand. DEMONSTRATION - Set up the demonstration from the student’s perspective. - Do a follow-up to check understanding. DEBATE • Familiar Debate – used in which two sides of an issue are presented and argued by two or more individuals within a given time period. - Choose an issue. - Organize the issue. - Prepare the issue for debate - Guiding, Reviewing, and Analyzing - Closure DEBATE • Class Debate - Three students are assigned to take a pro position. - Three students are assigned to take a con position. - One student is assigned to be a skeptical critic. DEBATE • The pro position is the defenders’ attempt to marshal evidence in support of the proposition being debated. • Those assigned to take a con position seek to find evidence and develop a line of logic that opposes the proposition being debated. • The skeptical critic seeks to find information that will be useful in attaching both arguments of the pro and the con sides. DEBATE • Syntax - Each member speaks for two minutes. - Each member of the pro team cross examine any member of the con team. - Each member can make final statement for a minute. - The skeptical critic asks difficult probing questions for both team. - Class votes to determine winner. - Teacher debriefs winner. - Teacher debriefs entire class. MOCK TRIAL • Students need to know the roles of judges, attorneys, and witnesses as well as classroom procedures and rules of conduct. Phases: 1. Briefing 2. Conducting the trial 3. Debriefing MOCK TRIAL • - - Syntax Plaintiff files complaints. Defendant files answers Pretrial is conducted where the parties try to reach a compromise. If no compromise is reached, the plaintiff presents evidence. Defendant cross examines plaintiff witness. Defendant presents his own witnesses and plaintiff cross examines. Judge renders judgment/decision. ROLE PLAYING • It is used when resolving problems or dilemmas and in creating empathy and understanding for another person’s views or behavior. • The essence of role playing is the involvement of participants and observers in real problem situation and the desire for resolution and understanding that this involvement brings. ROLE PLAYING • - Syntax Warm up the group. Select Participants Set the stage Prepare the observers Enact Discuss and evaluate Reenact Discuss and evaluate Share experiences and generalize SIMULATION • It provides students with activities that are designed to provide lifelike problem-solving experiences. • Syntax - Orientation - Participant Training - Simulation Operations - Participant Debriefing LECTURE • It is a well-prepared oral presentation of a lesson by the teacher. • It is a teacher-directed strategy designed to help learners understand relationships in organized bodies of knowledge. LECTURE • - Syntax Present the main points to be covered, Select an organizer Use examples to illustrate each point. Use repetition to reinforce the main points. - Summarize the points and refer back to the organizer.
