TEACHING STRATEGIES
1. BUBBLE QUOTES
This strategy allows for different perspectives of a particular topic to be presented in a non
threatening manner
How can we use it?
For a 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 join the debate or for new ideas to be
documented.
2. NUMBERED HEADS
Group accountability measure.
How can we use it?
Number each group member off eg. 1,2,3….
You can also “letter” off group members eg. A, B, C….
Ask members to stand to answer questions about group learning eg. group 2.
May make it more individual eg. B3.
If the person does not know the answer to the question, they return to group to find answer.
3. ELEVATOR SPEECH
Small group activity to encourage sharing of information.
How can we use it?
Allow preparation time and then student is to give a one minute speech on what they have learned
in lesson/unit.
4. ROUND ROBIN
Group activity to prepare for debate or discussion.
How can we use it?
Members of group take turns in speaking on issues.
Time limits can be set if needed.
5. ACTION PLANS
This process is to assists groups to implement an agreed upon course of action.
How can we 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
6. CHAIN of EVENTS
This strategy allows the steps in a chain of events to be constructed in a logical way.
How can we use it?
For a given 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 necessarily linear.
7. CONCEPT WEB
The concept web sometimes called a mind map consists of a set of linked bubbles of associated
ideas.
How Can We 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 topics or themes. These are joined by lines
(sometimes using arrows) to show the relationship.
8. FLOW CHARTS
Flow charts show a step by step flow of information.
How Can We Use It?
Flowcharts can be used to explain the steps in learning a particular topic/concept
9. ENVOY
A group activity that allows the exchange of ideas between groups.
How can we use it?
Form students into groups to discuss topic.
Select one student from each group to be envoy.
Groups discuss issue and then the envoy reports to another group and also listens to the group’s
report.
Envoy returns to original group and exchanges new ideas that have been discussed.
10. GRAFFITI
An activity that encourages groups to rotate around series of recorded ideas or issues.
How can I use it?
Can be used as a preparation or a follow up activity.
Allocate each group an issue or aspect of a topic. Ideas are to be recorded on a large sheet of paper.
After a set amount of time, each group rotates to the next sheet of paper. New ideas can be added.
Ask groups to trick any ideas they agree with, place a question mark next to those that need
clarification and a lightning bolt next to in appropriate solutions.
Rotate groups through each sheet of paper, repeating activity.
Where question marks have been recorded a whole group discussion may be necessary.
11. PLACEMAT
Group activities of sharing of ideas.
How can I use it?
Divide large piece of paper into sections – 1 section per group member.
Draw a circle in the middle of the paper.
Each group member writes ideas about issue, or topic in their section.
As each group member shares with rest of group, the person to the right of speaker summarizes and
records speaker’s main point in circle.
12. ROUND TABLE
Group activity to prepare for debate or discussion.
How can I use it?
In groups, students write down their thoughts, solution 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 and review on thoughts to present an argument using
new and different ideas.
13. DECISION TREE
Small group or individual that uses pictorial presentation.
How can we use it?
Students consider alternative ways towards a problem and question.
Represent the decision in a line form as a tree.
The trunk is the problem to be resolved and the branches form as decision points.
14. VALUES DILEMMA
Students identify and then resolve a conflict situation.
How can we use it?
Present the dilemma, giving students time to clarify.
Individual students form opinions about the dilemma then chose a course of action and give reasons
for their choice.
Each group to have a diversity of opinion. Discuss the variety of actions that could be taken and
reach consensus a rank their most to least preferred action and justify their decision.
Bring the class together to hear the groups’ decision and justification. Each student the chooses their
preferred course of action and state reason for their choice.
15. BRAINSTORMING
This is a process used for generating many ideas. Participants write ideas down.
How can we 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 encourage
No criticism is allowed (positive or negative comments to be avoided)
Writer must as said-no paraphrasing
16. INSIDE – OUTSIDE CIRCLE
This is a Cooperative Learning strategy where students are in two groups. The strategy is used to
encourage discussion between the students
How can I use it?
You put a question on the board such as “School uniform is the best to wear to school”.
Students think about how they respond to the question and then the person on the inside of the
circle tells the person on the outside of the circle their response. Once finished they say “Pass”.
Then the person on the outside circle shares their ideas , or extends the inside person’s
comments. From here, the outside circle rotates one position to the left or right; and so have a
new person to discuss the same (or different) question with.
If the people in the circle are numbered (stickers with the number on might help here), this give
the opportunity for them to share with whole group and be accountable for their discussions.
For example , the teacher might say “Number two, outside circle , what is your response?….
number 10 inside circle , what is your response?”.
If you have odd numbers of people , pair a special needs child with a more able class member,
and the two people act as one in the circle.
17. SIX THINKING HATS
Is a simple, effective parallel thinking process that helps people be more productive, focused,
and mindfully involved. It encourages you to separate thinking into six valuable function and
roles. Each thinking role is identified with a colored symbolic “ thinking hat” By mentally wearing
switching "hats” you can easily focus or redirect thoughts, the conversation or the meeting.
How can I use it?
The White Hat calls for information known or needed. “ The Facts , just the facts”
The Yellow Hat symbolizes brightness and optimism. Under this hat you explore the positives
and probe for value and benefit.
The Black Hat is judgement – the devil’s advocate or why something may not work. Spot the
difficulties and dangers; where things might go wrong. Probably the most powerful and useful of
the hats but a problem if over used.
The Red Hat signifies feelings, hunches and intuition. When using this hat you can express
emotion and feelings and share fears, likes, dislikes, loves, and hates.
The Green Hat focuses on creativity; the possibilities, alternatives, and new ideas. Its an
opportunity to express new concepts and perceptions.
The Blue Hat is use to manage the thinking process. It’s the control mechanisms that ensure the
Six Thinking Hats guidelines are observed.
4 A’s Lesson Planning
Brief Intro of 4As…
 Is an Activity-Based Teaching Method -a technique adopted by a teacher to emphasize
his or her method of teaching through activity in which the students participate
rigorously and bring about efficient learning experiences.
 It is a child-centered approach.
 It is a method in which the child is actively involved in participating mentally and
physically. (Pine G 1989)
 It is also based on David Kolb’s Experiential Learning Theory (1984) which aims to
approach the child holistically.

4As as Activity-Based Teaching Method…
 Gives reality for learning.
 Uses all available resources.
 Provides varied experiences to the students to facilitate the acquisition of knowledge,
experience, skills and values.
 Builds the student’s self-confidence and develops understanding through work in his/her
group.
 Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.
 Develops happy relationship between students and students, teachers and students.
 Enhances creative aspect of experience.
 Develops social relation which provides opportunity to mix with others.
Remember…
 An activity is said to be the language of the child. A child who lacks in verbal expression can
make up through use of ideas in the activity.
 The collaborative effort of the students and teachers is a must in order to make a
meaningful and creative learning.
 4A’s could be one of the most useful tools towards attaining meaningful and concrete
learning.
What’s the teacher’s role in 4As?
 A planner, an organizer and evaluator
 Facilitator
 Decision-maker
 Knowledge-imparter
 Disciplinarian
1st A – ACTIVITY
This will bring understanding to what the learners already know and clarity to what learners
should learn further. At this early stage, the student should already have a retrospect of what they
will be learning through the activity that will be presented.
2nd A – ANALYSIS
A more in-depth understanding of the lesson, it is another phase where the students will
process and classify what is valid and not. The teacher on this part will ask further questions and will
also lead as a facilitator rather than mere lecturing and sharing facts and ideas. The students now
gain a wider view of the lesson but at the same time draws closer to the main topic.
3rd A – ABSTRACTION
The teacher on this part will now focus entirely on the lesson being presented and ask more
lead questions to lead the students in reinforcing what they know and should know more. The
student here starts to feel more the importance of the lesson to her and see the necessity of it to
his/her life.
4th A – APPLICATION
The word itself describes the stage as bringing the student to a more practical way of using
HOW are they going to use what they have learned and thinking of new ways on how it can be
improve further.
In comparison to traditional steps in LP, 4As is…
 Presentation – Activity
 Discussion – Analysis
 Generalization – Abstraction
 Application/Evaluation– Application
How to construct 4As in LP?
Follow the usual 4or5-part lesson planning:
I-Learning Objectives
II-Subject Matter/Content
III-Instructional Procedure
IV-Evaluation/Assessment
V-Agreement/Assignment (Optional)
So where’s 4As in LP?
It falls under:
III-Instructional Procedure
1. Activity (Name of Activity)
2. Analysis
3. Abstraction
4. Application