Teaching Strategies

1.6 Classroom instruction is enriched through the use of the following strategies:

o Symposia, seminars, workshops, professional lectures

o Educational tours/learning visits/other co-curricular activities
o Peer teaching
- It involves one or more students teaching other students in a particular subject area and
builds on the belief that “to teach is to learn twice.
 Examples: These ranged from the traditional proctor model, in which senior
students tutor junior students, to the more innovative learning cells, in which
students in the same year form partnerships to assist each other with both course
content and personal concerns.
Other models involved discussion seminars, private study groups, parrainage (a
buddy system) or counseling, peer-assessment schemes, collaborative project or
laboratory work, projects in different sized (cascading) groups, workplace
mentoring and community activities.
*NOTE: Peer tutoring works best when students of different ability levels work together.

o Cooperative Learning
- Sometimes called small-group learning, is an instructional strategy in which small groups
of students work together on a common task.
Example: The task can be as simple as solving a multi-step math problem together, or as
complex as developing a design for a particular project.
What should the instructors do?
1. Instructors introduce a planned cooperated learning activity.
2. Instructors assign roles to encourage participation.
3. Instructors monitor student groups to ensure all students are involved in learning.
4. Instructors evaluate the effectiveness of groups at the conclusion of the activity.
Cooperative Learning Strategies:
 Jigsaw- Groups divide-up tasks. Members leave their "home" groups, joining
"expert" groups to learn a task before returning to their "home" groups to teach it.
 Think-Pair and Share-For this technique, students are paired together to discuss
class problems or questions before reporting their solutions or answers to the entire
class.
 Reciprocal Teaching-In this strategy, small groups of students work through material
by coaching each other. Each students takes turns as the teacher or coach, and
works through the material. This strategy is best once material has already been
introduced.
o Computer-assisted instruction (CAI) and Computer-Assisted Learning (CAL)
- Interactive instructional strategies that use computers to convey and teach instructional
material to students, as well as monitor their learning. Software effectively guides students
through a series of interrelated activities and instruction, addressing a variety of learning
styles.
 1.7 At least three(3) of the following course requirements are used:
o Group/individidual projects;
o Group/individual reports;
o Group/individual term papers
o Performance activities
o Learning Contract- A series of negotiated learning goals/objectives. These are set
between the student and the tutor/expert. Prompt students to reflect on how they learn,
and they establish clear goals and project timelines. For instructors, learning contracts
serve as an outline for independent study units and as a tool to aid evaluation.
o E-portfolio /Online Portfolio/Digital Portfolio
 It is typically a website that a student can create, or a PowerPoint (converted into
a pdf) that provides examples of their works and projects. The best portfolio
effortlessly highlights the student’s skills, achievements and intellect.
 Equally beneficial are the data that faculty, departments, and institutions derive
when they assess the work in portfolios, reflect upon it in curricular contexts, and use
the data and reflections to plan for improvement.
 The portfolio is not the easiest type of assessment to implement, but it can be a very
effective tool. Portfolios show the cumulative efforts and learning of a particular
student over time. They offer valuable data about student improvement and skill
mastery.

What must be included in the portfolio? Examples are sketches, engineering projects, graphics,
diagrams, designs, details about the student’s internship and etc.

*See sample student portfolio rubric: http://drscavanaugh.org/workshops/assessment/sample.htm

https://www.hsc.wvu.edu/faculty-development/assessment-materials/rubrics-and-portfolios/
o Research study
o Learning module is an organized collection of content presented together. A learning
module can support a course goal, a course objective, a subject, a concept, or a theme.

1.8 Instruction is enriched through the use of, at least, 10 of the following techniques/strategies

o Film showing
o Projects
o Group dynamics-It is a set of behavioural and psychological processes that occur within
a social group or between groups. It can be used as a means for problem-solving, team
work, and to become more innovative and productive.
o Case study- It is a participatory, discussion-based way of learning where students gain skills
in critical thinking, communication, and group dynamics. It is a type of problem-based
learning. Often seen in the professional schools of medicine, law, and business, the case
method is now used successfully in disciplines such as engineering, chemistry, education,
and journalism.and law.
o Workshops
o Simulations
o Dimensional Question Approach-An instructor should ask questions that will require
students to use the thinking skills that he or she is trying to develop. Bloom's Taxonomy is a
 hierarchical system for ordering thinking skills from lower to higher, where each level
requires a student's mastery of the skills below it.
 Lower-level questions are typically at the remember, understand, and apply levels
of the taxonomy and are most appropriate for:
1. evaluating students' preparation and comprehension
2. diagnosing students' strengths and weaknesses
3. reviewing and/or summarizing content
 Higher-level questions involve the ability to analyze, evaluate, or create, and are
most appropriate for:
1. encouraging students to think more deeply and critically
2. problem solving
3. encouraging discussions
4. stimulating students to seek information on their own
o Brainstorming
o Buzz Sessions -is a method in which small groups of 2-3 participants discuss a specific
question or issue in order to come up with many ideas in a short time.
o Informal Creative groups
o Interactive Learning
o Team Teaching -involves a group of instructors working purposefully, regularly, and
cooperatively to help a group of students of any age learn. Teachers together set goals
for a course, design a syllabus, prepare individual lesson plans, teach students, and
evaluate the results
o Macro Teaching - It occurs when a teacher provides instruction to the entire class at one
time for an extended period of time, usually longer than 10 minutes. Macro teaching is
often done in lecture format, and may be used to introduce a new concept, such as
adding, or to practice a new skill, such as sounding out new words.
o Micro Teaching - occurs when a teacher works with a small group of students for a short
period of time. This usually happens with a group of 5 to 10 students for a period of 5 to 10
minutes.
o Tandem Teaching/Collaborative Teaching/Cooperative Teaching- It involves educators
working in tandem to lead, instruct and mentor groups of students.
o Peer Teaching (see page 1)
o Multi-media/courseware/teachware
o Experiments
o Problem-solving
o Type study method
o Reporting
o Panel discussion