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10 Strategies in Teaching

The document outlines 10 teaching strategies: 1) Brainstorming, 2) Group work, 3) Role playing, 4) Problem-based learning, 5) Case studies, 6) Discovery learning, 7) Socratic method, 8) Demonstration, 9) Concentric circles, and 10) Group discussion. For each strategy, it provides a brief definition and the steps to implement the strategy in the classroom to engage students and enhance learning.

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Euticquio Naquimen
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540 views

10 Strategies in Teaching

The document outlines 10 teaching strategies: 1) Brainstorming, 2) Group work, 3) Role playing, 4) Problem-based learning, 5) Case studies, 6) Discovery learning, 7) Socratic method, 8) Demonstration, 9) Concentric circles, and 10) Group discussion. For each strategy, it provides a brief definition and the steps to implement the strategy in the classroom to engage students and enhance learning.

Uploaded by

Euticquio Naquimen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Rhio Nuique March 3, 2013

Principles of Teaching II TTh 9:30 – 10:00

Ten Strategies in Teaching

1. Brain storming

Is a technique of creative thinking in which group members think


about a problem or topic and express their ideas? This strategy can be
used to get new ideas and release individual potential in thinking
about ideas.
Steps:
 Clearly define the topic to be brain stormed.
 Aim to generate as many ideas as possible in 20-30 minutes.
 Don’t change, criticize or evaluate any idea.
 Encourage each member to present as many ideas as possible.
 Keep going until all ideas have been presented.

2. Group Work or Cooperative Learning

Is a method of Instruction that get students to work together in


groups? This can be used as a fully-fledged teaching strategy that
require students to engage in learning activities within the same
group over a period while working on a substantial task with a shared
outcome.
Steps:
 Making pre-instructional decisions.
 Explaining the instructional task and cooperative structure.
 Monitoring students’ learning and intervening to provide
assistance in completing the task successfully or sing the
targeted interpersonal and group skill effectively.
 Assessing students’ learning and helping students process how
well their groups functioned.

3. Role Playing

As a teaching technique is based on the philosophy that meanings are


in people not in words or symbols. The spontaneous acting-out of the
situation or incident by selected individuals.
Steps:
Prepare class for the role play
 Present an artificial problem, situation or event that
represents some aspect of reality.
 Define the problem, situation and roles clearly.

Give clear instructions


 Determine whether the role plays will be carried out
using student volunteers in the class, in the
partnership/small groups with every student playing a
role, or in small groups with role players and
observers.
 Divide students into groups, if appropriate.
 Model the skill with a scripted role play.
Act out role plays
 Students follow the procedure outlined by the teacher
to act out role-plays
 Unless the teacher is playing a role it is helpful to
walk around the room and observed how students are
experiencing the role play and offer coaching the
students who are stuck.

4. Problem-based Learning

Is both a teaching method and an approach to the curriculum that


consist of carefully designed problems that challenge students to use
problem solving techniques, self-directed learning strategies, team
participation skills, and disciplinary knowledge.
Steps:
 Start with real-life problem
 Map it out to the students
 Prototype, prototype, prototype
 Be creative
 Think global
 Join a challenge
 Set goals
 Create learning moments

5. Case Studies

Is an instructional strategy that engages students in active


discussion about issues and problem inherent in practical application?
It involves groups of students working together to analyse a “case”
that has been written on a particular situation or problem to find a
solution. This provides the students’ opportunity to apply what they
have learned in the classroom into real life.
Steps:
 The facilitator documents a case study, altering actual
names and places if required.
 The case study is presented to the class
 It will be followed by a discussion

6. Discovery Learning

Is an inquiry-based learning method in which learners use prior


knowledge and experience to discover new information that they use to
construct learning. This method is the most successful if the student
has some prerequisite knowledge and the experience is structured.
Steps:
 The teacher presents the topic to the students.
 While the discussion is going on, then the teacher will the
students of what they know or heard about the topic.
 Student will give their opinions, ideas and etc. according to
prior knowledge which they have.
 After the discussion, the teacher will require the students to
write on a piece of paper what they’ve learned during the
discussion.

7. Socratic Method

Is a strategy that has been use in history? This is a dialogue in


which the leader asks leading questions of the group.
Steps:
 Focus on the common sense statement.
 Find an exception to the given statement.
 Reject the statement if an exception is found
 The respondent reformulates the statement to account for
the exception
 Keep repeating the process until a statement cannot be
overturned

8. Demonstration

As a teaching technique, this is a valuable alternative to getting


students to learn by doing. Teaching demonstration can introduce
students to specialized equipment and materials and show them how they
are used.
Steps:
 The teacher will show the students a physical example of a
processor technique
 Teacher will explain to the student the concept that link
the process and technique also describing the reason why.
 Have the students gathered round, prepared and listening.
 After the demonstration, students display competency of the
skills and concept they observed.

9. Concentric Circles

As a technique to stimulate interest and to provoke good discussion,


it is especially good to get more response from a group that is slow
in participating.
Steps:
 A small circle of group members forms within a large
circle.
 The inner circle discusses a topic while the role of the
outer circle is to listen.
 The discussion is then reversed.
 The facilitator and planning group develop questions to be
discussed by the concentric circle, then the larger circle.

10. Group Discussion

This strategy is an opportunity to pool and test ideas, experience


and knowledge. This can be used any time greater group participation
is desired.
Steps:
 The teacher needs to have a pre-planned outline.
 Facilitator encourages and guides participation to each
member of the groups.
 After all these, the facilitator will ask the students if
they have learned something from their group discussion.

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