TEACHING STRATEGIES

IN TEACHING PE
Lesson 2
 TEACHING STRATEGY
Teaching strategies refer to methods used to help
students learn the desired course contents and be able to
develop achievable goals in the future.
Teaching strategies identify the different available
learning methods to enable them to develop the right
strategy to deal with the target group identified.
Assessment of the learning capabilities of students
provides a key pillar in development of a successful
teaching strategy.
DELIVERING INSTRUCTION

 Decide on Your Delivery Method. ...

Hook the Students into the Lesson. ...
Give Clear Directions. ...
Question, Allow Wait Time, Use Random Selection. ...
Be Aware of Your Pacing, Variety and Enthusiasm. ...
Use Formative Assessments for Evaluation and
Reflection.
 DEMONSTRATION

A demonstration
is the process of
teaching someone how
to make or do something
in a step-by-step process.
As you show how, you
“tell” what you are doing.
WHOLE GROUP INSTRUCTION

 Whole class instruction brings your

classroom together as one large group. It's
usually the time that you'll introduce a new
concept or encourage a large-scale
discussion. Your lessons in this setting are
usually designed to reach the average
student.
 SMALL GROUP INSTRUCTION

Small group instruction is an

opportunity for teachers to provide
additional teaching and practice often
needed for struggling students to
master important skills or understand
key concepts (e.g., phonemic
awareness skill of manipulating
ending sounds, or operations with
whole numbers or rational numbers).
 ONE TO ONE INSTRUCTION

One to One Instructions

ensures the students interacts
with the teacher individually,
so that each can learn and
understand concepts at their
own pace and in their own
way.
 COLLABORATIVE

Collaborative teaching, sometimes called cooperative

teaching or team teaching, involves educators working in
tandem to lead, instruct and mentor groups of students.
Cooperative-learning techniques allow students to work as
a team to accomplish a common learning goal.
cooperative-learning process is having each group member
examine how the group functioned in its task and evaluate
his or her own contribution to the group process.
 INDEPENDENT LEARNING
Independent learning is a method or learning process
where learners have ownership and control of their
learning – they learn by their own actions and direct,
regulate, and assess their own learning.
The independent learner is able to set goals, make choices,
and decisions about how to meet his learning needs, take
responsibility for constructing and carrying out his own
learning, monitor his progress toward achieving his
learning goals, and self-assess the learning outcomes.
TECHNOLOGY AS A TEACHING
TO O L

Technology merely provides the tools to be used for

authentic learning. It is a means, not an end. Technology
provides educators with the opportunity to move from
simply streamlining the way things have always been
done to really imagining things they would like to do.
 P H Y S I C A L E N V I R O N M E N T & P L AY

The physical environment for play includes the space

in which play occurs, the materials that are present in
the space, and how the space and materials are arranged.
Environmental factors that affect children's play are
discussed, specifically the effects of specific types of
play materials and equipment in indoor (classroom) and
outdoor (playground) settings.
 BRAINSTORMING

In context to teaching, brainstorming is a strategy or

tool of teaching used by the teacher in which maximum
or all the students participate by responding or
presenting views on one topic. This technique
encourages new ideas among students which would
never have happened under normal circumstances.
 CONFERENCE
Student-Teacher Conferences are a powerful
strategy that enable teachers to build a relationship
with each student, address their needs, state their
expectations and above all help students to attain their
potential and work towards academic excellence.
 COOPERATIVE LEARNING
Cooperative-learning techniques allow students to work
as a team to accomplish a common learning goal. For
example, a group of students may work together to prepare
a drama, dance, or music performance, to create an art
work, or to complete a research project.
 EXPERIMENTING
Experimenting is central to the arts, and is frequently
used in making connections between the concrete and the
abstract. Experimenting requires that students investigate,
test, explore, manipulate, solve problems, make decisions,
and organize information in hands-on ways.
Experimenting also encourages students to use cooperative
skills effectively in interpreting and communicating
findings. Experimenting enhances student motivation,
understanding, and active involvement and can be initiated
by the teacher or the student.
 FREE EXPLORATION

This is a key instructional activity that is initiated by students,

using the materials available in the classroom in ways of their
choosing. Teachers observe and listen as part of ongoing
assessment while students are exploring freely, but do not guide
the exploration as they do during focused exploration.
 GUIDED ACTIVITY

This is a key instructional activity that is initiated by

the teacher. On the basis of assessment information, the
teacher may pose a series of questions, provide prompts
to extend thinking, ask students to demonstrate a familiar
concept in a new way, encourage students to try a new
activity, and so on.
 JIGSAW

Jigsaw is a cooperative group activity in which a different

segment of a learning task is assigned to each member of a
small group (the “home” group). All home group members
then work to become an “expert” in their aspect of the task
in order to teach the other group members.
Jigsaw activities push all students to take equal
responsibility for the group’s learning goals. In the arts,
jigsaw activities can be done in creating/performing,
listening, and reading formats.
 DISCUSSION

Discussion is a cooperative strategy through which students explore

their thinking, respond to ideas, process information, and articulate their
thoughts in exchanges with peers and the teacher. Discussion can be
used to clarify understanding of concepts, ideas, and information.
Emphasis is placed on talking and listening to each other. Through
discussion, students can make connections between ideas and
experience, and reflect on a variety of meanings and interpretations of
texts and experiences.
 FOCUSED EXPLORATION
This is a method of instruction in which students use
the materials and equipment available in the classroom
in ways of their choosing. The teacher observes and
listens while students are exploring, and provides
guidance as needed, using information gathered from
assessment. For example, the teacher may pose a
question, prompt deeper thinking, or introduce new
vocabulary.
 FREE EXPLORATION

This is a key instructional activity that is initiated by

students, using the materials available in the classroom in
ways of their choosing. Teachers observe and listen as
part of ongoing assessment while students are exploring
freely, but do not guide the exploration as they do during
focused exploration.
 GUIDED ACTIVITY

This is a key instructional activity that is initiated by

the teacher. On the basis of assessment information,
the teacher may pose a series of questions, provide
prompts to extend thinking, ask students to
demonstrate a familiar concept in a new way,
encourage students to try a new activity, and so on.
 GUIDED EXPLORATION

The teacher models a concept or skill that is part of a

larger set of skills or knowledge, and guides the
students as they practice this first step. The process is
repeated until the students master the expected
knowledge and skills of the lesson. This strategy is
particularly useful for introducing new skills that are
developed sequentially.
 JIGSAW

Jigsaw is a cooperative group activity in which a

different segment of a learning task is assigned to each
member of a small group (the “home” group). All home
group members then work to become an “expert” in their
aspect of the task in order to teach the other group
members. Jigsaw activities push all students to take equal
responsibility for the group’s learning goals. In the arts,
jigsaw activities can be done in creating/performing,
listening, and reading formats.
 M E D I A A N A LY S I S
Media analysis is a critical literacy strategy in which
commercial media works are examined for the purpose of
“decoding” the work – that is, determining the purpose,
intended audience, mood, and message of the work, and
the techniques used to create it. Through media analysis,
students evaluate everyday media, maintaining a critical
distance and resisting manipulation by media producers,
and they learn about media techniques that they can then
use to create or enhance their own works.
 MODELING

Teachers can demonstration a task or strategy to

students, and may “think aloud” while doing it to make
the process clearer. By imitating the model, students
become aware of the procedures needed to perform the
task or use the strategy.
 SKETCHING TO LEARN

Through making quick sketches, students can represent

ideas and their responses to them during or immediately
following a presentation or lesson. They can also take
notes in pictorial or graphic form while reading a story for
a dance or drama project. Sketching to learn is often used
during a listening or viewing experience in order to help
students understand new or complex concepts or
techniques.
 THINK-PAIR-SHARE

During a think-pair-share activity, students individually

consider an issue or problem and then discuss their ideas
in pairs or in a small group. A few students are then
called on by the teacher to share their thoughts and ideas
with the whole class.
 VISUALIZATION
Visualization is a process of making an object, an event,
or a situation visible in one’s imagination by mentally
constructing or recalling an image. Teachers can use
visualization with students as an exercise in image creation
prior to creating an art work. Visualization allows students
to draw on their own prior experience and extend their
thinking creatively. Teachers can also make use of a variety
of visual stimuli (e.g., illustrations, photographs,
reproductions, videos, real objects, graphics) to assist
students in generating ideas for various kinds of works in
all the arts.
 VISUAL ARTS LESSONS

Art Appreciation / Art Criticism: Whole Group Learning

Art criticism activities and independent art projects are
particularly appropriate for whole group learning. There
are also ways that the whole class can collaborate on a
single studio project without total chaos breaking out.