The document discusses instructional processes and teaching strategies that teachers use in the classroom. It describes traditional teaching strategies like lectures, discussions, and questioning. It also outlines different types of questions and considerations for using various strategies effectively.
The document discusses instructional processes and teaching strategies that teachers use in the classroom. It describes traditional teaching strategies like lectures, discussions, and questioning. It also outlines different types of questions and considerations for using various strategies effectively.
The document discusses instructional processes and teaching strategies that teachers use in the classroom. It describes traditional teaching strategies like lectures, discussions, and questioning. It also outlines different types of questions and considerations for using various strategies effectively.
The document discusses instructional processes and teaching strategies that teachers use in the classroom. It describes traditional teaching strategies like lectures, discussions, and questioning. It also outlines different types of questions and considerations for using various strategies effectively.
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PANGASINAN STATE UNIVERSITY
Bayambang Campus College of Teacher Education Social Sciences Department Bayambang, Pangasinan
Group No. : 1 Members: Joshua O. Flores Rosemarie F. Macasieb Celia E. Tamondong Course and Section: BSE-Social Studies III-1
INSTRUCTIONAL PROCESSES AND TEACHING STRATEGIES
Introduction: A number of instructional decisions must be made when planning a lesson. The following must be identified by the teacher: the content and processes to be addressed, the most effective instructional approaches, the students' strengths, needs, and interests, the common essential learnings that could be incorporated, learning opportunities and activities and assessment and evaluation. These are critical decisions that must be made consciously and purposefully. There are diversities in a classroom, so teachers must understand each of their student and reminded by the truth that they learn differently. Some of learners may be work best in small groups while some learn best individually. There are also students who are visual learners while others are verbal or kinesthetic learners. So it is important for teachers to know the different teaching strategies that they may use to make their teaching effective.
Instructional processes Instructional processes are the instructional activities that provide students with the means to achieve the stated objectives of a course. Processes that develop or strengthen students' general education skills, connect course activities and ensure students' active participation in the learning process must be included. Two Practice of Instructional Process A B Select a topic from the curriculum. Select standards that the students need to know. Design instructional activities Design an assessment through which students Design and give an assessment will have an opportunity to demonstrate those things. Give grade or feedback Decide learning opportunities that will allow Move on to new topic students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn.
Use data from assessment to give feedback,
reteach or move to next level.
Teaching Strategies Teaching strategies are methods and techniques that a teacher will employ to assist their pupils or students in the learning process; a teacher will select the teaching strategy that is best suited to the topic being studied and the learner's level of expertise. Teaching strategies, also referred to as instructional strategies, are methods used by teachers to deliver course material in ways that keep students engaged and practicing various skill sets. Depending on the unit topic, grade level, class size, and classroom resources, an instructor may employ a variety of teaching strategies. Many different instructional strategies are used to achieve teaching and learning objectives and to support various types of students.
TYPES OF TEACHING STRATEGIES
I. Traditional Teaching Strategy The traditional method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision-making skills. traditional teaching is a teacher-centered approach. A. Lecture A lecture (from the Greek word “lecture”, meaning reading) is an oral presentation given by a teacher to present information or teach people about a specific subject. Lectures are used to convey important information such as history, background, theories, and equations. Lectures, according to Bligh in What's the Use of Lectures?, “represent a conception of education in which teachers who know give knowledge to students who do not and are thus assumed to have nothing worth contributing." Based on his review of numerous studies, he concludes that lecturing is as effective in transmitting information as any other teaching method, but not more so. Nonetheless, lecturing is not the most effective way to promote student thought, change attitudes, or teach behavioral skills.
Advantages of Lecturing 1. It is quiet economical method because it is possible to handle larger number of students at a time. 2. The method is an excellent way of explaining definitions, labels, and terms that are essential to an understanding of discipline. 3. It is effective for imparting knowledge. 4. Allows teachers maximum control of learning.
Disadvantages of Lecturing 1. Lectures emphasize learning by listening, which is disadvantageous for students who have other learning styles. 2. Lectures requires effective speakers. 3. Lectures tend to encourage “surface” learning only, unsuitable for “deep” learning. 4. Less effective for teaching practical skills. 5. Student’s attention wanes quickly. 6. It is not suited for teaching higher order thinking skills such as application, analysis, synthesis
B. Discussion Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation.
Types of Discusion 1. Formal Discussions - announces topic. Reading and watching movie which is done in advanced. - The students must comprehend the assigned reading and show up for class on time, ready to learn. 2. Informal Discussion - With no set rules or format, an Informal Discussion is intended to be a free-flowing sharing of information.
Why teachers should use discussion in the teaching-learning process?
1. It is a student-centered method of teaching. 2. Students will develop their oral language skills and abilities. 3. Class discussions are a form of critical thinking centered activity. 4. Teachers can quickly provide meaningful feedback to students.
When asking questions during discussion, it should be:
1. Challenging and answerable. 2. It can be open or closed ended questions. 3. Teacher can ask elaborating questions. 4. Promoting higher order thinking skills.
Teacher Tips 1. Give time for students to answer your question. 2. Intervene when the discussion takes to be off-topic. 3. Always summarize what was discussed. 4. Clarify certain things. 5. Incorporate students’ ideas.
C. Questioning Questioning strategies are useful to instructors for effectively planning activities, for designing homework assignments, and for writing exams. It is important because it can stimulate learning, develop the potential of students to think, drive to clear ideas, stir imagination, and incentive to act. Questioning is one of the ways teachers help students develop their knowledge more effectively. Levels of Questioning According to WINK classification: 1. Convergent Questions -generally require students to give the “correct” answer to standard questions that do not require significant creativity. 2. Divergent Questions -are questions with no specific answer, but rather exercises ones ability to think broadly about a certain topic.
According to Barden: 1. Lower Order Questions-usually demand factual answers that are relatively easy to give. 2. Higher Order Questions-require more sophisticated thinking from students; they are more complex and more difficult to answer.
Types of Questioning 1. Factual Questions – questions which require the student to recall specific information s(he) has previously learned. 2. Probing Questions –series of questions which require students to go beyond the first response. 3. MCQs – Multiple Choice Questions, are a type of question also known as item, that provide a means of assessing learning in an examination or test. 4. Open-Ended Questions - questions that don’t have a single right answer and meant to encourage students to start a discussion or think creatively. 5. Discussions-Stimulating Questions - uses various questions to promote topic. 6. Questions that guides problem solving – guides learners through problem solving 7. Rhetorical Questions – used to emphasize a point where the answer to the question is obvious due to the wording of the question.
Advantages of Questioning 1. Teaches respect for other people’s opinion. 2. Helps students clarify their understanding 3. Motivate students and develop an interest of topic 4. Allows teachers to check student’s understanding
Disadvantages of Questioning 5. It is difficult to prepare good questions, and arrange them logically. 1. The whole content-matter cannot be taught by this strategy. D. Visual Aids Visual Aids are items of a visual manner used in addition to spoken information and this help to enhance teaching and can add up to the interest of the students and it may provide the chance to them to learn visually more effective and easy.
Types of Visual Aids
1. Handouts - are documents passed out to give information and commonly given by teacher to students during classes. 2. Chalkboards/Whiteboards- are great for providing further explanations. 3. Overhead Transparencies- saves time, help organize and illustrates content but costly. 4. Slides- used to show pictures, projects, diagrams, charts, and word concepts. 5. Video Tapes- in house filming, video clips. It is used during role playing, communication and counseling skills.
Advantages of using Visual Aids
1. It is easier to hold the attention of the audience. 2. Involvement and engagement of the participants increases. 3. It is easier for the audience to understand and remember the information you provide. 4. Minimizes the chances of any kind of mistakes.
Disadvantages of using Visual Aids
5. Need a lot of presentation material and preparation. 1. May also distract the audience. 2. Keep away from overly elaborated visual aids.
II. Activity Based Teaching Strategy
Another teaching strategy is the Activity Based Teaching Strategy which have three types; Cooperative Learning, Collaborative Learning, and Simulation.
1. Cooperative Learning According to Lindauer and Petrie, Cooperative Learning is based on premise that learners work together and are responsible for not only their own learning but also for the learning of the group members. Cooperative Learning helps to raise achievement of students, it builds positive relationships among students because it is important for creating a learning community that values diversity, and it provides experiences that develop both good learning skills and social skills.
Types of Cooperative Learning Groups
1. Formal Cooperative Learning Groups -is when students work together for one or several class sessions to achieve shared learning goals and jointly complete specific tasks and assignments. 2. Informal Cooperative Learning Group- is one in which students work together in temporary, ad hoc groups that last for only one discussion or class period to achieve joint learning goals. 3. Based Cooperative Learning Groups -long term, heterogeneous groups with stable membership whose primary purpose is to give each other the support, help, encouragement, and assistance each needs to progress academically.
2, Collaborative Learning Collaborative Learning according to Bruffee, is the synonym of cooperative learning but it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions and encouraging electronic exchanges.
Advantages of Collaborative Learning
1. Development of higher-level thinking, oral communication, self-management, and leadership skills. 2. Promotion of student-faculty interaction. 3. Increase in student retention, self-esteem, and responsibility. 4. Exposure to and an increase in understanding of diverse perspectives. 5. Preparation for real life social and employment situations.
Disadvantages of Collaborative Learning
1. People learn at different speeds. 2. Someone may be in charge of he group. 3. Some groups may struggle if they don’t have group work skills. 4. Social loafing/ introverts may stuggle.
The difference between cooperative learning and collaborative learning is that, in
cooperative learning, participants are responsible for a specific section of their own learning and success, and also that of the group as a whole, while in collaborative learning, individual participants must also take responsibility for their team learning and succeeding, but their roles, resources, and organisation is left up to them.
3.Simulations Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. Simulations promote the use of critical and evaluative thinking. Because they are ambiguous or open-ended, they encourage students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners.
Types of Simulations 1. Simulation Exercises-engages students a lot and helps them understand concepts through their own experience. 2. Simulation Games-focuses on content/processing learning a) Content Learning - focuses on teaching/reinforcing factual information b) Process Learning - emphasizes problem solving and application of information. 3. Role Playing -is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. 4. Case Studies -is an instructional method that refers to assigned scenarios based on situations in which students observe, analyze, record, implement, conclude, summarize, or recommend.
Purpose and Uses of Simulation Activities
1. Enhances skills 2. Enhances interaction abilities 3. Helps student learn psychomotor skills in a safe and controlled setting 4. Achieves learning objectives-communication skills 5. Ensure attitudinal change 6. Helps discover factors affecting people and situations 7. Helps in mastery skills 8. Helps evaluate learning
III. Computer Teaching Strategies
A. Computer Assisted Instruction (CAI) it uses computer to provide learning objectives,
learning resources, and assessment of learner performance. It aids the instructor in instructional management without actually doing the teaching. They generate presentations and engaging activities that brings the interests of the learners.
Typical CAI provides:
1. text or multimedia content.
2. multiple choice questions and problems. 3. immediate feedback 4. notes on incorrect responses. 5. summarizes students’ performance, and 6. exercise for practice worksheets and tests.
Types of Computer Assisted Instructions
1. Drill and Practice- It provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery. 2. Tutorial-It includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation. 3. Games- Often creates a contest to achieve the highest score and either beat others or beat the computer. 4. Simulation- It can provide an approximation of reality that does not require the expense of real life or its risk. 5. Discovery- Provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate their explorations of the data. 6. Problem-solving- These approach is to developed specific problem solving skills and strategies.
B. Project-based learning is a well known and old educational method that involved designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Having it merge in the new and emerging technology is a dynamic move and a game-changer for both the learners, the curriculum, and the educator alike. When combined, Project-based multimedia learning means an educational method which makes use of multimedia to design, plan and produce an interactive way of learning in which students could learn more efficiently.
IV. The Research Based Strategies
Research-based strategies are implemented during instruction — or the way material is delivered to students. The materials used and how the lesson is planned, designed and constructed constitutes the curriculum. Determining what is sound and research-based, however, can be a complex process. Considering the easy access to online information that may or may not be credible, teachers must bear responsibility to seek out information and practices that are truly research-based.
A. Problem-based learning (PBL) is a teaching style that pushes students to become the drivers of their learning education. Problem-based learning uses complex, real-world issues as the classroom's subject matter, encouraging students to develop problem-solving skills and learn concepts instead of just absorbing facts. It uses an inquiry model or a problem solving model. In that sense, students are given a problem, pose questions about the problem, plan on what and how to gather the necessary information, and come up with their conclusions.The driving force is the problem given and the success is the solution of the same; and discovery of several solutions.
B. Project based learning- as the name implies involves a project which involves a complex task and some form of student presentation and/or creating a product. It focuses on a production model. The driving force is the end product but the key to success is the skills acquired during the process of product production.
Problem based learning starts with a real world problem or case study and end with proposed solution. Project based learning begins with a project that is meant to address a problem. It can be said that where the problem based learning ends, project based learning starts. Therefore, the steps in problem based learning are the first step of the project based learning.
Conclusion: There are many different teaching strategies that go into becoming effective teacher and those strategies will help teachers to take time to know their students' interests, strengths, and weaknesses so that they will be able to choose the best strategy they may use to make and design lessons that are more fun, more meaningful, and more effective. And as future educators, let us keep in mind that we must consider our students in choosing teaching strategy to make our teaching effective.Overall, using teaching strategy is a complex thing to manage and plan because it is one of the vital part of teaching.
As future 21st century teachers, we should adapt to changes in typical classroom setting. With the paradigm shift from 20th century to 21st century education -- transformations and transitions are taking place. Teachers must be equipped with attributes, knowledge and skills critical to 21st century educatiom so that they may be able to integrate them in their teaching. Teachers must be multiliterate, multispecialist, multiskilled, self-directed, lifelong learners, flexible, creative, problem solver, critical tinker, emotionally intillegent, and passionate for excellent teacing. These skills may play an important role in deciding what teaching strategies you will be using to deliver the content or the subject matter. References:
