CHAPTER 11

EFFECTIVE
INSTRUCTIONAL
TECHNIQUES
By: Michelle M. Castillo
Rammir Palacio
OBJECTIVES
 Identify the significance of motivation in
learning.
 Name different ways of motivating
students.
 Explain the purpose of discussion:
 Write the different kinds of question:and
 Suggest ways of handling learner’s
response.
 “ Quality is never an accident ; it is
always the result of high intention , sincere
effort , intelligent direction , and skillful
execution ; it represent the wise choice of
many alternatives.”

~Willa A. Foster
INTRODUCTION
Teachers set the mood for teaching . They provide
the learners clear understanding of what they are
expected to learn . Structuring or setting the step-by step
pace of the lesson, proper varies depending on the subject
matter , whether easy or difficult and the learners’
background. Academic structuring is important to make
both the teachers and learners know the directions they
are headed to. It serves as a road map of where they are
going.
Effective instructional techniques stem from the
desire of the teacher to deliver effectively the topics
needed to be discussed to give the learners deeper
insights about the teaching-learning process.
MOTIVATION
Motivation is one of the important forces that guide
learner’s actions and participation in class
activities.
Kinds of Motivation
Intrinsic Motivation
- originates from the students inner selves or
from the factor inherent in the task being
performed.

Extrinsic Motivation
- originates from the students learning
environment or from factor external to the students and
unrelated to the task on hand.
MOTIVATIONAL STRATEGIES
*Employ variety of teaching strategies.
-conduct short contest about the lesson and
give a prize to the winner.
-creates an “anticipatory set” can come in the
form of an anecdote , a joke , a flattering
statement , an intriguing question or a
challenging quote or riddle.

Through with this we encourage learners to

listen attentively and attend to the lesson.
MOTIVATIONAL STRATEGIES
*Know when and how to make your students smile.
-pleasing personality always win positive
interactions.

*Plan lesson that will arouse their curiousity.

-some teaching strategies that have high
motivating power could be tried:
example: by role playing, musical playing,
interpretative dance and etc.
Teachers who are enthusiatic , energetic, and
happily charged are likely to be joined by equally
energized and joyful students throughout the year.
DISCUSSION
Discussion
- Refers to the free exchange of ideas
between the teacher and the students and among
the students as well.
- It is used for clarifying ideas, explaining a point,
and generating opinions.
- It is done during the learning activity to find
out whether the objectives set for a particular task have
been met.
- also referred to as discourse, “an
externalization of thinking process.”
EFFECTIVE QUESTIONING
"Learn from yesterday, live for today, hope for
tomorrow. The important thing is to not stop
questioning."-Albert Einstein

Effective questioning is a part of good

teaching. Skillful questioning can elicit the
correct response from the learners,
stimulate their imagination, and motivate
them to engage in the lesson and the
particular learning experiences that form
part of the learning tasks.
EFFECTIVE QUESTIONING
Convergent Questions tend to have one correct or
best answer.
- Identified as low level and knowledge
question.
- Formulated to demand the selection of
relevant concepts and the solution of
problem dealing with steps and structures.
- Deal with logic and complex data, abstract
ideas, analogies and multiple relationship.
- Used when the students work on and
attempt to solve difficult exercises in Math
and Science,especially dealing with analysis
of equations and word problems.
EFFECTIVE QUESTIONING
Divergent Question often open-ended and usually have many
appropriate , different answer.
- Stating a right answer is not always most
important, rather it is how the learners arrive at their
answer . Encouraged learners to state their reasoning and
provide supporting example and evidence.
- Associated with high-level thinking processes and can
encourage creative thinking and discovery learning.
- Start with how and why question.
- Require the ability to cope with not being sure about
being right and not always getting approval from the
teacher.
- More opportunities for learners to exchange ideas
and differing opinions.
EFFECTIVE QUESTIONING
Valuing is a process in which students explore their feelings and
attitudes, analyze their experiences, and express their ideas. The
emphasis is on the personal development of the learner
through clarifying attitudes and aspirations and making
choices.

7 Components of Valuing
[Louis Raths and his colleagues(as cited by Ornstein 1990)]

1.Choosing freely – adapting an optimistic posture about the choices which

are deemed essential to values classification.
2.Choosing from alternatives – ability to select from given options as part of
the decision-making process
EFFECTIVE QUESTIONING
7 Components of Valuing
[Louis Raths and his colleagues(as cited by Ornstein 1990)]

3.Choosing after considering the consequences of each alternatives

– ensuring the fairness of decision involving conflicting
interest that accrue from the choice of alternatives.
4.Prizing and cherishing – awareness of the belief and behavior
learners value according to personal preference.
5.Affirming the choice to others – act of asserting a particular stance
on an issue through personal beliefs, attitudes and actions.
6.Acting upon choices – actual demonstration of beliefs through
personal engagement in school activities.
7.Repeating – display of a repetitive behavior that reflects values.
BLOOM’S TAXONOMY
Bloom’s Taxonomy is probably the best known
system for classifying educational objectives, as
well as classroom questions.
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy

1.Knowledge – requires the learners to recognize or recall

information.
Some words frequently found in knowledge question:

define who
recall what
recognize where
remember when
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy

2.Comprehension – require the learner to demonstrate sufficient

understanding to organize and arrange materials mentally.

Comprehension Questions ask learners to interpret and

translate material that is presented on charts, graphs, tables and
cartoons.

Words or phrases often found in comprehension questions:

describe rephrase
compare use your own words
contrast explain the main idea
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy
3.Application – a question that asks a learner to apply previously
learned information in order to reach an answer to a problem.

Application Questions require learners to apply a rule or process to a

problem and thereby determine the single right answer to that
problem.
Words/phrases often in the application question:
apply write an example
classify solve
use how many
choose which
employ what is
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy

4.Analysis Question are higher-level question that require

the learners to think critically.
3 Kinds of Cognitive Processes of In-depth Analysis
a. To identify the motives, reasons and/or causes for a specific
occurrence.
The learners are asked to discover the causes or reasons
for certain event through analysis.
b. To consider and analyze available information in order to
reach a conclusion, an inference, or a generalization based on
this information.
BLOOM’S TAXONOMY
3 Kinds of Cognitive Processes of In-depth Analysis
c. To analyze a conclusion, inference or generalization to find
evidence to support or refute it.

Analysis question are important because they foster critical

thinking in students.
- Not only help students learn what happened but also
help them search for the reasons behind what happened
Words frequently found in analysis questions:
identify motives or causes draw conclusions
determine evidence support
analyze why
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy
5. Synthesis Questions are higher order questions that ask learners to perform
original and creative thinking . These kinds of questions require learners to:
*produce original communications;
*make predictions; and
*solve problems.
Although application question also require students to solve problems,
synthesis questions differ in that they do not require a single correct answer but
instead allow a variety of creative answer.
Teacher can use synthesis questions to help the creative abilities of
students.
Words, phrases and questions often found in synthesis question:
predict construct
produce how can we improve
write what would happen if
design can you devise
develop how can we solve
BLOOM’S TAXONOMY
6 Levels of Bloom’s Taxonomy

6.Evaluation like synthesis and analysis, is a higher-order mental

process.
Evaluation Questions require learners to judge merit of an idea, a
solution to a problem, or an aesthetic word . They may also ask the
learners to offer an opinion on an issue.
Words or phrases often used in evaluation questions:
judge give your opinion
argue which is the better picture
decide do you agree
evaluate would it be better
assess
HANDLING LEARNERS’ RESPONSE
 TECHNIQUES IN HANDLING LEARNERS’
RESPONSE
1.Teachers should be appreciative of the students’ answer.
2.Teacher should check on wrong answer and not allow them
to slip by to avoid learning wrong facts and concepts.
3.Teachers should be ready to give encouraging remarks or
praises for correct answer.
4.Every point expressed by the students must be clarified
through teacher’s insistence.
5.Teachers should not allow students to answer in chorus.
6.Teachers should encourage students to speak clearly and
loudly for every member of the class to hear.
7.Students should be encouraged to observe correct grammar
and answer in complete sentences.
8.Teachers are discouraged to refrain from making the
students in his record book during recitation.
 OTHER CLASSROOM INSTRUCTIONAL
TECHNIQUES
Scaffolding is an instructional technique that builds on
prior knowledge.
- It is built on what a learner already knows from
a different context or what is probed when a student
shows some correctness in his response but needs guided
practice to arrive at a full understanding of the task.

Good Classroom Interaction requires students and

teachers communicate with each another .
Communicating effectively with students sends a
positive message to students and parents alike.
 OTHER CLASSROOM INSTRUCTIONAL
TECHNIQUES
To manage a classroom successfully, a teachers needs to
be proactive by planning his day and having established routines
so the students would know what to do and what to expect each
day . This method is more effective if expectations are discussed
at the beginning of the semester.

The purpose of classroom assessment is twofold. It helps

the students understand the subject matter and it measures the
effectiveness of the methodology . Assessments differ from tests
in that their purpose is to improve learning and teaching
techniques rather than giving grades . Techniques such as
probing prior knowledge, are quick and easy to use and provide
a steady flow of information so that teaching methods can be
adjusted as necessary.
Thank you for
listening!!!