Teaching

Strategies that
Work
Dr. Merlea A. Cabalquinto
 Teaching is a complex process that requires:

•Content knowledge
•Masterful skills
•The ability to articulate
•Drive or enthusiasm to impart knowledge or
guide learning
•The ability to understand students
•The willingness to adopt to any situation
•And an openness to ideas

Wisdom of Practice
Daniel Webster:
"If we work upon marble, it will perish;
if we work upon brass, time will efface it;
if we rear temples, they will crumble into
dust;
but if we work upon immortal minds and instill
into them just principles, we are then engraving
on those tablets something which no time will
efface, but will brighten and brighten to all
eternity."
Gretzkow at the University of Michigan conducted an
interesting experiment whereby 1st year students in General
Psychology were divided into two groups:

Variables First Group Second Group

Strategies Formal lecture Discussion and
Regular test Discovery
Tutorials

Test Performance Performance better Scored lower in the

in the final test Final Test
Measure of Interest Scored lower on a Scored higher on a
in the Subject measure of interest measure of interest
(3 years later) Number
of students who opted 0 14
to study the subject
further
Conclusion:
On short-term criteria, the lecture method was superior but
taking a longer perspective, the discovery approach and the
discussion method appeared to motivate students more
powerfully.

Implication:
Involvement and active participation contribute effectively to
life-long learning.
 Over 2400 years ago, Confucius declared:
 What I hear, I forget .
 What I see, I remember.
 What I do, I understand.
 A Contrast of Two Teaching Styles
Traditional Facilitating
Teacher is autocratic democratic
curriculum-centered student-centered
direct indirect
dominative interactive
formal informal
informative inquiring
prescriptive reflective

Instructional modes abstract learning concrete learning

teacher-centered discussion socialized discussions

lectures peer & cross-age coaching

competitive learning cooperative learning
PEDAGOGICAL OPPOSITES
 Delivery mode of
 Access Mode
instruction
 Teacher as Expert  Teacher as facilitator

 Direct Instruction  Direct Experience

 Teacher as Explainer  Teacher as Enabler

 TEACHER-CENTERED  STUDENT- CENTERED

INSTRUCTION INSTRUCTION
SOME OBSERVATIONS

 A student does not learn to write by learning to

recognize grammar items in sentences.
 Neither does a person learn to play volleyball by
listening to a lecture on volleyball.
 Memorizing is not the same as understanding
 So how should you manage the teaching-learning
situation.
THE INSTRUCTIONAL FLOW
A. Activation
B. Building-up
C. Culmination
ACTIVATION
 To spark interest on the lesson
 Ignite a passion for learning
 Motivation is the key to learning

“If a student does not want to learn,

he will Not ---- even with good teaching”
-David Willey
Activation Strategies
 A quotation on the board
Example:
“The problem in this business isn’t to
keep people from stealing your ideas;
it's making them steal your ideas!” 
― Howard Aiken
Activation Strategies
 Startling statistic

Waste Statistics.
106,000 alliminum cans are used in the U.S every
30 seconds.
  1.14 million paper bags are used in U.S
supermarkets every hour.
  60,000 plastic bags are used in the U.S every 5
seconds.
Activation Strategies
 Startling statistic

Waste Statistics.
106,000 alliminum cans are used in the U.S every
30 seconds.
  1.14 million paper bags are used in U.S
supermarkets every hour.
  60,000 plastic bags are used in the U.S every 5
seconds.
Activation Strategies
 A Related Cartoon
 Activation Strategies
 Anecdote

Two Kinds of People

There are only two kinds of people on earth today
Two kinds of people, no more I say.
Not the rich and the poor, for to know a man's wealth
You must first know the state of his conscience and health,
Not the happy and sad, for in life's passing years,
Each has his laughter and each has his tears.
No, the two kinds of people on earth I mean
Are the people who lift and the people who lean.
In which class are you? Are you lifting the load
Of some overtaxed lifter who's going down the road
Or are you a leaner who lets others share
Your portion of toil and labor and care?
-Ella Wheeler Wikcox
Activation Strategies

 Jokes that have educational points.

Activation Strategies

 Analogy

Just as a caterpillar grows out of its cocoon, so

we must grow out of our comfort zone.

Just as the earth revolves around the sun, an

electron revolves around the nucleus.
Activation Strategies
 Music or Poem

The Measure of Man

Not “How did he die?” but “How did he live?”

Not “What did he gain?” but “What did he give?”
These are the units to measure the worth of a man as
a man regardless of birth.
Not “What was his situation?” but
“Had he a heart?” and
“How did he play his God-given part?”
“Was he ever ready with a word of good cheer to
bring back a smile, to banish a tear?”
Not “What was his church?” nor
“What was his creed?” But
“Had he really befriended those in need?”
Not “What did the sketch on the newspaper say?”
But
“How many were sorry when he passed away?”
Notion: True Character
Grammar Focus: Interrogatives
Communicative Events:
1. Tell the class about the person you know who has
good character. Justify why she/he is admired by
you.
2. If the following were here, what questions will
you ask them?
Mother Teresa
Jose Rizal
The Pope
Activation Strategies

 A discrepant event
 Activating prior knowledge
DEVELOPMENT
 Classical Methods
 The Inductive Procedure
 Deductive Teaching
 Inquiry Teaching
 Laboratory Method
 Demonstration Method
 Classical Methods
 The Inductive Procedure
1. Preparation
2. Presentation
3. Comparison and Abstraction

4. Generalization
5. Application
 Deductive Teaching
 is developing a lesson which starts with a generalization and
subsequently all examples and specific situations are supportive of
this generalization.

1. Motivation – any technique that provides interest so that students focus

their attention on the idea of the lesson.
2. Generalization – is the presentation of the main idea or principle of the
lesson such as definition or law or general statement.
3. Exemplification
 Learners give examples to illustrate the generalization
 They infer giving their own ideas

4. Verification – is the time for the students to consult

authorities and verify whether their inferences or
exemplifications are true.
5. Acceptance/Rejection of Inferences
6. Synthesis
 Inquiry Teaching
 It is a strategy where students are confronted with
questions or doubts that need to be solved.

1. Introduction and Statement of the Problem

The Teacher sets the stage for students to feel the

problem so they can raise questions about it.
2. Statement of Hypothesis
Students give tentative answers to the problem.

3. Data Gathering
Finding ways to solve the problem using resource materials or
experts, etc.

4. Presentation of Solutions
5. Generalizations/Synthesis
 Laboratory Method

1. Statement of the Problem

2. Presentation
3. Work Period

4. Discussion of Results
5. Conclusion
6. Application
 Demonstration Method

1. Introduction
2. Presentation
3. Demonstration Proper
4. Discussion

5. Return Demo
6. Evaluation
 SOME UPDATED
STRATEGIES
THE CONCEPT ATTAINMENT
MODEL
 Introduction
 Giving of examples and non-examples
 Giving of more examples and non-examples
 Discriminating whether examples or not
 Giving their own examples
 Definition/Conceptualization
CONCEPT DEVELOPMENT MODEL
1. Data Generation
 This first phase requires students to examine a data set where
students categorize the data into concepts groupings
2. Data Grouping
 Students select a “first” item randomly and then conduct the
grouping process based on the first selection
3. Labeling
 Once students have created their groupings they then determine
the best concept label. Teachers should not hesitate to challenge
student thinking by asking plenty of “why” questions.
CONCEPT DEVELOPMENT MODEL

4. Expanding the Category

 Teacher guides the class to determine what
additional items could logically be placed in each
grouping
5. Closure
 The teacher may ask the class to create a
generalization relative to each category or create
webs
SYNECTICS
 Develops metaphoric thinking such as similes and
metaphors. It causes students to look at reality in
different ways.
1. Identification of Topic Area
 Motivate the class so as to establish focus on
the topic
2. Direct Analogy
 Is a metaphoric comparison between two ideas.
 Students think of all the characteristics of the
conceptual object.
SYNECTICS
3. Personal Analogy
 The teacher asks students to become the conceptual
object and the analog.
4. Analog Contrast
 The students now contrasted the analog and the
conceptual object.
5. New Analogy
 Students create their own direct analogy.
6. Topic Focus
 Teacher returns to the original theme or topic learn
more about the topic and make reflection about it.
SIX THINKING HATS (DE BONO 1985)
 This is an activity that taps the thinking skills. The hats
are metaphors of the thinking activities. Each colored hat
is associated with a thinking type.

White Hat thinkers look for hard facts, figures, and data.
They maintain a cool and neutral outlook on the topic
or material.

Yellow Hat thinkers look for the positive aspects.

They reflect optimism and find constructive ideas and
possible benefits related to the topic.
 Black Hat thinkers focus on the negative aspects.
They look for flaws, faults, and reasons why
something won’t do.
Red Hat thinkers deal with the hunches,
intuitions, emotions, and feelings about the
topic.
Green Hat thinkers use topic or materials as
springboard for creative adaptations, options, and
alternatives.
Blue Hat thinkers draw conclusions from the
material. They may provide summaries of the
major ideas.
OTHER HELPFUL
TECHNIQUES

READING POST READING

STRATEGIES STRATEGIES
 Jigsaw Reading  Dense Questioning
Point of View  Sociograms
Read and Draw  Frame Reference
One more Time with  Questions Only
FEELINGS  Questions-Answer
Relationship
 RAFT ( Role, Audience, Format,
Topic)
 READING
STRATEGIES
(cooperative learning
activities)
 1.1. Dividing
Dividing
reading
reading passage
passage

2.2.Grouping
Groupingstudents
studentsaccording
according
to
tothe
thenumber
numberofofthe
the paragraphs
paragraphs

3.3.Students
Studentsput
putthe
theparagraph
paragraph
together
together in properorder
in proper order

4.4.
Groups
Groupsshare
sharewith
withthe
the class
classthe
the
ordering
ordering they
theyhave
haveagreed
agreedupon
upon
POINT OF VIEW
STRATEGY

ROLE PLAY:
TALK
ACTUAL
SHOW FORMAT
PRESENTATION
TIME

STUDENTS TAKE
ON THE ROLE
OF GUESTS
AND HOST

STUDENTS EXPRESS
THEIR POINTOF VIEW
AS THOUGH THEY
WERE REAL
CHARACTERS
OTHER “MAKING STORIES THEIR
OWN” STRATEGIES
Drawing a map where major
scenes took place

Creating a definite scene that

best represents the story

Creating a solid
symbol of the
story using a
clay.
 READ AND DRAW

1. Dividing the passage into

easy-to-read parts

2.Grouping according to
the parts of the reading

3. Groups draw their own part

4. Posting and explaining drawing

 Brainstorming
list of emotions
Writing them
on the board
Students select
paragraph

Students choose
one of the feelings
Small groups try to
guess the feeling.

Read the selection

with the feeling selected
 POST
READING
STRATEGIES

“Scaffolding Students’ Interaction with the Text”

This module aims to:

•Provide teachers with varied post reading strategies that can

be used as a comprehension check-up or
summarization activity.

•Enhance student’s comprehension and

appreciation of a specific literary genre.

•Develop student’s critical thinking and

questioning technique.
"The King and His Hawk"
 QUESTIONS ONLY
WHAT IS IT?
The questions only strategy teaches students how to
pose questions about the texts they are reading and
encourages them to read actively as they work to answer
the questions they have posed.
One of the ways we can raise our students’
awareness of the complexity of the reading process and
at the same time have them reflect on the reading is to
have them generate questions only about the reading as a
springboard for discussion and/or writing. 
 TARGETED READING SKILLS

Formulate questions to be answered

Recognize the effects of one’s own point

of view in formulating interpretation of the
text.

Identify multiple levels of

meaning
NAME:____________________________

COLLABORATIVE QUESTIONS
DIRECTIONS: Once you have read and annotated the test, formulate questions about what you have read, Consider
the types of questions you are posing about the text and try to categorize them . Once you have posted a variety of
questions about the text , you will your questions with a partner and attempt to answer each other’s questions; use the
space provided to take notes on your answer to each questions.

Answers to Your Questions Based

on Dialogue with your
Your Questions about the Text Partner

KNOWLEDGE    

COMPREHENSION     

APPLICATION     

EVALUATION

 SYNTHESIS    

ANALYSIS     
 APPLICATION:
Comprehension Questions About the Text Answers Based on
Level (Bloom’s Dialogue
Taxonomy) w/Partner

Knowledge Who saved the king’s life in the story?

Comprehension Why do you think the hawk saved the king

from death?
Application How can one person show self-discipline?
Cite specific instances.

Analysis What positive or negative characteristics do

you share with the king?

Synthesis What do you think is the best lesson the king

got out the hawk’s death?

Evaluation Based on the story. Was Genghis Khan a

good and wise king? Why or why not?
 RAFT
WHAT IS IT?

This is a flexible post-reading strategy that helps

students to analyze and reflect upon their reading
through persona writing.  This is a great strategy that
integrates reading and writing in a non-traditional way. 
It asks that students take what they have read and
create a new product that illustrates their depth of
understanding; it may be used with fiction or nonfiction
texts.  The format is incredibly flexible and offers
limitless opportunities for creativity for both you and
your students.
WHAT IS IT?

When you are first using a “RAFT” with your students, you
will develop the specifics for each element in the acronym; they are
as follows:
Role: In developing the final product, what role will the students
need to “take on”?
Audience: Who should the students consider as the audience for the
product?
Format: What is the best product that will demonstrate the
students’ in-depth understanding of their interactions with the
text?
Topic: This is the when, who, or what that will be the focus/subject
of the final product. Will it take place in the same time period as
the novel?  Who will be the main focus of the product?  What event
will constitute the centerpiece of the action?
WHAT DOES IT LOOK LIKE?
ROLE AUDIENCE FORMAT TOPIC
Writer Self Journal - Relevant issue to
Artist Parents Cartoon the text or time
Character Judge Video period
Inventor Committee Song - Personal topic of
interest for the
Juror Government Brochure
role/audience
Rebel Objects Game
Reporter Jury Editorial
Journalist Animals Interview
Director Peers Essay
 APPLICATION:

ROLE You will assume the role of the spirit of

the dead hawk in the story.

AUDIENCE Your audience will be the King,

Genghis Khan.

FORMAT You will need to speak to the king in a

form of a poem.

TOPIC The topic of the poem is about your

anger or disappointment to the king
who was so disbelieving and impulsive.
QAR: Question-Answer
Relationships
 QAR: Question-Answer Relationships

WHAT IS IT?
Question-Answer Relationships or QAR is a great way to help
students figure out how to go about answering questions based on a
given text.  Often students assume that every question’s answer is
directly stated somewhere in the text, if only they look hard enough. 
Thus, many students spend far too much time looking for answers
that are not “right there,” and their frustration mounts.
Teaching our students the four basic question-answer
relationships is a valuable strategy that will help them to understand
the different types of questions and know how to effectively and
efficiently approach the text based on the different question types.
WHAT DOES IT LOOK LIKE?

“Think &
“Right There”
Search”

QAR

“Author & "On My Own”

You”
 APPLICATION:

“Right There” “Think & Search”

What is the best
Why did the king
description you can
kill the hawk? give to the hawk?
Why?

QAR

“Author & You” "On My Own”

What is the author In your opinion, what
telling you about “Self- characteristics should a
control?” true king possess?
Why?
 SOCIOGRAM
WHAT IS IT?
A sociogram is a visual representation of the relationships
among characters in a literary text.  Students can make use of
pictures, symbols, shapes, colors, and line styles to illustrate
these relationships.  Sociograms can be used at first to help
students understand the relationships among characters.  As
the story develops, students can add to or revise their
sociograms to graphically illustrate the changing relationships,
the traits of each character, and the emerging primary and
secondary conflicts. 
 WHAT DOES IT LOOK LIKE?

A number of conventions may be useful in developing

sociograms. But here are some of the basic guideline in constructing a
Sociogram:
• Place the central character(s) at the center of the diagram.
• Make use of the distance to signify relationship.
• Let the size/shape/symbol of a character metaphorically represent
each personality, importance, one’s power or lack of, etc.
• Represent substantiated relationships with a solid line and inferred
relationships by a broken line.
• Illustrate the tone and or theme of a piece by the use of color or
visual symbols.
APPLICATION:
Reference
 Frame of Reference

WHAT IS IT?
The frame of reference strategy teaches students how to
create a mental context for reading a passage; this is
accomplished by helping students to consider what they know
about a topic and how they know what they know.
Frame of Reference is a graphic organizer that helps
students to access prior knowledge as well as the sources by
which they gathered that knowledge. This visual mimics the
structure of how a photograph or drawing might be "framed."
Relate new information to
prior reading and/or
experience

Understand relationships
between texts and their
historical, social and
cultural contexts

Make, confirm,
or revise predictions
How I know what I know…

What I know about the topic….

TOPIC:
 APPLICATION:

The king made a very wrong deed of killing the

hawk while he was in the state of anger.
Never make decisions when you are
high in emotion.
The King &
His Hawk
Always keep an open mind to other
people’s advice or opinion.
The king did not heed the warning of the hawk,
which eventually lead to a tragic ending.
 Dense Questioning

WHAT IS IT?
The dense questioning strategy can be used to help students
pose increasingly dense questions as they make text-to-text,
text-to-self, text-to-world connections.
Leila Christenbury (1998) suggests using this strategy to
teach students to ask different types of questions. Students
develop a series of questions that get increasingly more
sophisticated.
WHAT DOES IT LOOK LIKE?

Reader

Text to Reader to
Reader Dense World

Question
Text World
World to
Text
 APPLICATION:
Level Definition Question
Text Information found in the text What is the pet of the king?

Reader Reader’s experience, values, and ideas How important is it to you to have
self control? Justify your answer.

World Knowledge of history, other cultures Who do you think is the best person
in our present world/ history that fits
the character of the hawk? Why?

Text to Combines knowledge of the text with the What characteristics do you share
knowledge of reader’s own experiences with the king?
Reader

Reader to Combines knowledge of reader’s own What do you think would happen to a
experiences with knowledge of other country that is ruled by an impulsive
World culture and peoples and impatient leader?

World to Combines the knowledge of history, other In what ways is Genghis Khan
cultures and peoples with the knowledge similar or different to the leaders of
Text of the text our country?

Dense Combines knowledge of all three areas How important is the value of
into one "dense question patience and self-control to Genghis
Question Khan in the story, to our world
leaders, and to you as a person?
“Take the attitude of a student,
never be too big to ask questions,
never know too much to learn
something new.”
STUDENTS GUIDE ON THE LEVELS OF
QUESTIONING
Knowledge -
Key words: who, what, why, when, omit, where, which, choose,
find, how, define, label, show, spell, list, match, name, relate, tell,
recall, select

Comprehension - 
Key words: compare, contrast, demonstrate, describe, interpret,
explain, extend, illustrate, infer, outline, relate, rephrase, translate,
summarize, show, classify, infer

Application -
Key words: apply, build, choose, construct, demonstrate, develop, draw,
experiment with, illustrate, interview, make use of, model, organize, plan,
select, solve, utilize,
 Analysis -
Key words: analyze, categorize, classify, compare, contrast, discover, divide,
examine, group, inspect, sequence, simplify, distinguish, distinction, relationships,
function, assume, conclude
Why do you think . . . ? Can you make a distinction between . .
  .?
What motive is there . . . ?  
What ideas justify . . . ?

Synthesis -
 Key Words: combine, compile, compose, construct, create, design, develop, formulate,
imagine, invent, make up, originate, plan, propose, solve, solution, suppose, discuss, modify,
change, improve, adapt, minimize, maximize, delete, elaborate, improve

What changes would you make to How could you change the plot . . . ?
solve . . . ? What could be done to
How would you minimize/maximize . . . ?
improve . . . ? What way would you design . . . ?
Can you propose an alternative .
..?

Evaluation -
Key Words: award, choose, defend, determine, evaluate, judge, justify, measure,
compare, mark, rate, recommend, rule on, select, agree, appraise, prioritize, support,
prove, disprove, assess, influence, value
C. CULMINATION / CLOSURE
 Lessons should not be left hanging
 It is good to hear the students’ over-all impression
of the lesson.
 Students can be asked to make generalizations
 A short summary can be given by students
 Itis a practice in many advance schools- where
teachers facilitate reflection such as:
 What have I realized when dealing with this lesson?
 What was difficult? Easy?
 What should I do to learn more about this topic?
 THE ABC OF THE TEACHER
 A – Active; teacher must move around the room; get
involved.
 B – Be prepared always
 C – Catch goodness – recognize; Focus on the positive
 D – Discipline with dignity; show respect not shame
 E – Equity. Be aware of differences.
 F – Flexibility. Not everything goes as planned. Look
for “touchable moments”
 G – Group collaboration—with parents, students and
teachers.
 THE ABC OF THE TEACHER
H – Humor. He who laughs lasts.
 I – Innovative Instruction
 J – Job goes beyond the classroom
 K – Knowledge of curriculum and students.
 L – Love your work
 M – Model what you preach
 N – Never give up on a student
 O – Open-minded and organized
 P – Professionalism
 Q – Quality teaching, Quality Time
 R – Reinforce with praise and encouragement
THE ABC OF THE TEACHER
S – Stretch patience
 T – Talk and communicate
 U – Understand students
 V – Value the students
 W – Work without counting the cost
 X – Xibit good behavior
 Y – Yesterday is in the past
 Z – Zip mouth at times and listen
 90

The full impact on student learning is

best achieved by competent teachers
who love the work.