Teaching Models,

Instructional
Strategies and
Graphic Organizers.
 DISCOVERY LEARNING

The Discovery Learning Method is an

active, hands-on style of learning,
originated by Jerome Bruner in the 1960s.
Bruner emphasized that we should be
“learning by doing.” With this method,
students actively participate instead of
passively receiving knowledge.
 The Discovery Learning Method is a constructivist
theory.

 The Discovery Learning Method is also unique in

how it presents problems.

 The Discovery Learning Method may have a

specific end result, but the focus is on the steps
and the critical thinking involved in getting there.
Successfully Implementing the Discovery
Learning Method in the Classroom:

1. To effectively use the Discovery Learning

Method in a classroom, a teacher needs to not
only be flexible, but also well-prepared, organized,
and have an understanding of how what is
discovered in class is educationally valuable and
can lead to further investigations for the students.
2. Teachers also have to know where their student is
developmentally and how that will play in a role in a
child finding success in a lesson.

3.The Discovery Learning Method is a great choice for

ESL students, as well as students with behavioral or
developmental problems.
 Conclusion:

- Overall, the Discovery Method is highly supported by

educational psychologists. They agree with Kant, Piaget,
Vygotsky and Bruner as well as educational philosopher
Dewey that learning is based on knowing and doing.
- It takes work to successfully use the Discovery Learning
Method in the classroom, and teachers have to be careful to
not have class activities just for the sake of having activities.
INQUIRY-BASED
LEARNING
 INQUIRY LEARNING

-is an active learning method

that encourages students to
use questioning and
exploration to investigate real-
world problems
The 4 Types of Inquiry-Based
Learning
 1. The Structured Inquiry Approach
The structured inquiry approach is a sequential process
that helps students learn how to ask questions and
investigate real-world problems.
2. The Open-Ended Inquiry Approach
The open-ended inquiry approach is a more free-form
approach to inquiry-based learning. In this type of learning
environment, students are given the freedom to explore
their interests and ask questions about the topic they are
studying.
 3. The Problem-Based Inquiry Approach
A problem-based inquiry approach is a problem-solving
approach to inquiry-based learning. In this type of
approach, students are given a real-world problem to
solve.
4. The Guided Inquiry Approach
The guided inquiry approach is a teacher-led approach
to inquiry-based learning. In this type of approach, the
teacher guides the students through the inquiry
process and helps them to ask questions and find
solutions to real-world problems
 Pros:
Self-directed
Hands-on
High Engagement
Promotes Critical Thinking

Cons:
Planning time
Time for the unit and Lessons
Apathetic Students
 PROBLEM-BASED LEARNING(PBL)

Problem-based learning (PBL) is a student-centered

approach in which students learn about a subject by
working in groups to solve an open-ended problem.
This problem is what drives the motivation and the
learning.
Instead of sitting back, listening and
taking notes, problem-based learning
puts students in the driven seat.
Problem-based learning can be
applied to any school subject, from
social studies and literature to
mathematics and science.
 Characteristics in Problem-based
learning
1. Learning is student centered; the teacher act as
facilitator.

2. Students work collaboratively towards addressing

the general question.

3. Activity is grounded in a general question about a

problem that has multiple possible answers and
methods for addressing the question.
 Students are stakeholders in their
own learning:

1. All learners are active participants.

2. Students learn social skills, such as

cooperation and conflict resolution.

3. Teachers sometimes learn, and students

sometimes teach.

4. Projects are designed to be interesting yet

challenging.
 COOPERATIVE LEARNING

Cooperative learning is students working

together in small groups, learning through
interaction with each other while the teacher
coaches the process.
It is a teaching strategy which allows
students to work together in small
groups with individuals of various
talents, abilities, and backgrounds to
accomplish a common goal.
Cooperative learning differs from the traditional, teacher-
centered classroom in that it is student-centered.
In a traditional classroom, the teacher plays the role of
“learning disseminator,” giving the students all of the
information they need.
In a cooperative classroom, however, the teacher takes
on the role of “learning facilitator,” helping students figure
out what information will be helpful to complete the
assigned task.
 Characteristics of Cooperative
Learning
1. Cooperative learning is interactive, so
students are engaged and active participants
in the learning.

2. Cooperative learning allows discussion and

critical thinking skills, so students learn more
and remember what they've learned for a
longer period of time.

3. Cooperative learning requires students to

learn to work together, which is an important
 When to use Cooperative Learning in the
Classroom?

During
1. Group Projects or Presentations

2. Brainstorming Sessions

3. Discussion or Debates

When Teaching
1. Complex or Abstract Concepts

2. Interdisciplinary Topics
 DECISION MAKING

-it is a structure or framework created to review

and analyze potential solution to make the best
possible decision.
-it can help the student to clarify their goals ,
identify options, weigh pros and cons and justify
their choice.
-a systematic and logically way of organizing
and applying information ,criteria and
PROS
-Empower students with practical tools
-Enhance critical thinking and problem -solving

CONS
-Limited scope
-Time consuming
-Potential oversimplication
 ACES TEACHING APPROACH
-ACES (Affective-Cognitive Experiences for
Self-Integration) a systematic in a sense that
lesson make use of the creatively organized
activities.
It is purposive because it aims to develop
values intended in the lesson and as indicated
in the learning objectives.
-fosters holistic development , integrating
cognitive and affective aspects for balanced and
PROS
-Holistic development
-Increased self-awareness and self- reflection

CONS
-Time consuming
-Potential subjectivity
-This approach is based on the Confluent Theory
Confluent – refers to the process of holistic
learning, involving body, mind, emotion and
spirit.

-This approach are both inductive and

deductive methods but it only emphasizes
inductive method.
-This learning approach is commonly called
ANDRAGOGY or EXPERIMENTAL
 LECTURE
The lecture method of teaching is when
an instructor shares knowledge with a
group of students by speaking to them
and guiding them through a topic step
by step.
 When to Use Lectures?

Lectures are best suited for efficiently delivering

foundational knowledge, especially when students
may lack access to the necessary resources or when
material is complex or new. They can be particularly
effective in large groups or when time is limited.
However, due to their traditionally passive nature, it’s
important to incorporate techniques that engage
students, like interactive discussions and problem-
solving.
 Engaging Delivery Techniques

Visuals and Participation: Use slides, visuals, or

blackboards for key points and definitions, and
encourage students to interact with the content
through questions or think-pair-share activities.
 ROUND TABLE DISCUSSION

A round table discussion is a structured

conversation format that brings together
individuals to discuss a specific topic or issue
in an inclusive manner. This format
encourages participants to share their
perspectives, ideas, and knowledge while
fostering respectful dialogue.
 Characteristics:

- Informal atmosphere
- Equal participation
- Open dialogue
- A facilitator or moderator to guide the
discussion
When to Implement Round Table Discussions?

Round table discussions can be used in

various educational settings, including:
Classroom Learning: To discuss complex
social issues, historical events, or ethical
dilemmas.
Professional Development: For educators to
share best practices or strategies.
How to Implement Round
Table Discussions?
 1. Select a Topic: Choose a relevant and
engaging subject matter for discussion,
aligned with curriculum goals.
2. Prepare Participants: Provide
background materials or resources to help
participants understand the topic.
3. Set Ground Rules: Establish guidelines
for respectful communication, turn-taking,
and active listening.
4. Facilitate the Discussion: A
moderator guides the conversation,
encourages participation, and keeps
the discussion focused.
5. Summarize and Reflect: Conclude
the discussion by summarizing key
points and encouraging participants
to reflect on what they learned.
Advantages:
-Encourage participation and interaction.
-Raises questions and answers in real-
time.
Disadvantages:
-Not systematic.
-Question may be partially answered.
 PANEL DISCUSSION

 The Panel Discussion is a method that

encourages the exchange of ideas that
allows panel members and audience to
discuss a particular topic. It is often
used to shed light on issues regarding
politics, community, and academic topic
contents.
MEMBERS OF PANEL DISCUSSION
Instructor- plans how, where, when panel
discussion will be organized.

Moderator- keeps the discussion on theme.

Summarizes and highlights the points.

Panelists- all panelists must have mastery of

the subject matter.

Audience- they can present their point of view

and their experiences regarding the theme.
 BRAINSTORMING
Brainstorming is a strategy used to generate a number of
ideas to help solve a particular problem. Techniques vary
but there is a general structure to follow when developing
brainstorming sessions. After the problem or issue is
presented, students are organized into groups to
brainstorm all possible ideas which could solve the
problem. Discussion of these ideas takes place after the
brainstorming session ends, usually after a defined period
of time. Each idea will be discussed and considered, some
ideas will be eliminated, and a final list will be ranked for
possible use as a solution toward solving the problem.
Planning a Brainstorming Session:
1. State the problem or issue.
2. Identify the roles of all students in the
group.
3. Explain the guidelines of the
brainstorming session (the DOs and
DON’Ts).
4. Keep the group number group
manageable (8-12 people works well).
5. Create a relaxed environment which
is supplied with adequate workspace
and materials and free from distractions.
6. Create heterogenic groups.
7. Rank the generated ideas and
suggestions.
8. Review the brainstorming session.
 ROLE PLAYING
Roleplay involves imagining the perspective of a
person in a specific role and situation, and then
speaking and behaving as one would imagine or
would hope. In other words, the term "roleplay"
is intuitive: in roleplay, people play certain roles
without a script, and to a situation and setting
determined by the roleplay director, facilitator, or
coordinator.
 Roleplay most often involves two people
who act out how a conversation would—or
should—look and sound among actual
people in an actual situation.
STRUCTURING ROLE PLAY

When structuring a role-play

activity, there are two main aspects you
need to consider.
CHOICE OF SCENARIO
-The scenario you'll use for the role-play activities.
EX.
The scenario might be task-oriented, such as trying
to shop for a list of presents or solving a specific
problem. For other role-play exercises, you may
want to use more common scenarios such as
dinner in a restaurant, a family holiday in an
apartment, or a student lab in a science classroom.
 CHOICE OF ROLES
- Defining the roles gives the actors a framework within which to
build their characters. How you define the roles can range from
very specific to more general parts. For example, if you're using a
historical scenario, you might have roles for the specific figures
who were present, such as Benjamin Franklin or Captain John
Edward Smith of the Titanic.
- You may also create roles that are more general, like waitress or
mom, and provide some background info such as age, significant
life experiences (for example, a spouse dying recently), likes,
dislikes, etc.
 SOCIAL DRAMA
A sociodrama allows participants to work on social
problems by enacting an issue from the
perspective of a particular group (or groups). The
issues addressed in sociodrama are always related
to relationships and conflicts between different
groups. It is an excellent tool for dealing with social
problems, promoting political awareness and
finding solutions to ethnic conflicts.
 SOCIAL DRAMA IN TRAINING
The sociodramatic procedure consists of the following
steps:

1. Theme selection: Participants share in

small groups what preoccupies them most
at the moment.
 2. Role distribution and setting the scene:
The following questions are asked: – Where
and when are we? – On what occasion do
the people come together? – Which persons
are involved? Who is playing whom?
3. Storyline: The director gives a signal to
start the improvisation.
 4. Evaluation: At first, the participants share
their experience in their role: “How were my
feelings during the game? What did I notice?
What did I like a lot or what bothered me a
lot? How were my relationships with the
others?”
In a second step we analyze the progression
of the play: “What was the beginning like?
What behavior gave the decisive impulse?
What were the consequences?” etc.
 Finally, we collect feedback from the
participants’ point of view: “What did the role
play show me? Did I find it easy to play this
role? At what point did it most affect me?
What questions do I ask myself?”
 Thank you
for listening!