101

TEACHING
STRATEGIES
1. Active Learning
Is anything that students do in a classroom other than merely passively
listening to an instructor’s lecture. Research shows that active learning
improves students’ understanding and retention of information and
can be very effective in developing higher order cognitive skills such as
problem solving and critical thinking.
2. Assigned Questions
Are those prepared by the teacher to be answered by individuals or
small groups of students.
3. Assigned Roles
Many teachers find that assigning students’ particular roles is an
effective way to structure group work. Sometimes certain students
tend to assume too much responsibility for the groups’ work, while
other students may be reluctant to contribute to the group’s activity.
As students practice different roles, they have the opportunity to
develop a variety of skills.
4. Brainstorming
The teacher may begin by posing a question or a problem, or by
introducing a topic. Students then express possible answer, relevant
words and ideas. Contributions are accepted without criticism or
judgement.
5. Peer Partner Learning
Students work together as partner, one functioning as “doer” and the
other as a “helper”
6. Discussion
All learners need frequent opportunities to generate and share their
questions and ideas in small and whole settings.
7. Laboratory Groups
Is a strategy and innovations driven creative hub by its relevant in-
house field specialties.
8. Think, Pair, Share
Designed to provide students with “food for thoughts” on a given
topics enabling them to formulate individuals’ ideas and share these
ideas with another students.
9. Cooperative Learning Groups
Students groups are small, usually consisting of two to six members.
Grouping is heterogeneous with respect to students’ characteristics.
Groups member share the various roles and are interdependent in
achieving the group learning goal.
10. Jigsaw
Students meet with members from other groups who are assigned the
same aspect, and after mastering the material, return to the “home”
group and teach the material to their group members.
11. Problem Solving
Once you have broken the students into groups, the students define
to the problem, analyze the problem, establish the criteria for evaluating
solutions, propose solutions and take actions.
12. Structured Controversy
Providing students with a limited amount of background information
and asking them to construct an argument based on this information.
13. Tutorial Groups
Are set up to help students who need remediation or additional
practice, or for students who can benefit from enrichment.
14. Interviewing
Emphasized the need for cultural sensitivity and cultural specific care
in assisting supporting, facilitating, and/or enabling “individuals or
groups to maintain or regain their well-being in culturally meaningful
and beneficial ways.
15. Conferencing
Methods of instructions vary with the subject matter of the course,
the number in the class, and the judgment and personality of the
instructors. Most Reed courses are taught as conferences, in which the
students and faculty work closely together.
16.Lecture
Method should include the types of experiences students will be
afforded and the kinds of learning outcomes expected.
17.Structured Overview
May used by verbal summary at the start of a new concept. The
teacher starts by highlighting the new ideas to be learned in a few
simple sentences.
18.Explicit Teaching
Begins with setting the stage for learning, followed by a clear
explanation of what to do, followed by modeling of the process
followed by multiple opportunities for practice until independence is
attained.
19. Drill & Practice
Use games to increase motivation.
20. Compare & Contrast
The paper is divided down the middle and the two columns have
specific functions. The comparison side is used to list similarities
between two things and the differences are listed in the contrast
column.
21. Didactic Questions
Often begin with “what,” “when”, where” “how” and “why”.
22. Demonstration
Involves showing by reason or proof, explaining or making clear use of
examples or experiments. Put more simply, demonstration means to
clearly show.
23. Guide & Shared
Reading, listening, viewing, thinking
24. Debates
Contest of argumentation in which two opposing individuals or teams
defend and attack a given proposition.
25. Role Playing
Students act out characters in a predefined situation.
26. Panel Discussion
A nonfiction book about the developing movement in sequential art
and narrative literature. It focuses on the consistent development of
skills through experience and the value of understanding what it refers
to as “visual vocabulary”.
27.Case Studies
Is a presentation of students with a problem to solve that revolves
around a story (the case).
28.Reading for Meaning
Construct meaning from various types of print material.
29. Inquiry
Act upon their curiosity and interest; develop questions; think their
way through controversies or dilemmas; look at problems analytically;
inquire into their preconceptions and what they already know;
develop, clarity, and test hypotheses; and, draw inferences and
generate possible solutions.
30.Reflective Discussion
The teacher initiates the discussion by asking a question that requires
students to reflect upon and interpret films, experiences, read or
recorded stories, or illustrations.
31. Writing to Inform
Students must have opportunities to read a variety of resources and
printed materials for information. During writing, students can apply
their knowledge of the structures and formats of these materials to
organize and convey information.
32. Concept Formation
Students are provided with data about a particular concept. These
data may be generated by the teacher or by the students themselves.
Students are encouraged to classify or a group the information and to
give descriptive labels to their groupings.
33. Concept mapping
Select
Focus on a theme then identity related keywords or phrases.
Rank
Rank the concept (key words) from the most abstract and
inclusive to the most concrete and specific.
Cluster
Concept that functions at similar level of abstraction and those
that interrelate closely.
Arrange concept in to a diagrammatic representation.
 Link and add proposition
Link concept with linking lines and label each line with
proposition.
34. Concept Attainment
Select and define a concept
Select the attributes
Develops positive and negative examples
Introduction the process to the students
Present the examples and list the attributes
Develop a concept definition
Give additional examples
Discuss the process with the class
Evaluate
35.Cloze procedure
A technique in which word are deleted from a passage according to a
word-count formula or various other criteria. The passage is presented
to students, who insert words as they read to complete and construct
meaning from the text.
36. Scaffolding
Provides individualized support based on the learners ZPD. In
scaffolding instruction, a more knowledgeable other provides
scaffolds or support to facilitate the learner’s development. The
scaffolds facilitate a student’s ability to build on prior knowledge and
internalize new information.
37.Computer Assisted Instruction
Computer programs can allow students to progress at their own pace
and work individually or problem solve in a group. Computers provide
immediate feedback, letting students know whether their answer is
correct.
38. Journals
Students use the journals to write about topics of personal interest, to
note their observations, to imagine, to wonder and to connect new
information with things they already know.
39. Learning logs
 The common application is to have students make entries in their logs
during the last five minutes of class or after completed week of class.
The message here is that short, frequent bursts of writing are more
productive over time than are infrequent, longer assignments.
40. Reports
The teacher gives a task to the students and then the students should
study the task given because he will be going to report it to the class,
the students may serve as the source of the knowledge that are
covered to the report given.
41. Learning Activity Package
A planned series of activities that involve the student in exploring a
topic, skill, or concept.
42. Learning Contracts
As students become more experienced with learning contracts, the
teacher may choose to involve them in setting learning objectives.
Learning contracts usually require that students demonstrate the new
learning in some meaningful way, but students are provided choice in
the selection of a method or activity.
43.Homework
Refers to tasks assigned to students by their teacher to be completed
outside of class. Common homework assignment may include a
writing or typing to be completed, problem be solved, a school
projects to be built, or other skills to be practiced.
44. Research Projects
While ding research, students practice reading for specific purposes,
recording information sequencing and organizing ideas, and using
language to inform.
45. Learner Centers
Students use instructional material to explore alone or in groups, and
how to incorporate them in to your instructional routine.
46. Field Trips
Structured activity that occurs outside the classroom. It can be brief
observational activity or a longer sustained investigation or project.
47. Narratives
Students can tell what happened by introducing the situation (who,
where, and when); relaying events in a logical order (firstly, after that