Traditional Teaching Strategies
Lecture with Uncompleted Hand-outs
Hand-outs containing the lecture outline in some detail with blank spaces for learners to fill in information.
Convergent
Have specific, usually short, and expected answers. Ex.: What is the mode of transmission of dengue virus?
Prompting probes
Help a responder who is unsure of an answer or gives an incorrect answer
Questions that guide problem solving
To guide learners through problem-solving thinking.
QUESTIONING
To review content.
Slides
To show pictures or project diagrams, charts, and word concepts.
FORMAL DISCUSSION
Topic is announced in advance and the class is asked to prepare, to take part in the discussion.
Lecturing Discussion Questioning Using Audiovisuals
Traditional Teaching Strategies
Handouts Chalkboards or whiteboards Overhead transparencies Slides Videotapes
Types of Audiovisuals
Traditional Oral-essay Participatory lecture Lecture with uncompleted hand-outs Feedback lecture Mediated lecture
Types of Lectures
Formal discussion Informal discussion
Types of discussion
Factual questions Probing questions Multiple choice questions Open-ended questions Discussion-stimulating questions Questions that guide problem solving Rhetorical questions
Types of questions
Extension probes Clarification probes Justification probes Prompting probes Redirection probes
Under probing questions
Mediated Lecture
Use of media such as films, slides or web-based images along with traditional lecture.
Factual questions
Used to assess learner's understanding or simply find out if they are paying attention.
Discussion-stimulating questions
Used to promote discussion
Rhetorical questions
Used to stimulate thinking and guide learners into asking their own questions as they study a topic. • Ex: Upon discussing the different teaching methods, which do you think is the best teaching strategy used in education?
Clarification probes
Used when learner's responses are unclear
Chalkboards or Whiteboards
Useful for working out mathematical problems, spelling new words, outlining material to be covered in class.
Lecturing
DISADVANTAGE: By nature it lends itself to the teaching of facts; placing little emphasis on problem solving, decision -making, analytical thinking or transfer of learning.
Discussion
DISADVANTAGE: Effective in small groups
Lecturing
DISADVANTAGE: It is not conducive to meet student's individual learning needs
Lecturing
DISADVANTAGE: It places learners in the passive role.
Discussion
DISADVANTAGE: Take a lot of time
Participatory Lecture
Begins with learner's brainstorming ideas on a topic based on what they have read in preparation.
Discussion
DISADVANTAGE: At times few people monopolize the discussion
Lecturing
ADVANTAGE: Can supplement a text book by enhancing a topic and making it come to life.
Lecturing
ADVANTAGE: Help students develop their listening abilities.
Lecturing
ADVANTAGE:Economical
Chalkboards or Whiteboards
Allow spontaneity in the classroom.
Extension probes
Ask learners to elaborate on a response
Justification probes
Ask learners to justify their responses
QUESTIONING
Ask questions that demonstrate reasoning, analysis, and problem- solving.
Divergent
Ask the learner to generate new ideas, draw implications, or formulate a new perspective on a topic.
Lecturing
DISADVANTAGE: The problem of limited attention span on the part of he learners.
Multiple Choice questions
Can be oral as well as written
Handouts
Can be used to communicate facts, figures and concepts.
Videotapes
Can replay and freeze frames according to the needs.
Feedback Lecture
Consist of mini lectures integrated with 10-minute small group discussions, structured around questions related to the lecture content.
Factual questions
Demands a simple recall answer.
overhead transparencies
Diagrams and drawings can be drawn or copied onto transparencies.
Lecturing
Difficult concepts can be clarified in lectures.
Lecturing
Efficient means of introducing learners to new topics.
Open-ended questions
Encompasses all questions that requires learners to construct an answer.
Audiovisuals
Greatly enhance teaching and can add interest and stimulation to the classroom.
Handouts
If given before the class, learners can review them in preparation for the class discussion.
Chalkboards or Whiteboards
Information or points can be illustrated.
Lecturing
Integrate and synthesize a large body of knowledge from several fields or sources.
Handouts
It ensures that all learners have access to the same information and can review that information whenever necessary.
Convergent Divergent Low-order questions Higher-order questions
Levels of questioning
Videotapes
Motion enhances realism of the situation and often increases interest.
Chalkboards or Whiteboards
New ideas can be jotted down as they are mentioned.
Discussion
PURPOSES AND ADVANTAGE: Clarification of information and concepts.
Discussion
PURPOSES AND ADVANTAGE: Give learners an opportunity to apply principles, concepts, and theories; and transfer the learning to new and different situations.
QUESTIONING
Places learners in an active role.
Participatory Lecture
Progresses with the teacher organizing the student's ideas with expertise.
Rhetorical questions
Questions for which you expect no answer at the time.
Higher-OrderQuestions
Require more than recall
Low-Order Questions
Require the learner to recall information they have read or memorized. Ex: Who developed the reinforcement theory?
Covergent
Require the learner to recall or integrate information they have learned.
Divergent
Requires a higher level of cognitive activity. Ex.: What would happen to stool specimen placed on an incubator?
Convergent
Requires fairly low-level cognitive activity.
INFORMAL DISCUSSION
Take place spontaneously at any point during the class including at the end of the lecture.
Overhead Transparencies
Sheets of acetate placed on an overhead projector that enlarges and projects the image onto a screen.
Multiple choice questions
Test recall and can be used to begin a discussion
Higher-order questions
The learner have to comprehend or think critically about the information. Ex: Discuss the principle of flow cytometry.
Traditional Oral- Essay
The teacher is an orator and the only speaker
Divergent
There is no single correct answer.
Handouts
Time saving
QUESTIONING
To assess a baseline of knowledge.
QUESTIONING
To assess learner's comprehension.
Redirection probes
To elicit a variety of responses from the group of learners.
Probing questions
To further explain an answer or dig deeper into subject.