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.