TEACHING

STRATEGIES
Dr. Vicente Jose V. Suarez II
Education Program Supervisor 1
DepEd Dapitan City Division
 Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different
learners.
 Teaching is like beautiful music…
 Where, instructional methods are the
instruments
 When played alone they make sound…
 When played together in tune, rhythm, and
feeling, they become amazing music!
METHODS, STRATEGIES AND
TECHNIQUES
 Method- In teaching, method is a systematic
plan to achieve a learning objective.
 It is a procedure that must be followed”
strictly” to attain a goal.
 It is a well-planned procedure that guides the
direction in undertaking a learning activity.
 Is the key in teaching.
 The method to be used in teaching should
consider the: 1. Aims of education(EFA)2.
nature of the child 3. subject matter 4. School
environment 5. training of the teacher.
STRATEGY
 In teaching, strategy suggests unique way of
presenting a topic to the learners,
characterized by adeptness in performing the
steps with utmost care to insure the
attainment of a learning objective.
 EXAMPLE- 2 teachers may be following the
same method but one may differ in selecting
the teaching devices that she will use to
insure a smooth procedure
TECHNIQUE
 Refers to the art, style or manner of a
teacher’s performance in following the
procedure.
 Deals on how to use the key in teaching.
 Ex. Sense of humor..
 What principles should guide us in the
selection and use of teaching strategies?
 What are the implications of these
principles to the teaching-learning process?
 Guiding Principles in the Selection and Use
of Teaching Strategies
1. 1. Learning is an active process.
2. This means that we have to actively engage
the learners in learning activities if we want
them to learn what we intend to teach.
3. This quote serves as an apt summary of the
first principle:
4. What I hear, I forget.
5. What I see, I remember.
6. What I do , I understand.
7. The 3 statements, yet they speak volume
about the need for active learning.
 2. The more senses that are involved in
learning, the more and the better the
learning.
 For more and better learning appeal to all the
senses of the learner, if possible.
 “Humans are intensely visual animals. The eyes
contain nearly 70% of the body’s receptors and
send millions of signals along the optic nerves
to the visual processing centers of the
brain...We take in more information visually
than through any of the other senses”
(Wolfe,2001)
 This implies the use of teaching methodology
that makes use of more visual aids than mere
audio aids.
 3.A non- threatening
atmosphere enhances learning.
 A non- threatening and conducive
classroom is not only a function of the
physical condition of the classroom but
more a function of the psychological
climate that prevails in the classroom.
 The psychological climate is an offshoot
of our personality as a teacher, our
rapport between us and our
students/pupils, the relationship
between and among us teachers and
among our students.
 4.Emotion has the power to
increase retention and learning.
 We tend to remember and learn more
those that strike our hearts.
 Involve the emotion in learning.
Cognitive processing is emotionally
charged.
 Let us add an emotional touch to
learning. Without the emotional
dimension, our subject matter will
remain cold and lifeless.
 5.Learning is meaningful when it is
connected to everyday life.

 For meaning, connect your teaching to

your student’s everyday life.
 6. Good teaching goes beyond
recall of information.
 -Good teaching concerns itself with
higher-order-thinking skills to develop
creative and critical thinking.
 Ideally, our teaching should reach the
levels of application, analysis, synthesis,
and evaluation to hone our students’
thinking skills.
 7. An integrated teaching approach is far
more effective than teaching isolated bits
of information.
 Corpuz and Salandanan (2003) claim that an
instructional approach is integrated when it
considers the multiple intelligences(MI) an
learning styles(LS) of the students.
BRAIN – BASED STRATEGIES
 1. Involving Students in Real-life or Authentic
Problem Solving-
 2. Using Projects to Increase Meaning and
Motivation-Projects may not be necessarily be based
on problems but the example in item number 1 may
be made a project.
 3. Simulations and Roleplays as Meaning Makers. Ex.
A sari-sari store to give elem.pupils experience in
making budget, stay within budget, counting change
for bills.
 4. Classroom Strategies Using Visual Processing. “A
picture is worth ten thousand words.” Visual aids are
powerful aids in retention as well as understanding.
 5. Songs, jingles, and raps- Content can be more easily
learned when they give it a tune or make it into rhyme
through their personally composed songs, jingles, and
raps.
 6. Mnemonic Strategies- These mnemonic strategies
assist students in recalling important information.
Example: We remember of days each month with the
help of the rhyme,”30 days of September..’
 7. Writing Strategies- Make the students write their
own word problems and make them ask their
classmates to solve them.
 8. Active review-Instead of the teacher conducting the
review, students are given their turn.
 9. Hands-on-activities-Concrete experience is one of
the best ways to make long-lasting neural connections.
“What we have to learn to do, we learn by doing.
FACTORS IN CHOOSING A
METHOD OR STRATEGY
 1. Instructional Objective- If the objective is to
master multiplication facts, the strategy may be more
on drill and practice. However, if the objective is to
develop the concept of fraction, the lesson may
require a more activity-oriented strategy involving lots
of manipulative materials and reflective thing.
 2. The nature of subject matter- Generally, the
inductive approach is favored over the deductive
approach, but certain topics are more efficiently and
effectively taught using the deductive method. When
the topic is too difficult, the use of the inductive
method may require too much time and effort and may
not be successful. On the other hand, when the topic is
too easy and routinary, it is best taught deductively to
save time.
 3. The learners-- The learner’s readiness is a
factor we cannot ignore. Complex,
investigative strategies may be more suitable
for more competent students while drill and
practice for mastery may be more
appropriate for the less competent students.
 4. The teacher- Beginning teachers, or those
who are still groping with the subject matter,
usually more confident using the deductive
method. The inductive method requires a
solid and deep understanding of the subject
matter as it involved more processing of
ideas and student responses.
 5. School Policies- Educational fieldtrips are
hands –on strategy proven for its
effectiveness for all the years. But if the
school policy does not allow it for one reason
or another, then let us not insist on its use.
DIFFERENT APPROACHES
 Different approaches differ in the level of
teacher and student participation.
 1. Experiential and Situated Learning
 2. Reflective Learning
 2. Cooperative Learning
 3. Discovery and Inquiry based Learning.
EXPERIENTIAL AND SITUATED
LEARNING
 Experiential learning as advocated by David Kolb is
learning that occurs by making sense of direct
everyday experiences. Experiential learning theory
defines learning as "the process whereby knowledge is
created through the transformation of experience.
Knowledge results from the combination of grasping
and transforming experience" (Kolb, 1984, p. 41).
 Educators are foremost believers in the old cliche:
Experience is the best teacher.” A natural part of
learning if this be true, is the occurrence of personal
knowledge or personal involvement. To experience an
event means to “live through”, to actually see, feel,
or encounter an incident or a certain situation.
 Instructional Characteristics of Experiential learning
 1. Experiential learning is essentially a way of
acquiring knowledge of skills through direct and keen
observations followed by an analysis of what has been
sensed and understood. Then, the particular
experience acquires meaning through an intellectual
process termed “reflection”. To reflect simply means
to deliberate, reason and mull over carefully.
 2.Children learn best from experiences with natural
occurrences and with concrete objects in the
environment.
 3. Experiential learning requires that: (a) a child
should be personally involved in the learning task, (b)
the knowledge or information must be discovered by
the child herself, and(c) the objectives of the learning
activity must be clearly understood, at the same time,
allowing flexibility in their own ways of pursuing them.
SUGGESTIONS/RECOMMENDATIONS
 “Learning by doing” is an appropriate rationale in
planning a teaching learning situation using this
methodology. Following are some pointers:
 1. Involve the learners in planning a learning activity.
In addition to capturing their interest, they would
continue to find out how their plan works. This
results in complete involvement in the learning
episode.
 2. Allow sufficient time for learner reflection. Unless
analyzed and evaluated the experience may be left
to waste.
 3. During analysis of a learning experience, pay
attention to positive feelings. Keep recounting value-
laden situations so they will be long remembered.
 4. Encourage learners to communicate their
experiences to others.
HOW TO ACHIEVE EXPERIENTIAL LEARNING
 1. FOR BEGINNING TEACHERS
 a) Experiential learning for beginning teachers
can be promoted through interaction with
colleagues. Early in their career they may
establish close associations with the more
advanced members in their school. By observing
how these teachers teach and manage
classroom situations they will gain fresh ideas
and rich information about teaching practice.
 b) Joining professional organizations that
convene members regularly.
 c) Travelling is the best way to enrich ones
knowledge about a lifetime profession.
PRINCIPLES AND CONDITIONS
OF ADULT LEARNING
1. 1. Learning is an experience which
occurs inside the learner and is
activated by the learner. The process of
learning is primarily controlled by the
learner and not by the teacher.
2. No one directly teaches anyone anything
of significance.
3. Learners are not “taught”. They seek
knowledge. Skills, and behaviors
LEARNING IS THE DISCOVERY OF THE
PERSONAL MEANING AND RELEVANCE
OF IDEAS.
 Students more readily internalize and
implement concepts and ideas which are
relevant to their needs and problems.
 It is necessary that teachers relates
lessons to the needs, interest, and
problems of the learners.
 Learners more readily accept and use
concepts which have meaning to them
and are relevant to their needs and
problems.
LEARNING (BEHAVIORAL CHANGE)
IS A CONSEQUENCE OF EXPERIENCE
1. Learning (behavioral change) is a consequence of
experience.
2. If experience is the best teacher, then teacher should
make use of experiential learning.
3. Experiential learning makes use of direct as well as
vicarious experiences.
4. We have not to experience everything in order to
learn.
5. We learn from other people’s experiences, too, good
as well as not so good experiences.
6. People become independent when they have
experienced independence; trusting when they
experienced trust; responsible when they have
experienced responsibility
LEARNING IS A COOPERATIVE
AND COLLABORATIVE PROCESS
1. “ Two heads are better than one”
2. People enjoy functioning independently but
they also enjoy functioning
interdependently.
3. Cooperative approaches are enabling.
4. Teacher should make use more of
cooperative and collaborative approaches.
5. This way, students are taught to live
together and learn independently.
6. Helping each other to learn requires a
process of interactive interdependence
LEARNING IS AN EVOLUTIONARY PROCESS.

1. Behavioral change requires time and patience.

2. Learning is not a revolutionary process.
3. Change takes time.
4. Let us not expect results overnight.
5. Rome was not built in one day.
6. Then as teachers and learners, let us learn to be
patient.
7. things are worthwhile in life take time.
8. The ability to be understanding, accepting,
trusting, confronting, sharing, helping and
evaluating requires a developing, evolving process.
9. It cannot be imposed.
LEARNING IS SOMETIMES A PAINFUL PROCESS

1. Behavioral change often calls for giving up the

old and comfortable ways of believing,
thinking, and valuing.
2. It is not easy to discard familiar ways of doing
things and incorporate new behavior.
3. It may be good to make our students realize
that learning is a difficult task.
4. It is accompanied by sacrifice, inconvenience
and discomfort. But it leads to inner joy.
5. Often, learning requires giving up old,
comfortable ways of believing, thinking and
doing.
ONE RICHEST RESOURCES FOR
LEARNING IS THE LEARNER
HIMSELF.
1. In a day and age when so much emphasis is
being placed upon instructional media,
books, and speakers as resources for
learning, we tend to overlook perhaps the
richest source of all-the learner himself.
2. As a teacher, you must draw these learner’s
ideas, feelings and experiences.
3. The learner’s background of experience
provides a wealthy resource for problem
solving and learning.
THE PROCESS OF LEARNING IS
EMOTIONAL AS WELL AS
INTELLECTUAL

1. As teachers, let us appeal to our

students’ intellect as well as their
emotions.
2. Learners have feelings as well as
thoughts.
3. Learning is maximized when learners say
that which reflects both what they think
and feel.
LEARNING IS BOTH UNIQUE AND
INDIVIDUAL.
1. Each person has his own unique styles of
learning and solving problems.
2. Some personal styles of learning and
problem solving are highly effective,
other styles are not as effective, and
still others may be ineffective.
3. As he becomes exposed to the methods
of others, he can refine his own in order
to become more effective
REFLECTIVE TEACHING
 Reflective learning/teaching refers to learning that is
facilitated by reflective thinking. It is not enough that
learners encounter real-life situations.
 Deeper learning occurs when learners are able to
think about their experiences and process these
allowing them the opportunity to make sense and
meaning of their experiences.
 In 1930, John Dewey defined reflection as a proactive,
on-going examination of beliefs and practices, their
origin and impact.
 The practitioners of reflection engage in a cycle of
observation and self evaluation in order to understand
their own actions and the reactions they prompt on
themselves and learners.
 Reflection can be seen as consciously thinking
about analyzing what has been done and what
one has done or is doing.
 How are your students benefited by reflective
teaching? Reflective teaching practice helps
learners do the following:
 1. frame a problem, detach from it and analyze
it critically;
 2. bridge the gap between theory and practice;
 3. understand and influence their own thinking;
 4. recognize the depth and range of
transferrable skills learned; and
 4 become life-long learners.
 Reflective teaching can be carried out in
several ways. Salandanan suggested four
strategies-journal writing, portfolio, self
analysis, and on-the-spot observation of
students’ response.
 1. Journal writing allows the learners to
reflect or process their thoughts about
science concepts. Journals may be in the form
of workbooks, diaries or logs. Journals make
learners look back over their recent learning.
In doing so, they can learn identify their
strengths, weaknesses, new levels of
understanding about the lesson at hand, and
review their attitude towards science
concepts.
 2. The portfolio is a personal record which
includes honest to goodness account experiences-
thoughts, behavior and reactions. This record
gives insights to learners’ learning for a particular
science topic. Portfolios may contain a collection
of learners’ work such as homework, projects,
written pieces, test, reflections.
 3. Self-analysis is a record of incidents, problems
and issues that transpired while doing a lesson. If
the learner did right, he would say “ I should
remember to do this in another situation”. If he
failed, he could ask “What went wrong”, “I could
have done this”, and “There is room for
improvement” or “Better luck next time”.
 The fourth strategy for reflective teaching is on
the spot observation of the learners’
responses. As a teacher, ask yourself the
following questions so that you can reflect on
the lessons just concluded:
 Were the learners motivated to participate the
activity?
 Did the learners take part in the discussion?
 Did the learners share their views animatedly?
 Were the learners give equal opportunity during
the recitation/discussion?
 Was the topic related to the world of the
learners?
 Would the learners be able to apply the science
concepts discussed t their everyday life?
 Do not rely solely on the natural process of
reflecting on experience. Instead, you should
actively find ways to make reflection a habit.
By doing so, you ensure your continuing
development as a professional teacher.
 Reflecting on your own past performance is
one form of feedback. Keeping reflective
diary about your own experiences wit your
class, learners and colleagues, helps you to
reflect and learn from experience.
CONSTRUCTIVISM
 Constructivism is the theory that argues that
knowledge is constructed when the learner is
able to draw ideas from his own experiences
and connects them to new ideas that are
encountered.
 Constructivism is a theory about knowledge
and learning that is influenced by the work
of Piaget and Vygotsky. It is anchored on the
following principles from research on
cognitive psychology:
 Learners construct understanding. They do not
simply mirror what they are told or what they
read.
 To understand something is to know
relationships. Bits of information isolated from
these structures are forgotten or become
inaccessible to memory.
 All learning depends on prior knowledge.
Learners try to think new information to what
they already know in order to interpret the new
material in terms of established schemata.
 Learning is enhanced by social interaction.
Thoughts and ideas are enriched and clarified
when these are verbalized in the course of the
learners’ interaction with each other.
DO YOU KNOW HOW A CLASSROOM
GUIDED BY CONSTRUCTIVIST IDEAS
DIFFERS FROM THE TRADITIONAL
CLASSROOMS?
TRADITIONAL CLASSROOM CONSTRUCTIVIST CLASSROOM
Curriculum emphasizes basic Curriculum emphasizes BIG
skills and proceeds from the concepts; proceeds from the
parts to the whole. whole and expanding to include
parts.

Adheres strictly to fixed Values learner questions and

curriculum interest
Primary materials are the Materials are varied and include
textbook and workbook. manipulatives.
Learning is based on repetition. Learning is interactive, building
on what the learner already
knows.
Teacher disseminate Teachers facilitates the
information; learners receive learners’ construction of
knowledge. knowledge.

Teacher’s role is directive, Teacher’s role is interactive,

rooted in authority. rooted in negotiation.

Assessment is through pen-and- Assessment focuses on both

paper testing. process and product; emphasizes
authenticity of tasks.

Knowledge is seen as inert. Knowledge is seen as dynamic,

ever changing with our
experiences.

Learners work alone. Learners work in groups.

 In the constructivist classroom, teaching
must give learners the opportunity for
concrete, contextually meaningful
experience through which they can search
for patterns, raise their own questions, and
construct their own models, concepts and
strategies.
COOPERATIVE LEARNING
 Cooperative Learning puts premium on active
learning achieved by working with fellow
learners as they all engage in a shared task.
 Cooperative learning is an educational
format that is useful in many strategies. In
this format, learners work together in small
mixed groups to achieve a particular goal or
to complete an academic task. It fosters
social skills, positive peer relationships and
high level of self-esteem, thus reducing
competition and increasing cooperation
among learners.
 This strategy serves the following
purposes:
 1. to increase achievement through group
collaboration that enables learners to learn
from each other;
 2. to provide an alternative to the
competitive structure of the most classrooms
today that discourages poorest learners ;
and,
 3. to improve human relations in the
classroom by promoting interdependent
activities that teach collaborative skills.
 Cooperative Learning is appropriate to use
when:
 1. the task demands collaborative effort;
 2. the open-ended problem solving activity
calls for clarification and a range of
strategies for the solution; and (in math)
 the resources/sources are limited.
 Roles of the Teachers and Learners
 1. Acts as facilitator by forming groups whose
members work together on shared goals.
 2. Plans the tasks, and explains them and the
goals of each task to the learners
 3. Monitors the groups, provides assistance,
intervenes whenever necessary, and evaluates
the groups and the learners.
 LEARNERS TAKE ON THE FOLLOWING ROLES:
 1. Give and receive assistance, feedback,
reinforcement and support each other
 2. Take responsibility for each group member’s
learning as well as for one’s academic success.
 Five common formats used for cooperative learning
are the following:
 1. Student Teams-Achievement Division (STAD)- Teacher
presents content or skill. Learners complete common
tasks in groups and then are tested individually.
Individual learner’s improvements in performance are
calculated to get team score.
 2. Think-Pair-Share- Learners first try to work – out the
task by themselves. Then they form pairs and interacts
and discuss their thoughts with each other. Finally, they
share their understanding with the ideas.
 3. Jigsaw- Learners are assigned to teams. The academic
material is divided into several sections. The members of
different teams who have studied the same sections
meet in
 “experts groups” to discus their sections. Then the
learners return to their teams and take turns teaching
their teammates about their section.
 4. Team Assisted Instruction- Learners are
assigned materials at their own achievement
level and are assisted by their group
members in learning the material. Group
points are obtained through improvement on
individual tests.
 5. Group Investigation-Learners take
responsibility for their own learning as each
group decides what to investigate, what
contribution each will make and how each
will communicate what they have learned.
DISCOVERY AND INQUIRY-BASED
LEARNING.
 allows for students to learn by asking
relevant questions and discovering new
ideas. Discovery and Inquiry-based learning
(Bruner, 1961) support the idea that students
learn when they make use of personal
experiences to discover facts, relationships
and concepts.
THE DISCOVERY APPROACH BY
JEROME BRUNER
 You can increase the motivation of learners
to learn science if the are to experience
something different from their day to day
activities. In using the discovery approach,
the teacher decides, in advance, the
concept, process, law or piece of scientific
knowledge which is to be “discovered” or
uncovered by the learners. The lesson
proceeds through a hierarchy of stages which
may be associated with Bruner’s levels of
thought. These stages are the following:
 a) Enactive level- At this stage, the learners
perform hands-on activities directly related
to what is to be discovered. The sample
activity in Box 1 illustrates the enactive
level.
 Box 1. Get an empty bottle or an Erlenmeyer
flask. Attach a balloon to the bottle and
secure it with a rubber band. Apply heat as
shown in the illustration. (Draw the
illustration) (suga, ubos sa sug ang daun
gipatong ang bottle nga gibutangan ug
balloon nga hiniktan) hehehe.. Observe what
happens to the balloon. Record your
observations.
 B) Ikonic level- After the learners have done the
hands-on activity and gain some experiences, the
teacher directs the thinking of the learners using
experiential learning situations to the mental
images or models of the objects used upon which
discovery is to be based. Box 2 gives an option you
can do after an activity or experiment. Box 2 1. Let
the learners organize the data and present them to
the class. 2. Conduct post-laboratory discussion
with the learners to make the abstract science
concepts concrete to the learners. You may ask
questions such as
 2.1 Describe what happened to the balloon when
the bottle was heated.
 2.2 Why did this happen?
 2.3 Given the illustrations below, how will you
explain the difference in the size of the balloons?
 Note: (draw at least 3 illustrations)
 Heated at 30 degrees celcius, 40, 50...)
Explain the size of the balloon under
different specified temperature.
 Expected Answer:
 The biggest balloon is at 50 degrees celcius,
because the air inside it has expended more
than the air in the other two balloons.
 C) Symbolic level-At this point, the learners
are guided to replace mental images with
symbols to increase generality and
abstraction which eventually results in the
discovery planned by the teacher in advance.
Box 3 shows how you can do this.
 Box 3 – In the experiment about the balloon, there
are two important variables involved-volume of
gas inside the balloon and temperature.
 You can conduct further discussions on the effect
of temperature on volume of gases. You can use
graphs and other related examples which help you
lead the ;earners to the mathematical formula
equation showing the relation between volume of
gas and temperature v= K.(note pls. put t under v
which mean temperature) This means that volume
of gas is directly proportional to temperature.
After the mathematical formula had been derived
or established, you can give sample problems,
exercise and homework. ( This is an example of
Discovery approach)
INQUIRY APPROACH
 This approach teaches learners to handle
situations they meet in the physical world. To
use the inquiry approach in the teaching of
science, you need to prepare activities that will
allow learners to develop the following skills:
 a. recognizing the problem;
 b. asking questions;
 c. applying laboratory procedures ; and
 d. providing consistent descriptions, predictions
and explanations.
 There are many strategies for the inquiry
approach in the classroom. All inquiry strategies
share common features. These are the
following:
 a. Learners do hands-on activities such as
experiments.
 b. Learners are focused on learning some
analytical skills and applying the skills gained
in the hands-on activities in another
situation.
 c. The learners understand scientific
constructs or concepts being developed
during the hands-on activities.
 We shall demonstrate the two ways of using
the inquiry as a tool for constructivist
learning-the 5-E learning Cycle.
A. The 5 –E Learning Cycle is a model that
promotes scientific inquiry “E” represents part
of the process of helping the learners sequence
their learning experiences to develop a
connection between prior knowledge and new
concepts. The teacher serves as a facilitator as
learners construct new knowledge based on
thoughtful inquiry and decision making. The 5 –
E’s are as follows:
B. 1. Engage- The learners engage in a task to
make connections between the past and
present learning experiences.
C. 2. Explore- The learners perform a task to get
directly guided exploration of scientific,
geographic, economic, and other data set.
 3. Explain- the Learners give details about the
science concepts being developed in the task.
Through readings and discussions, the students
develop understanding of the major science
concepts and verify answers to questions or
problems posed in the engage stage.
 4. Elaborate- The learners simplify the
science concept/s in the lesson, e.g. Stating
the concepts in their own words, and applying
new found knowledge to a different situation.
 5. Evaluate- The learners take a test, quiz, or
any authentic assessment instrument to
determine how much they benefited from the
lesson or activity.
 Problem – Based Learning (PBL)
 Problem – based learning is closely aligned with the in
inquiry and discovery methods.
 It is centered on posing a problem and leading learners
through an investigative procedure to solve it.
 The problem should be complex enough to encourage
critical thought and group effort.
 PBL provides learners with the opportunity to
understand and resolve ill-structured problems under
the guidance, rather than the direction, of the
teacher.
 Through PBL, learners learn content and skills in the
context of the types of problems encountered in the
“real world”
 Example: You are interested in buying a new vehicle.
What should your annual salary be to afford the car
that you want?
 Evaluating the Strategy:
 1. Learners are able to solve the problem on their
own.
 2. Learners work together and are actively
engaged in solving the problem.
 3. Learners use various resources and try out
different means to solve the problem.
 4. Learners use mapping and other visual
organizers to organize information and visualize
relationships among variables.
 USEFUL TIPS:
 1. Select problems that are interesting and
relevant to the learners.
 2. Use questioning effectively to guide the
learners.
OTHER TEACHING STRATEGIES
 Lecture and Student Recitation- You can use the
lecture method to explain, demonstrate, and
present information on the topic to be taken up. It
is not necessary for the teacher to do the
lecturing all the time. For example, if your lesson
is on diversity, you may invite an expert on
biodiversity from the National Museum,
Department of Environment and Natural Resources
or from a nearby university.
 Lectures may vary in form.
 Table 3 lists variations of the lecture.
Demonstration teaching, practice and drills, and
review are considered variations of the lecture
because they are expository in nature. These
strategies are all teacher-centered.
Learning/ What it is How to use it
teaching
strategies
Lecture Teacher explains, Teacher uses direct
and demonstrations, presents, asks delivery to help
student questions and student answers students acquire
recitation information; asks
questions to elicit
responses that
provide basis for
judging how much
the students learn.
Demonstra It is similar to lecture but allows Teacher
tion students to observe real things demonstrates an
and how they work. action or skill before
the students to do
the action
themselves.
Demonstration by the
teacher or a student
provides model of
action and
Practice or drill It goes over the This is done to
instructional consolidate, clarify
material, process or and emphasize what
skills just learned. the students
Drill involves learned.
repeating the
information until it
becomes permanent
memory.
Review This is re-learning or This is done in the
re-teaching and it is form of summary at
intended to reinforce the end of the
what was previously lesson, quizzes,
learned. games, outlines,
discussions, and
questioning sessions.
ROLE PLAYING AND SIMULATION
 Everyday we encounter situations where
people are in conflict or faced with a dilemma
of some sort. Take the need to have a supply
of wood for construction material as an
example. This means trees have to be cut from
the forest. However, our forest cover is getting
smaller.
 So, we are faced with a delimma, “ Are we
going to ban logging completely?’’ or “Are we
going to practice selected logging?” Role
playing can be used to dramatize the
situations. Majority of the class members
observe and analyze the components of
enactment. After the role play, discussion
follows.
 An alternative to this is a simulation wherein
students are placed in a situation that
models a real life phenomenon. For example,
barangay A has a population of mountains of
garbage. If a person produces three
(3)kilograms of garbage everyday how soon
can a barangay accumulate a mountain of
garbage with a bulk of 20, 000,000 kilograms
of garbage?
GAMES
 Children love to play games. Games can
teach children to work together as a well-
coordinated team. It develops coordination
skills which are necessary to perform
delicate jobs.
 TIME - TESTED METHODS
 Inductive method starts with a specific, concrete and what is
known to the learners and ends with what is abstract, general
and unknown. Teaching begins from the concrete experiences of
the learners and from there moves to the rule or principle. This
is in reality a discovery method. to help pupils discover
important rules or truths for themselves through careful
observation of enough specific examples that will support the
generalization.
 to make meanings, explanations and relationships of ideas clear
to pupils
 to enable pupils to carry on investigations by themselves,
independent on the teacher.
 The steps in the inductive method:
 Preparation
 Presentation
 Comparison and Abstraction
 Generalization
 Application
 ( Please open the lesson plan and Booms Taxonomy)