Teaching Strategies
evaluate their beliefs and positions
Traditional Teaching Strategies
1. Lecturing
 Most traditional method associated with
teaching in which the teacher simply
conveys the knowledge to the students in
a one-way channel of communication.
 Can be an efficient means of introducing
leanrers to new topics.
ADVANTAGES:
 Allows uniformity of knowledge to be
learned for all student in a class
 Economical and cost effective
 Helps develop students’ listening abilities
DISADVANTAGES:
 Few teachers are good lecturers
 The lecture method lends itself to the
teaching of facts with little emphasis
placed on problem-solving, and transfer
of learning
 Not conducive to meeting students’
individual learning needs
 Allows limited attention span
2. Discussion
 Gives opportunities to share the students
insight of understanding of the topic
 It allows teacher-student or student-
student interaction
 Its purpose is to give students an
opportunity to apply principles, concepts
and theories as well as clarify information
and concepts.
 A topic is announced in advance and the
class is asked to take part in the discussion
by reading a certain material or watching a
videotape among other activities.
ADVATAGES:
 Helps students learn the process of group
problem-solving
 Supports students ways to develop and
 Can foster attitudes through understanding
and allow student freedom to assert their
opinions hence, application of new
knowledge takes place.
 Many students prefer and like this method
DISADVANTAGES:
 Students use more time to think and
interact
 Effectively only in small groups
 May not be an efficient way of
communicating information
 Useful only if the participants come
prepared with the needed background
information
3. Question and Answer Techniques
 Initiates learning by asking students about
their insights and ideas.
 Use to assess students’ competencies and
baseline knowledge to find out what a
group already knows about the subject in
order to review its content.
 Can increase motivation of learners as it
brings about eagerness to learn answers to
questions asked.
7 types of questions:
1. Factual questions –demands simple
recall of information.
2. Probing questions –used when teacher
wants a learner to further explain an
answer.
3. Multiple choice questions –can be oral
or written, they usually test recall and
can be used to begin a discussion
4. Open-ended questions –these
encompass all questions that require
learners to construct an answer.
5. Discussion-stimulating questions –help
the discussion move along for a clearer
or better view of the subject matter.
6. Questions that guide problem-solving –
teachers need to phrase and sequence
questions carefully in order to guide
 learners in problem-solving thinking
process.
7. Rhetorical questions –questions for
which one expect no answers at the
time. Such questions can be used to
stimulate thinking in the class
4. Use of Audiovisual Aids
 A traditional method that can reinforce
teaching and learning
 It is used as supplement to a lecture, as a
prelude to discussion, or a part of
questioning strategy
 Can greatly enhance teaching and add to
students’ interest
Types of traditional audiovisuals:
 Handouts or printed materials used to help
communicate facts, figures and concepts
 Chalkboards or whiteboards are universally
used in education
 Powerpoint slides are used.
 Videotapes, films, clinical procedures
videos.
ACTIVITY-BASED TEACHING STRATEGIES
1. COOPERATIVE LEARNING
 Students from one class are arranged into
small groups to facilitate learning process
 Involves structuring small groups of
learners who work together toward shared
learning goals
▪ Jigsaw
▪ Think-pair-share
▪ Numbered-heads together
▪ Talking ships
ADVANTAGES:
 Group members learn to function as part
of a team
 Enhances social skills
 Inculcates the spirit of team-building
DISADVANTAGES:
 Students who are fast learners may lag
behind
 Learning gap may exist between the fast
and slow learners
2. WRITING TO LEARN
▪ Actively influences students’ dispositions
toward thinking and takes active
participation in learning
▪ Writing serves as a stimulus of critical
thinking by immersing students in the
subject matter for utilization of knowledge
and effective internalization of values and
beliefs.
▪ Journal writing
▪ Creative writing assignments
▪ Research articles
▪ Paper critique
3. CONCEPT-MAPPING
▪ Lends visual assistance to students when
asked to demonstrate their thinking in a
graphic matter to show interconnectedness
of concept or ideas.
4. DEBATE
▪ A strategy that fosters critical thinking
which requires in-depth recall of topics for
supporting evidence and for developing
one’s position in an issue.
▪ It encourages analytical skills, recognizes
complex issues or concern, permits
students to consider alternative options
with freedom to change one’s mind based
on information
5. SIMULATIONS
▪ These are exercises which learners engage
in to know the real world without the risks
of harm or injury and make learning
enjoyable.
▪ Intended to help learners in decision-making
and problem-solving, develop human
interaction abilities and learn psychomotor
skills in a safe and controlled setting
4 types of simulation techniques:
 Simulation exercises –a controlled
representation of a piece of reality that
learners can manipulate to better
understand the real situation.
 Simulation game –represents real-life
situations in which learners compete
 according to a set of rules in order to
win or achieve an object

 Role-playing –form of drama in which

learners spontaneously act out roles
through interaction involving problems
or challenges in human relation.

 Case study –analysis of incident or

situation in which characters and
relationships are described, factual or
hypothetical, events transpired and
problems that need to be resolved or
solved.

6. PROBLEM-BASED LEARNING

 Involves confronting students with real lfie

problems which they are meant to solve on
their own.

 Provides stimulus for critical thinking and

self-taught content.

Difference between PBL and simulations

7. SELF-LEARNING MODULES
▪ Also called self-directed learning modules,
self-paced learning modules, self-learning
packets, and individual learning activity
packages.
▪ Provided with the materials they needed for
the learning without the teachers
intervention.
▪ Components of self-learning module:
o Introduction and instructions
o Behavioral objectives
o Pretest
o Learning activities
o Self evaluations
o Posttest