Traditional Teaching Strategies
a sponge, just there to soak the
Greek word: Lectura = read
Role of teachers:
 Acts the resource person
 Transmitter of knowledge and
information’s to the learners
Method to impart knowledge and the most
traditional way to convey information to the
students.
LECTURES
Uses of lecture:
 Efficient means of introducing to new
topics to the learners
 Used to integrate and synthesize a
large body of knowledge from
several fields or source.
Advantages:
 Have a specific period of time
 Allows uniformity in the class
regarding knowledge
 Economical and cost efficient
 Economical in terms of student time
 Teacher serves as a role model
 Teachers serve as authority on the
subject
 Teachers are experts in the field of
learning of who critical thinkers and
problem-solving student are able to
watch a creative mind at work.
 One way verbal communication.
Disadvantages
 All learners are exposed to the same
information regardless of the
cognitive abilities, learning needs or
stages of coping
 Instructor center, the most active
participant is the most
knowledgeable one- the teacher.
 Few teacher are good lecturers who
can deliver topics to student’s level
of understanding.
 Allows limited attention span on the
part of the learners.
 Places the learners in passive role of
information given.
Important Points about Lecturing
 Fit the lecture material to the
available time
 Express the topic in its simplest form
as possible
 Used different method to prevent
monotony and boredom
 Give students time to digest the
content of the lecture and ask
question.
 State your class objectives with the
students
 Conclude the lesson by connecting
what was taken up today, to what
will be covered during the next
meeting.
3 Parts of a Lecture
1. Introduction
 Present the overview of the
topic, setting objectives
 Pertinent to the lecture topics
 Specify rules like entertaining
the question at the end of the
lecture
2. Body of the Lecture
 Should be logical point from
one point to the other
 Actual delivery of information
regarding the topic being
discussed
 Maintain eye contact,
enthusiasm, and motivation
3. Conclusion
 Successful termination of the
lecture
 Summarize the topic
discussed
 Application of what has been
learned
DISCUSSIONS
 Teachers impart information through
interaction
 Opportunity is given by the teacher
for the students to share the
insights/understanding about the
topic.
  Topic is announced in advance and
the class is asked to take part of the
discussion.
 Gives learners opportunity to apply
principles, concepts, theories, clarify
information and concepts.
Advantages of Discussion
 Helps students learn the process of
group-problem solving.
 Supports students by the way you
develop and evaluate their beliefs
and position.
 Give students freedom to assert
their opinion and application of new
knowledge take place.
 Learner and subject centered.
 Stimulate learners to think issues
and problems.
 Stimulates members to exchange
ideas to their groupmates and in
front of the class.
Disadvantaged of Discussion
 Students use some time to think and
interact.
 May not be the efficient way of
communicating information because
sharing takes time to settle specific
topics for discussion.
 Effective only in small groups due to
time constrains.
 Useful only if the participants come
prepared with the needed
background information.
 Shy learners may refuse to become
involved in the discussion.
 More time consuming for
transmission of information.
 Requires teacher’s presences at all
session.
ONE-on-ONE INSTRUCTOR
 Question and Answer Technique
 Teacher assess the learner’s
understanding on the topic to:
 Students will know what they have
already learned and what they need
to learn.
 Teacher initiates the learning
process by asking students their
insight on the topic presented in the
lecture.
Advantages
 Provides immediate feedbacks
 Allow students the opportunity to the
state their understanding of
information and evaluate the extent
of learning.
 Involves moving learner to repeating
the information and to applying it.
 Allows learners to be active.
Disadvantages
 Can put the learners on the spot
because the role focus.
 Learners is isolated from others.
 Questioning may be interpreted by
the learner as a technique to test
their knowledge and skills.
 Learners may feel overwhelmed and
anxious (e.g. demonstration, RD, 1
on 1 review)
USE OF AUDIO-VISUAL AIDS
 To supplement lecture
 Enhance teaching and add students
interaction and facilitates
understanding of the subject matter.
 Types:
o Handouts, printed material
o Chalk board/white board-
universally used in education
and allow spontaneity in
classroom discussion.
o Overheard transparency-
sheet of acetate is used-
obsolete.
o Power point slides
o Videotapes
TECHNIQUES IN QUESTIONING
Direct Learning Through Questioning
 One of the oldest and most widely
used methods of teaching.
 Was used by Socrates to teach his
students.

Functions of Questioning
1. To measure student achievement
and skills
a. To determine to what extent
the student has prepared and
mastered the essential facts
in class or assignment.
b. To test the students
understanding of those facts.
c. To secure grades for the
purposes of records.
2. To direct and stimulate thought
a. This function promotes new
viewpoints, deeper insights,
understanding of causes and
effects.
b. The teacher can also direct
the students thinking by
questions which require
analysis, comparisons,
evaluations, or critical
inquiry.
3. To ensure the proper organization
and interpretation of materials and
experiences.
a. Critical evaluation is not
sufficient. The student must
also be able to organize her
learnings into whole or
generalization, thereby
gaining unity.
4. To facilitate interpretation and
evaluation of information.
a. Every activity requires a
choosing of issues, a making
of decisions. The radio,
newspaper, and
magazines all present a
different viewpoint.
b. To make a final judgement,
the individual must read,
study, compare,
evaluate.
c. By judicious use
questions, the teacher can
help the students develop an
attitude of critical inquiry.
5. To discover interest and abilities of
the student
a. Questions can lead to
knowledge of special
interests and abilities.
6. To form and develop attitudes and
appreciations.
a. Well formed questions,
properly directed and asked,
can condition the student
towards likes or dislikes,
appreciation, or indifference.
b. The use of questions can call
attention to right or wrong
attitudes and ideals, as well
as to right and wrong facts
and statements.
7. To obtain individual or class
attention.
a. When a class grows restless
or tired, often a pointed
question will arouse interest
and challenge attention.
b. A question-directed class is
preferable to a teacher-
dominated class where the
students do not have an
opportunity to ask questions.
Skills to Basic Good Questioning
1. Clear and rapid thinking
a. The teacher must have the
ability, native or acquired, to
think quickly or easily while
facing a class to shift and
change as thought
progresses, and to phrase
questions clearly.
2. Skills in judging relative values
a. Involves the ability to
determine the value of a
given question or answer as
it relates to the attainment of
the objectives.
the
3. Skills in wording questions
a. If the teacher frames the
questions in a needlessly
advanced vocabulary, if they
are too wordy, if they do not
and
state the central thought
clearly, the teacher will be
of
able to do, no more than
guess the answer.
4. Self confidence
a. This is given, as a teacher
without confidence is like a
solider running to the
battlefield naked.
Characteristics of the Effective
Questions
  Questions should be based on o What are some differences
sound ideas and purposes and between insects and
adapted to the particular objective in spiders?
mind if they are to stimulate growth.  Rephrased question-
 Questions should be within the Differentiate insects
range of the students experiences and spiders in terms
and knowledge. Otherwise, the of their anatomical
student will not understand and only structures and
guess at the answer. habitats.
 Questions should present a  Note: Broad questions are not
challenge which stimulates an entirely bad, since:
educative response in keeping with o Require higher-level thinking,
the objectives. exploration, observation, or
 Questions should contain only one an opinion.
idea. A many-faceted question only o Promote discussion and
confuses a student, who usually divergent thinking.
answers but one phrase but forgets o Open the door for authentic
the remainder. discussion.
 Questions should be well worded.  When to use broad questions?
Questions should be grammatical, o Can be used on topics that
worded clearly and concisely, should
can give opportunities for
not be ambiguous, should not
sharing of ideas
suggest the answer, should not be
 How might divorce
stated in textbook phrase, and at
affect the lives of
times should require an extended
children?
answer, if need be.
Questions that Should be Avoided
Techniques in Questioning
 Leading questions and those that
suggest the answer often require  Questions, as a rule, should not be
only a “yes” reply. repeated. Repetition invites
o Is DNS the blueprint of life? inattention.
 Rephrased Question-  Students should be given as much
Why do you think the credit as possible. Insist upon
DNA is considered as accurate, complete, and intelligible
the blueprint of life? answers. If the answer does not
o What is the only habitable meet this standard, try to give the
planet in our solar system? student some credit for the answer.
 Rephrased Question-  Optimize questions around
What makes the earth sequences which lead to the
the only habitable development of a particular idea,
planet in our solar appreciation, or ideal.
system?  Occasionally assign questions to the
 Catch Questions. The guessing of a inattentive student.
puzzle or trick does not explain o Although not criterion in the
relationships or require any thinking effectiveness in questioning,
and therefore does not encourage this is a useful device to
learning. arouse students to prevent
o What goes up but never inattention and thereby avoid
comes down? discipline problems.
 Rephrased question-
why do people aged?
 Very broad questions. The student Teachers Reaction to Student’s
will not know what points to include Questions and Answers
in the answer. Broad questions have
no specific answers.
  Encourage students. Because using them as tools in class or for
student questions indicate thought preparation and assignments at
on their part. home.
 Student questions should be
significant. Do not permit the
student to sidetrack the issue at
hand by asking a trivial question.
 Courtesy. Both teacher and
students should be courteous in
asking questions.
 The teacher should admit not
knowing the answer. The student
can recognize “bluff”
 Rarely assist the student in his or
her answers. Let the student work
out her own contribution without
prompting.
 Never “pump” answers form
students. Allow sufficient time to
think. If the answer is not
forthcoming, go on to another
student.

DISTANCE LEARNING
 A method of study where teachers
and students do not meet in a
classroom but use the internet, e-
mail, mail, etc., to have classes.
 Students are separated from
teachers and peers.
 Students learn remotely and do not
have face-to-face learning with
instructors or other students.

ONLINE LEARNING
 Online learning is when teachers or
students use educational tools which
are accessible on the internet.
 This means that students can also
use online tools while they are
physically in a classroom with their
teacher and peers. Online learning
can be used anywhere and anytime,
so teachers may have students