STRATEGIES IN TEACHING – PRESENTING LEARNING

1. PRESENTING STRATEGIES LECTURE/LECTURE DEMO

Here, prepared illustrative devices or visual materials like
There are three strategies we need to disclose: presenting,
slides, pictures, graphs, films and specimens need further
enabling exemplifying.
and more concrete explanation and very significant.
Understanding strategies for college teaching, specifically of It is lecture demonstration where there is a need for
health education is a must for every prospective health laboratory work or practicum.
educator or teacher and even professional ones.
Lecture – Formal Lecture, Informal
Lecture
FORMAL LECTURE
Herbartian steps are applied:
1. Preparation (give scenes, go back to experience, schema)
2. Presentation (lecture given)
3. Comparison/Abstraction (relating the concept with the
reality)
4. Generalization (give concept, definition or difference)
5. Application (Test)

INFORMAL LECTURE
1. Introduction
2. Presentation
Health education involves the teaching of health-related 3. Conclusion or Closure or Completion or Culmination
concepts / issues. Information dissemination takes the form
of presenting strategies that are (1) teacher centered, (2) IMPROVING THE LECTURE
media centered, and (3) content centered. 1. Preparation and Organization
2. Presentation and Clarity
3. Stimulation and Interest
1. TEACHER-CENTERED PRESENTING STRATEGIES 4. Feedback and Interaction
Strategies that are believed to be teacher centered or the
teaching performing the role of a facilitator or group leader PREPARATION & ORGANIZATION
 Lecture/LectureDemonstration 1. Fit the lecture to your audience.
 Forum Lecture 2. Select your topic.
 Panel Discussion
3. Present more than one aside of an issue.
4. Select examples.
LECTURE 5. Prepare an outline.
The lecture is anticipatory teaching. This is just like preparing 6. Decide upon minor points.
a lesson plan where the objectives of education and the 7. Organize your points.
objectives of the lecture clearly in mind.
 The lecture should have an outline. PRESENTATION AND CLARITY
 Anticipatory teaching 1. Speak clearly and loud enough to be heard.
 Exposition is usually applied in the lecture if the objective is 2. Avoid distracting mannerism.
to shed lights in issues (single parenthood, drug abuse, 3. Provide an introduction. (Begin with a concise statement,
etc.) something that will preview the lecture. Attract and focus
Expository – used when a problem, a situation or incident or attention of the listeners).
concept learning needs teacher explanation; showing or 4. Present an outline (Chalkboard, OHP, or handout).
telling method of teaching 5. Emphasize principles and generalizations.
6. Repeat you points in two or three different ways.
The inductive-deductive process may be used when the 7. Stress important points.
lecture demonstration is expository.
8. Pause (Time to think and write)
Inductive – specific details to generalization
Deductive – generalization to specific details SIMULATION AND INTEREST
1. Use effective speech techniques.
2. Be enthusiastic.
3. Start with a question, problem, or controversy.
4. Be relevant.
5. Use AV.
6. Use humor.  COMPUTER-ASSISTED INSTRUCTION
7. Provide change. Use of these strategies by a teacher calls for:
FEEDBACK AND INTERACTION
 a standard operation procedure (SOPs) or guidelines in the
1. Look at your listeners. center
2. Solicit questions.  such as securing permission or approval for use from the
3. Use discussion techniques. person in charge of the center
4. Use praise plus comments when warranted.  and, indicating specific instructional materials to be used
during a specified date and time by a class or a group of
students
FORUM LECTURE (SYMPOSIUM)
Generally aims to provide the participants useful information
Programmed Instruction
about a concept or topic.
 processof breaking up academic subjects into stimulus-
Means to help listeners analyze the problem and not to response parts and presenting the facts into progressive
make conclusion for them. sequential manner

Tends to ventilate the relative significance of known Computer-assisted Instruction

solutions to a pressing problem or controversial issues (i.e.,  Assessment, diagnosis, remediation can be built into
COVID 19 virus) programs to produce mastery learning
 High expectations can be set
Preparing for the forum lecture generally includes the
 Reading skills can be assessed and reinforced
following steps:
 The word processing capability of computers allows
1. Planning and deciding the purpose of the activity students to compose rapidly and produce revised drafts
2. Choosing and framing interest-getting topic without having to rewrite an entire document
3. Selecting speakers
4. Selecting a chairman
5. Briefing/ conferencing with the chairman and speakers on SUMMARY
the objectives and procedures.
PANEL DISCUSSION Teacher-centered Media-Centered
 results from a unified group effort.
 The appointment panel members lie on the discretion of the Lecture Self-learning Programs
teacher.
 Every member of the panel should possess a thorough Lecture demonstration Minicourses
knowledge of all the components of the subject or topic
aside from their prepared “talks or speeches”. Forum lecture Video-taped instruction
 Generally, a panel consists of five (5) members.
 The T may provide or suggest references for consultation or
Panel Discussion Audio-tutorial instruction
readings. 
 The class maybe provided time to work out a plan or an
agenda for discussion purposes. Computer-assisted
 The panel leader upon completion of its consideration of instruction
every issue in the agenda provides a brief summary. 
 Participation of other class members may either be by
expressing their personal views or by asking questions to
panel members.
 This process enhances the development of discussion
attitude among the members of the class.

2. MEDIA CENTERED PRESENTING STRATEGIES

SELF-LEARNING PROGRAMS
•Modules, self-learning kits, programmed instruction
MINICOURSES
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VIDEO TAPED INSTRUCTION
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AUDIO TAPED INSTRUCTION