Alternative teaching strategies

AlternativeTeaching

Strategies»J Ann Sangcay

BSED II

These are the strategies used in the unfolding of the specific lessons/topics or the presentation of an individual or group in the classroom.

These Strategies, when conducted properly, are interactive in nature, thereby developing confidence among students as they further develop their analytic and social skills.

BrainstormingThis strategy is an excellent way to generate a class discussion about a puzzling issue.This is often used when the objective of the lesson is to get as many solutions to the problem as possible.This is sometimes called buzz group or buzz session, promotes fluent thinking and encourages thinking, too.

Steps in conducting a Brainstorming Session (Maxim,1995)

1. Present the problem/situation/issue.

2. Share ideas suggesting possible solutions.

3. Accept all ideas.4. The teacher records all ideas.5. Review/Discuss ideas.6. Organize ideas.7. Provide closure.

Demonstation

This is direct strategy in which the teacher models the behaviors of presentations, analyses, and syntheses.Thus, in this strategy the students become observers and recorders of information and skills.This is done by using appropriate oral and visual explanations, illustrations, and questions.

In conducting demonstration lessons

(McGinnis and Goldstein, Sheridan)

1. While acting and talking, point to the steps written on a poster.

2. Be sure to think aloud.3. Keep it simple. Teach one skill at a time,

each step in a sequence.4. Check for understanding by assigning

students to watch for different steps and asking them how the steps are demonstrated following the model.

5. Be sure that the skill being modeled has positive outcome.

Class Discussion

This describes the procedures used by teachers in encouraging students to engage in verbal interchange and in expressing thoughts on a particular learning area.

According to Arends, there are three important objectives in a discussion.

1. To improve the students’ thinking and help them construct their own understanding for academic content

2. To promote student involvement and engagement

3. To help students learn important communication skills to discover what they are thinking and how they are processing the ideas and instruction being taught

Syntax for holding a Class Discussion

(Arends, 2004)

Phase 1 : Clarify aims and establish set.

Phase 2 : Focus the discussion

Phase 3 : Hold the Discussion

Phase 4 : End the Discussion

Phase 5 : Debrief the Discussion

Class Debate

A formal discussion approach consisting of a set of speeches by participants of two opposing teams and a rebuttal by each participant.

Oral presentations are made by members of two opposing teams regarding the preassigned and researched topics.

Syntax for Class Debate

(Parker and Jarolimek, 1997)

1. Choose an issue.2. Organize the issue.3. Prepare the issue.4. Present the debate.5. Guide, revise and analyze the

issue.6. Give a closure.

Presentation

A teacher-centered strategy consisting of Four major phases :

1. Initial attempt of the teacher to clarify the lessons’ aims

2. Presentation of an advance organizer

3. Presentation of new information

4. Conclusion with interaction aimed

Syntax of the presentation Model (Arends,

2004)

Phase 1 : Clarify aims and establish set.

Phase 2 : Present advance organizer.Phase 3 : Present learning materials.Phase 4 : Check for understanding

and strengthen student thinking.

Role Playing

Valuable strategy for creating empathy and understanding another person’s views or behavior.It usually involves structure, a stated issue to be resolved, and in some cases a winner or loser.It has three components :

- the situation,- the role playing, - and the follow-up discussion.

Steps in Role playing (Shaftel &Shaftel , 1982)

1. Present the events/ situation.

2. Choose the characters.3. Prepare the audience.4. Enact.5. Discuss the issue.6. Re-enact.7. Share experiences.8. Summarize.

Simulation

This strategy is a replication or situations or issues based on reality

or an actual scenario. It simply put, simulations provide presentations of some phenomena. events., or issues that exist in the real world.

Syntax for Simulation

Phase 1 : Orientation

Phase 2 : Participant Training

Phase 3 : Simulation operation

Phase 4 : Participant debreifing

Sociodrama

As an instructional strategy, this enables students to portray certain roles involving disputes, arguments, and human relations activities.

It is often used as a strategy in summarizing or communicating the highlights of learning experiences through pantomimes, skits, or dramatizations.

Syntax for Sociodrama (Zeleny & Hoover, n d.)

1. Present the problem.2. Prepare the group.3. Choose the characters.4. Present the activities of actors.5. Develop the students’ listening

and analyzing skills.6. Dramatize the situation.7. Analyze/Discuss the situation.8. Test.9. Give closure.

K-W-L StrategyHelps students actively associate their previous experience while personalized purposes for becoming involved in a new learning experiences.

The strategy is presented in 3 column format.

K-now W-ant L-earn

Stands for what student already know.

Stands for what students want to find out.

Stands for what they have learned.

Tri Question Approach

Uses three logical questions, related to a certain phenomenon, issue, event, or situation.

Example :1. What happened ?2. Why did it happen ?3. What were the consequences ?

The End Thank You !