TRADITIONAL TEACHING STRATEGIES (WEEK 8)

Question 1

4 Traditional Teaching Strategies

Answer 1

• LECTURING
• DISCUSSION
• QUESTIONING
• USING AUDIOVISUALS

Question 2

▪Efficient means of introducing learners to new topics.

▪Stimulate students’ interest in a subject.

▪Inspire people

▪Integrate and synthesize a large body of knowledge from several fields or sources.

▪Difficult concepts can be clarified in lectures.

▪“The lecture is valuable where knowledge is advancing
rapidly and up-to date textbooks are not available.

Answer 2

LECTURING

Question 3

ADVANTAGES:

▪ Economical

▪ Can supplement a text book by enhancing a topic and making it come
to life.

▪ Help students develop their listening abilities.

DISADVANTAGES:

▪ It places learners in the passive role.

▪ By nature it lends itself to the teaching of facts; placing little emphasis
on problem solving, decision –making, analytical thinking or transfer of
learning.

▪ It is not conducive to meet student’s individual learning needs.

▪ The problem of limited attention span on the part of he learners.

Answer 3

ADVANTAGES AND DISADVANTAGES OF LECTURE

Question 4

The teacher is an orator and the only speaker

Answer 4

Traditional Oral- Essay

Question 4

▪ Begins with learner’s brainstorming ideas on a topic based on what they have read in preparation.

▪ Progresses with the teacher organizing the student’s ideas with expertise.

▪ Students feel some ownership of the topic and are able to attach new information to existing mental schema.

Answer 4

Participatory Lecture

Question 4

Hand-outs containing the lecture outline in some detail with blank spaces for learners to fill in information.

Answer 4

Lecture with Uncompleted Hand-outs

Question 5

▪ Consist of mini lectures interspeed with 10-minute small group discussions, structured around questions related to
the lecture content.

▪ Enhance learning and memory recall.

Answer 5

Feedback Lecture

Question 6

Use of media such as films, slides or web-based images
along with traditional lecture.

Answer 6

Mediated Lecture

Question 7

Topic is announced in advance and the class is asked to prepare, to take part in the discussion.

Answer 7

FORMAL DISCUSSION

Question 8

Take place spontaneously at any point during the class including at the end of the lecture.

Answer 8

INFORMAL DISCUSSION

Question 9

▪ Take a lot of time
▪ Effective in small groups
▪ At times few people monopolize the discussion
▪ Discussions are valuable only if participants come prepared with the
necessary background information.

Answer 9

DISCUSSION DISADVANTAGES

Question 9

PURPOSES AND ADVANTAGES

▪ Give learners an opportunity to apply principles, concepts, and theories; and transfer the learning to new and different situations.

▪ Clarification of information and concepts.

▪ Learn the process of group problem-solving.

▪ Attitudes can be changed through discussion.

Answer 9

DISCUSSION PURPOSES AND ADVANTAGES

Question 9

▪ Make expectations clear
▪ Set the ground rules
▪ Arrange the physical space
▪ Plan a discussion starter
▪ Facilitate, don’t discuss
▪ Encourage quiet group members
▪ Don’t allow monopolies
▪ Direct the discussion among group members
▪ Keep the discussion on track
▪ Clarify when confusion reigns
▪ Tolerate some silence
▪ Summarize when appropriate

Answer 9

DISCUSSION TECHNIQUES

Question 9

▪To assess learner’s comprehension.
▪Ask questions that demonstrate reasoning, analysis, and problem-solving.
▪Places learners in an active role.
▪To assess a baseline of knowledge.
▪Help learner’s grasp information or concepts quickly.
▪To review content.
▪Motivation to learn increase as learners hear questions they
like to know the answers.
▪To guide learner’s thought process in a certain direction.

Answer 9

QUESTIONING

Question 9

▪ Require the learner to recall or integrate information they have learned.
▪ Requires fairly low-level cognitive activity.
▪ Have specific, usually short, and expected answers.

Answer 9

CONVERGENT

Question 9

▪ Ask the learner to generate new ideas, draw implications, or formulate a new perspective on a topic.
▪ There is no single correct answer.
▪ Requires a higher level of cognitive activity.

Answer 9

DIVERGENT

Question 10

Require the learner to recall information they have read or memorized.

Answer 10

Low-Order Questions

Question 10

Includes understanding and
interpretation of information

Answer 10

COMPREHENSION

Question 10

▪ Require more than recall
▪ The learner have to comprehend or think
critically about the information.

Answer 10

Higher-Order Questions

Question 10

Involves recall of memorized data

Answer 10

KNOWLEDGE

Question 10

Includes assessing a situation based on criteria

Answer 10

EVALUATION

Question 11

Requires using information in new situations

Answer 11

APPLICATION

Question 11

Involves breaking the whole into parts and showing relationships

Answer 11

ANALYSIS

Question 11

Requires combining elements into a new structure

Answer 11

SYNTHESIS

Question 12

To further explain an answer or dig deeper into subject

Answer 12

Probing questions

Question 12

▪ Demands a simple recall answer. ▪ Used to assess learner’s understanding or simply find out if they are paying attention.

Answer 12

Factual questions

Question 13

Ask learners to elaborate on a response

Answer 13

Extension probes

Question 14

Used when learner’s responses are unclear.

Answer 14

Clarification probes

Question 15

Ask learners to justify their responses

Answer 15

Justification probes

Question 16

Help a responder who is unsure of an answer or gives an incorrect answer

Answer 16

Prompting probes

Question 17

To elicit a variety of responses from the group of learners.

Answer 17

Redirection probes

Question 18

▪ Can be oral as well as written ▪ Test recall and can be used to begin a discussion

Answer 18

Multiple Choice questions

Question 19

Encompasses all questions that requires learners to construct an answer

Answer 19

Open-ended questions

Question 19

Used to promote discussion

Answer 19

Discussion-stimulating questions

Question 20

To guide learners through problem-solving thinking.

Answer 20

Questions that guide problem solving

Question 21

Prepare some questions ahead of time ▪State questions clearly and specifically ▪Tolerate some silence ▪Listen carefully to responses ▪Use the “beam, focus, build” technique ▪Provide feedback ▪Handle wrong answers carefully

Answer 21

QUESTIONING TECHNIQUE

Question 21

▪ Questions for which you expect no answer at the time. ▪ Used to stimulate thinking and guide learners into asking their own questions as they study a topic.

Answer 21

Rhetorical questions

Question 22

Greatly enhance teaching and can add interest and stimulation to the classroom.

Answer 22

AUDIOVISUALS

Question 23

▪ Can be used to communicate facts, figures and concepts. ▪ Time saving ▪ If given before the class, learners can review them in preparation for the class discussion. ▪ It ensures that all learners have access to the same information and can review that information whenever necessary.

Answer 23

HANDOUTS

Question 24

▪ Allow spontaneity in the classroom. ▪ New ideas can be jotted down as they are mentioned. ▪ Information or points can be illustrated. ▪ Useful for working out mathematical problems, spelling new words, outlining material to be covered in class. ▪ It should be clean, placed where the entire class could see. Write only on the upper two-thirds of the board. ▪ Not advisable for a very large group.

Answer 24

Chalkboards or Whiteboards

Question 24

▪ Sheets of acetate placed on an overhead projector that enlarges and projects the image onto a screen. ▪ Easy to make, use, store, and transport ▪ Can be prepared beforehand to save class time. ▪ Diagrams and drawings can be drawn or copied onto transparencies. ▪ Concepts can be illustrated and lectures can be outlined. ▪ Charts and graphs can be presented.

Answer 24

Overhead Transparencies

Question 25

▪ Motion enhances realism of the situation and often increases interest. ▪ Maintain consistency and quality for teaching each learner. ▪ Can replay and freeze frames according to the needs. ▪ Learners can become passive recipients of information.

Answer 25

Videotapes

Question 25

▪ To show pictures or project diagrams, charts, and word concepts. ▪ Effective promoters of discussion ▪ Help make abstractions concrete ▪ Lend realism to an academic discussion ▪ Easy to update and reorganize to fit changing class needs.

Answer 25

Slides