Alternative Teaching Strategies (EDUC 131) PDF

Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Name of PST Course & Year UNIT 1: INTRODUCTION TO ALTERNATIVE TEACHING STRATEGIES CHAPTER 1:...

Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Name of PST Course & Year UNIT 1: INTRODUCTION TO ALTERNATIVE TEACHING STRATEGIES CHAPTER 1: Distinction between Teaching Model, Method, and Strategies a. Teaching Models b. Teaching Strategies c. Teaching Methods d. Teaching Techniques ______________________________________________________________________ TOPIC: Distinction between Teaching Model, Method, and Strategies ILO: At the end of this lesson, the students can draw and explain a matrix of comparison between the concepts of teaching model, method, strategy, and technique. BTI: 1.1.1 - Demonstrate content knowledge and its application within and/or across curriculum teaching areas INTRODUCTION A variety of instructional considerations must be made when planning a unit or lesson. The subject and processes to be covered, the strengths, needs, and interests of students, the “common essential learnings” that could be incorporated, and the most effective instructional methodologies must all be identified by the instructor. These are crucial decisions that must be taken thoughtfully and purposefully. Teachers need a conceptual foundation for a framework for understanding the levels connected with instructional decision making because there are so many variables to consider when making decisions regarding teaching and learning. This chapter covers the distinction between models, strategies, methods and techniques as illustrated in the Instructional Framework. 1  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Activity DIAGRAM ANALYSIS. The diagram below shows a matrix of examples of teaching models, strategies, methods, and techniques. Each row represents an example of an instructional approach. Analyze the diagram below, and then answer the questions in the Analysis part. Models Strategies Methods Techniques The teacher applies The teacher wants Teachers wants Teacher structures art of questioning to students to act as students to have the class into groups groups to ensure facilitators of learning communicate two-way during activity interaction Thinking process is Teacher directly likened to how Teacher conducts the Teacher plans the presents lesson and computers work (i.e. pre-planned lecture in lesson development students store the encode, rehearse, front of the class (with review and drills) information and retrieve) Teacher uses The teacher behaviourism to teach Students are asked to In their journal, a repetitively presents how students should write a journal on self- learning contract is to students expected react and respond to improvement written behaviors certain stimuli 2  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Analysis As you move from across each row, what do you observe in the instructional approaches? What inference or conclusion can you draw from your observation in each row? How do the four terms differ? Discuss. 3  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Acquisition of Knowledge THE INSTRUCTIONAL FRAMEWORK The figure below, the Instructional Framework, identifies and illustrates the interrelationship among instructional approaches that, properly used, are acknowledged to be consistent with sound educational practice. The approaches are referenced to the goals of education and apply to the objectives of the various curricula. The figure also illustrates the levels of approaches in instruction ranging from an instructional model, a broad approach, to an instructional skill or technique, which represents a specific teaching behavior. Within each level the potential exists for developing both the science and the art of teaching. Figure 1. The Instructional Framework The Instructional Framework is intended to encourage teachers to examine their own instructional practice. Reflective assessment of the use of strategies, methods, and techniques may lead teachers to broaden and deepen their repertoire of instructional approaches. Expanding the knowledge and expertise regarding various instructional approaches can enrich the artistry of teaching and, in turn, enhance the effectiveness of instruction. 4  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. The figure below illustrates how various methods relate to the five strategies presented in Figure 1. It should be noted that the methods appearing in the diagram are examples only, and are not intended to be inclusive of all instructional methods. Figure 2. Instructional Strategies and Methods Because there are so many variables for teachers to consider when making decisions about teaching and learning, it is essential that they have a framework for understanding the levels of instructional decisions. You may refer to following reference for additional inputs:  https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-Strategies.htm 5  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Application MATRIX OF DIFFERENCES. Draw and explain your own matrix of comparison between the concepts of teaching model, strategy, method, and technique in the space provided below. My Matrix of Comparison between Instructional Models, Strategies, Methods and Techniques 6  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Description of my Matrix Evaluation MATRIX COMPLETION. Complete the table below by providing the descriptions and examples of the instructional approaches in the second and third columns, respectively. Instructional Description Example in Classroom Approaches a. Model b. Strategy c. Method d. Technique 7  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. References Borabo, M. L. & Borabo, H G L. (2015). Interactive and innovative teaching strategies: a resource book for 21st century teachers, Volume 3. Quezon City: Lorimar Publishing, Inc. Instructional Approaches: A Framework for Professional Practice. Direct Access: https://publications.saskatchewan.ca/api/v1/products/10120/formats/15320/downl oad Killen, R. (2007). Effective teaching strategies: lesson from research and practice (4th Ed.). Melbourne: Thomson/Social Science Press Orlich, D.C., et. al. (2007). Teaching strategies: a guide to effective instruction (9th Ed.). Boston, MA: Wadsworth Cengage Learning Salandanan, G.G. (2009). Methods of teaching. Quezon City: Lorimar Publishing, Inc. 8  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Name of PST Course & Year UNIT 1: INTRODUCTION TO ALTERNATIVE TEACHING STRATEGIES CHAPTER 2: Concepts of Alternative Teaching and Learning Strategies ______________________________________________________________________ TOPIC: Concepts of Alternative Teaching and Learning Strategies ILO: At the end of this lesson, the students can define the concepts of alternative teaching strategy and alternative learning strategy. BTI: 1.1.1 - Demonstrate content knowledge and its application within and/or across curriculum teaching areas INTRODUCTION Throughout history, we have numerous descriptions of teaching. Here are some quotations from famous people and scholars about teaching: “Teaching is a very noble profession that shapes the character, caliber, and future of an individual. If the people remember me as a good teacher, that will be the biggest honour for me.” A.P.J. Abdul Kalam “The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” Anatole France “I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artist. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” John Steinbeck In this chapter, the concepts of alternative teaching and learning strategies will be established in order to eventually understand how they are implemented. 9  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Activity THINK-INK-PAIR-SHARE. Group yourselves into 2 – 3 people. Then, brainstorm about your definitions, descriptions, opinions, and/or ideas about teaching and learning. Write as many as you can in the T-chart provided below. Then, answer the questions on the next part. TEACHING LEARNING 10  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Analysis What is the common theme that emerged on your descriptions about teaching? How can you concretize your above description about teaching? Cite examples. What is the common theme that emerged on your descriptions about learning? How can you concretize your above description about learning? Cite examples. 11  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Acquisition of Knowledge ALTERNATIVE TEACHING AND LEARNING STRATEGIES Teaching strategies are the techniques and methods that a teacher applies to support student learning. A teacher selects the teaching strategy most suited to the current level of knowledge of the students, the concept being studied, and the stage in the learning journey of the students (Main, n.d.). A learning strategy is a learner's way to organize and use a specific range of skills to learn curriculum content or complete other tasks more efficiently and effectively in a classroom setting as well as in non-academic settings (Main, n.d.). FIVE INSTRUCTIONAL STRATEGIES Strategies Description Examples Direct The Direct instruction strategy is Lecture, Slide Presentation, Instruction highly teacher-directed and is among Explicit Teaching, Drill and the most commonly used. This Practice, Didactic Questions, strategy is effective for providing Demonstrations, Guided and information or developing step-by- Shared – reading, listening, step skills. It also works well for viewing thinking, Guest introducing other teaching methods, Lecture, Video, Multimedia or actively involving students in Presentation knowledge construction. Interactive Interactive instruction relies heavily Debates, Role Playing, Instruction on discussion and sharing among Panels, Brainstorming, Peer participants. Students can learn from Partner Learning, Peer peers and teachers to develop social Assessment, Discussion, skills and abilities, to organize their Laboratory Groups, Labs, thoughts, and to develop rational Think/Pair/Share, Co- arguments. The interactive operative Learning, Jigsaw, instruction strategy allows for a Problem Solving, Tutorials, range of groupings and interactive Interviewing, Conferencing, methods. It is important for the Team-Based Learning, teacher to outline the topic, the Seminars amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, 12  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. interpersonal, and intervention skills and abilities by both teacher and students. Indirect In contrast to the direct instruction Problem Solving, Case Instruction strategy, indirect instruction is mainly Studies, Reading, Inquiry, student-centered, although the two Reflective Discussion, strategies can complement each Writing, Concept Formation, other. Indirect instruction seeks a Concept Mapping, Tutorials high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. Independent Independent study refers to the Essays, Computer Aided Study range of instructional methods which Instruction, Journals, are purposefully provided to foster Learning Logs, Reports, the development of individual Learning Contracts, student initiative, self-reliance, and Homework, Research self-improvement. While Projects, Assigned independent study may be initiated Questions, Learning Centres, by student or teacher, the focus here Independent Project/Course, will be on planned independent Self-Assessment study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Experiential Experiential learning is inductive, Field Trips, Narratives, Learning learner centered, and activity Conducting Experiments, oriented. Personalized reflection Simulations, Games, about an experience and the Storytelling, Field formulation of plans to apply learning Observations, Role-Playing, to other contexts are critical factors Model Building, Surveys, in effective experiential learning. The Studio Labs, Community emphasis in experiential learning is Engaged Learning, Study 13  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. on the process of learning and not Abroad, Community Service on the product. Learning, Undergraduate Research, Internships, Practicum, Co-op Placement, Apprenticeship, Field Courses Adapted from VIU Teaching and Learning Handbook You may refer to following references for more alternative teaching and learning strategies:  https://ciel.viu.ca/sites/default/files/chapter7_teaching_strategies_viu_tl_handboo k.pdf  https://www.americanscientist.org/article/learning-and-teaching-strategies  https://www.prodigygame.com/main-en/blog/teaching-strategies/  https://www.structural-learning.com/post/teaching-and-learning-strategies-a- classroom-guide Application THINK-INK-PAIR-SHARE. With the same group, create a simple curriculum map for chosen topics from your specialization. This map is based from the principles of the TPACK (Technology, Pedagogy, and Content Knowledge) Model. Follow the procedure below: 1. First, choose three (3) successive topics in any quarter from the curriculum guide of your specialization. 2. Next, enumerate the content and learning competencies under the chosen topic. 3. Then, identify appropriate teaching strategies (i.e. learning activity and assessment strategy) that can be employed in order to attain the learning competencies. 4. Finally, select appropriate technologies (e.g. hardware, software, computer application programs, mobile applications, web tools and/or resources) that can be integrated in order to aid in the attainment of the objectives. 5. Lastly, use a correct template for your specialization, i.e. template in English for subjects with English as medium of instruction, and template in Filipino for subjects with Filipino as medium of instruction. 14  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Subject Grade Level Quarter Time Allotment Technological Content Knowledge Pedagogical Knowledge Knowledge Learning Learning Assessment Technology Content Competencies Activity Strategy Integrated *use this template for subjects with English as Medium of Instruction 15  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Asignatura Baitang Markahan Oras na Ilalaan Kaalaman sa Sining ng Kaalamang Kaalaman sa Nilalaman Pagtuturo Teknolohiyal Mga Kakayahan Aktibidad sa Mga Diskarte Teknolohiyang Nilalaman sa Pag-aaral Pagkatuto sa Pagtatasa Gagamitin *use this template for subjects with Filipino as Medium of Instruction 16  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Sample Output 1: Subject English Grade Level Grade 10 Quarter Q1 Time Allotment 1 Week Technological Content Knowledge Pedagogical Knowledge Knowledge Learning Learning Assessment Technologies Content Competencies Activities Strategies Integrated World Literature EN10RC-IIIa-22.1: Reading Pieces of Extended Essay Stories in Digital Overall artistic value of the structure and World Literature with Literature Format or Web The learner elements of the Review on Effects Articles demonstrates selection (structuralist/ Creating Graphics of Textual Aids understanding of formalist) Organizer Graphics how world EN10LC-IIIa-16: Listen (Criteria: Content Organizer Maker literature and other to simplify, reorganize, and Accuracy – (e.g. Bublup, text types serve as synthesize, and 50%; Grammar bubble.us, instruments to evaluate information to and Technicalities Popplet, expand, review, or resolve social update knowledge – 30%; and iBrainstorm, conflicts, also Creativity and Conceptboard, how to use the EN10VC-IIIa-12: Raise Organization of MindMeister, language of questions to clarify Idea – 20%) Mindomo, and issues covered in the research, material viewed Mural) campaigns and advocacies. EN10V-IIIa13.9: Give Word Processing expanded definitions of Software (e.g. words Microsoft Word, EN10LT-IIIa2.2: Microsoft Works Explain how the Word Processor, elements specific to a Open Office genre contribute to the theme of a particular Writer, Word literary selection Perfect and Google Drive EN10LT-IIIa2.2.1: Document) Express appreciation for sensory images used EN10WC-IIIa14.1.1: Expand ideas using principles of cohesion (For the English and coherence subject, use the Content Standards if EN10OL-IIIa3.8: Use there is no indicated the correct stage content, or you can stance and behavior think of any topic when giving a roast and derived from the a toast and when paying tribute to Content Standards someone in a eulogy as long as it can cover the EN10G-IIIa-31: Use competencies) pronouns effectively 17  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Sample Output 2: Asignatura Filipino Baitang 7 Markahan Ika-una Oras na Ilalaan 6 na sesyon Kaalaman sa Sining ng Kaalaman sa Kaalaman sa Nilalaman Pagtuturo Teknolohiya Mga Kakayahan Aktibidad sa Mga Diskarte Teknolohiyang Nilalaman sa Pag-aaral Pagkatuto sa Pagtatasa Gagamitin Kuwentong-Bayan Naibibigyang Pagbabasa sa Pagbibigay Kopyang Digital ng kasingkahulugan mga Piling Kasingkahulugan mga Piling at kasalungat na Kuwentong-Bayan at Kasalungat na Kuwentong-Bayan kahulugan ng Kahulugan sa mga salita ayon sa Salitang naka- gamit sa Pagbibigay highlight sa Teksto Slide Presentation pangungusap Kasingkahulugan at DLP Projector at Kasalungat na F7PT-Ia-b-1 Kahulugan sa mga (Para sa Salita mula sa Online Quiz Maker asignaturang Teksto Tools (Hal., Filipino, maaaring Google Forms, ilagay ang tiyak na Quizziz, Kahoot, paksa o teksto sa ilalim ng Wufoo, pangkalahatang SurveyMonkey, paksa) Microsoft Forms) 18  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. Evaluation Describe the concept of alternative teaching strategy and alternative learning strategy. Provide an example for each. References 36 powerful teaching strategies to level up learning in 2022. Retrieved from https://www.prodigygame.com/main-en/blog/teaching-strategies/ Borabo, M. L. & Borabo, H G L. (2015) Interactive and innovative teaching strategies: a resource book for 21st century teachers, volume 3. Quezon City: Lorimar Publishing, Inc. Drapeau, P. (2009). Differentiating with Graphic Organizers. Moorabbin, Vic: Hawker Brownlow Education Jensen, E. (2008). Brain-Based Learning (2nd Ed). Thousand Oaks, CA: Corwin Press 19  Alternative Teaching Strategies (EDUC 131) ©2022 NDMU. All rights reserved. K to 12 Curriculum Guide in ENGLISH (Grade 1 to Grade 10). (2016). Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf K to 12 Gabay Pangkurikulum sa FILIPINO (Baitang 1 - 10). (2016). Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/Filipino-CG.pdf Killen, R. (2007). Effective teaching strategies: lesson from research and practice (4th Ed.). Melbourne: Thomson/Social Science Press Klein, S. (2012). Learning principles and applications (6th Ed.). Thousand Oaks, CA: SAGE Publication, Inc. Learning and teaching strategies. Retrieved from https://www.americanscientist.org/ article/learning-and-teaching-strategies Mellanby, J., Theobald, K. (2013). Education and learning: An evidence-based approach. West Sussex, UK: Wiley and Sons, Ltd. Orlich, D.C., et. al. (2007). Teaching strategies: a guide to effective instruction (9th Ed.) Boston, MA: Wadsworth Cengage Learning Salandanan, G. G. (2009). Methods of teaching. Quezon City: Lorimar Publishing, Inc. Teaching and Learning Strategies. Retrieved from https://ciel.viu.ca/sites/default/ files/chapter7_teaching_strategies_viu_tl_handbook.pdf Teaching and learning strategies: A classroom guide. Retrieved from https://www.structural-learning.com/post/teaching-and-learning-strategies-a- classroom-guide 20