MODULE 8

TEACHING
STRATEGIES/
MOTIVATION
METHODS/STRATEGY
This refers to an organized, orderly,
systematic, well-planned procedure.
It consists of steps which are
logically arranged aimed at achieving
the specific aims of instruction, at
enhancing
greater
teaching
and
maximizing learning output.
CATEGORIES OF TEACHING STRATEGIES

1. Traditional Method
 Textbook Learning
- the most common instructional
material used by both the teacher
and the students.
CATEGORIES OF TEACHING STRATEGIES

 Rote Learning
- technique that requires students
to repeat what the teacher tells
them without understanding.
CATEGORIES OF TEACHING STRATEGIES

 Directed Technique
- is associated with the well-known
practice of spoon –feeding.
CATEGORIES OF TEACHING STRATEGIES

 Memorization
– is still acceptable in today’s
school provided it serves certain
learning
purposes
and
more
importantly, if it is done with
understanding.
CATEGORIES OF TEACHING STRATEGIES

 The 2x4x8 concept of teaching.

- 2 stands for the two covers of
the book; 4 for the four walls of the
classroom; and 8 for eight hours of
students stay in school.
CATEGORIES OF TEACHING STRATEGIES

2.

Inductive and Deductive

Methods
Inductive method - this is called
indirect instruction.
Deductive method - is also
referred to as direct instruction
CATEGORIES OF TEACHING STRATEGIES

3. Discussion method
 Small
group
discussion
technique
- is breaking down the whole
class into small groups in order to
encourage and maximize free
exchange of ideas a familiar
topic.
CATEGORIES OF TEACHING STRATEGIES

 Socialized
classroom
discussion technique
- involves a free exchange of ideas
between the class and the teacher.
CATEGORIES OF TEACHING STRATEGIES

 Direct
instruction
or
classroom
teaching
technique
-it
is
a
combination
of
teacher’s exposition and followup discussion on the part of
students.
CATEGORIES OF TEACHING STRATEGIES

 Panel discussion technique

- is a direct, conversational and
interactional discussion among a
small group of experts or wellinformed persons.
CATEGORIES OF TEACHING STRATEGIES

 Recitation technique
- is highly cognitive, highly
teacher-directed,
highly
structured student-dominated,
and aimed at developing the
study habits of students.
CATEGORIES OF TEACHING STRATEGIES

 Interview technique - involves

inviting a resource person to the
class and asking him to answer
preconceived questions about a
specific topic.
CATEGORIES OF TEACHING STRATEGIES

4. Reporting Method
 Unit or Morrisonian technique process of taking the contents of a
particular subject as big blocks
and
not
as
isolated
and
fragmentary bits of information.
CATEGORIES OF TEACHING STRATEGIES

 Individual or group reporting

technique
- can be done by either by
individual students or by groups of
students.
CATEGORIES OF TEACHING STRATEGIES

 Reading
or
Story-telling
technique
- Pupils could be simply be
allowed from their books or to
narrate their own experiences in
relation to a given topic.
CATEGORIES OF TEACHING STRATEGIES

 Schematic technique
- a type of reporting which
considerably makes use of
hardware of instruction.
CATEGORIES OF TEACHING STRATEGIES

 Symposium technique - entails

a lot
of preparation and involves
certain
complexities in the
usual implementation.
CATEGORIES OF TEACHING STRATEGIES

5. Investigatory Method
TYPES OF LABORATORY
TECHNIQUE

 Laboratory exercise
- designed to help the students
acquire fundamental knowledge
and skills.
TEGORIES OF TEACHING STRATEGIES

 Laboratory investigation
- is a deeper and more serious
undertaking that requires careful
planning and doing on the part of
the researcher.
CATEGORIES OF TEACHING STRATEGIES

 Confirmatory type of
laboratory technique
- tends to be traditional since the
teacher explains the concept or
principle of students before they
undertake the investigation.
CATEGORIES OF TEACHING STRATEGIES

 Exploratory type of laboratory

technique
- approximates more closely a
scientific investigation.
CATEGORIES OF TEACHING STRATEGIES

 Problem-solving technique
- requires a learner to work
actively in the solution of a
difficulty or an undesirable
situation.
CATEGORIES OF TEACHING STRATEGIES

 Research technique
- is the technique least used by
the teachers
CATEGORIES OF TEACHING STRATEGIES

 Field study technique

- is a technique in which the
students investigates a given
situation by being part or an
integral component of it.
CATEGORIES OF TEACHING STRATEGIES

 Experimenting technique
- is an operation carried out under
controlled conditions to discover
an unknown effect or law, to test
or establish a hypothesis or
illustrate a known law.
CATEGORIES OF TEACHING STRATEGIES

6. Activity method
 Project technique
- It calls for an activity that is directly
planned, controlled, executed, and
evaluated by students in order to
accomplish a specific goal.
CATEGORIES OF TEACHING STRATEGIES

 Field trip technique

- a well-planned excursion, a trip
to special location which provides
students
an
opportunity
to
manipulate
knowledge
they
possess.
CATEGORIES OF TEACHING STRATEGIES

 Dramatization technique
- one that involves telling a story in
one’s own distinctive way
CATEGORIES OF TEACHING STRATEGIES

 Role-playing technique
- it involves an activity which a
student or group of students
dramatizes his or their real
reactions to certain problematic
situations.
CATEGORIES OF TEACHING STRATEGIES

 Simulation game technique

-Akin to role playing technique is
a simulation game technique
- simulation comes from the verb
form simulate which means to
imitate, to pretend, to counterfeit,
or to feign.
CATEGORIES OF TEACHING STRATEGIES
 Brainstorming technique
- It calls for an activity in which a
deliberate attempt is made to think
and speak out freely and creatively
about all possible approaches and
solutions to a given problem, the
group participating in spontaneous
and unrestrained discussion which
usually involves evaluative feedback.
CATEGORIES OF TEACHING STRATEGIES

 Debate technique
- a formal presentation of
arguments on both sides of a
question before an audience in
accordance with standardized
procedure.
CATEGORIES OF TEACHING STRATEGIES

7. Demonstration method
 Teacher-directed technique
-The teacher perform the
demonstration, especially when
there is one set of materials
available for instructional purposes,
making it impossible for the
students to work in
groups.
CATEGORIES OF TEACHING STRATEGIES
 Student-directed technique
- Students especially the most
capable ones could be taught how to
show a demonstration although it
could be done with joint teacherstudent participation.
CATEGORIES OF TEACHING STRATEGIES
 Teacher-student directed
technique
- The teacher performs a
demonstration with the students
helping in handing the materials
over to the teacher as he needs
them during the demonstration.
CATEGORIES OF TEACHING STRATEGIES

 Resource speaker- technique

- An invited resource speaker could be
the demonstrating teacher himself.
CATEGORIES OF TEACHING STRATEGIES

8. Self-pacing method
 Programmed instruction
- is an instruction in which the selfpacing method has a rightful place.
CATEGORIES OF TEACHING STRATEGIES

 Mastery learning
- is a technique which allows the
class to be divided into groups, each
group is composed of students who
have reached
almost the same
learning level.
CATEGORIES OF TEACHING STRATEGIES

 Modular learning technique

-is a technique which allows each
student to proceed at his own
rate.
CATEGORIES OF TEACHING STRATEGIES

 Modular learning technique

- Darrel Murray defines a
module as a “self-contained and
independent
unit of instruction
with a primary focus on a few welldefined objectives.
CATEGORIES OF TEACHING STRATEGIES

9. Integrated method
 Lecture discussion
-is a technique that uses the “the
three pronged strategy” which
includes careful organization of the
course material, student interaction
in lecture, and discussion activities.
CATEGORIES OF TEACHING STRATEGIES

 Lecture demonstration
- is a technique wherein the lecture
part precedes the demonstration.
CATEGORIES OF TEACHING STRATEGIES

 Film-showing discussion
- the use of films, slides, tapes and
even television is still not widely
practiced in our school in spite of the
fact that these forms of media have
been with us for at least decades
now.
CATEGORIES OF TEACHING STRATEGIES

 Reporting discussion
- is a technique wherein after a
student makes a report, the class
can actively engage in an interesting
discussion of the various ideas and
concepts he has shared with the
classmates.
LECTURE METHOD
a. Outlining Technique – involves a
cognitive framework in which the
subject matter is presented from
general to specific. This requires the
lecturer to present a ready outline in
the beginning – an outline which will
guide him in his actual task of
lecturing.
LECTURE METHOD
b. Component Technique – the
lecturer should organize ideas from
small to large. Hence, the process of
synthesis is involved. As the lecturer
proceeds, more pertinent data are
presented,
resulting
to
the
crystallization of one pervasive idea.
LECTURE METHOD
c. Sequential Technique – provides
the
most
effective,
cognitive
framework around which the whole
lecture revolves. It provides a very
logical presentation of ideas like:
LECTURE METHOD
c. Sequential Technique
It provides a very logical presentation of ideas
like:
a) The chronological arrangement of events in
history;
b) The stages in the cycle of communications;
c) The steps involved in critical analysis;
d) The development of story plot or a novel; and
e) The operation of the law of supply and
demand.
LECTURE METHOD
d. Relevance Technique
Consist of four main steps, namely:
a) Presentation of a central thought or the
singular idea;
b) Giving all impressions about this idea;
c) Separating the correct impressions from
the incorrect ones; and
d) Concentrating all the explanations of
the correct impressions.
LECTURE METHOD
e. Transitional Technique
– presents an in-depth treatment of a
particular topic.
- it aims to expand and provide
different but acceptable perspectives
about the subject of the lecture.
MOTIVATION
- stands for “impulse”,
rationale or driving force. It is
simply
ones
reason
or
purpose for undertaking an
activity. It could originate
from the inner self or from
external forces.
KINDS OF MOTIVATION
Intrinsic Motivation
- or internal motivation originates
from the students. It can arise from
his needs at the time.
KINDS OF MOTIVATION
Extrinsic Motivation
- or external motivation originates
from the learning environment. It
includes some forms of incentives
intended to arouse and sustain
interest in a learning activity.