Widely

Applicable
Teaching
Models,
Instructional
Strategies,
and Graphic
Organizers

Objectives
At the end of this unit, the student shall be
able to:
1. Discuss the importance of utilizing different
teaching models in planning instruction;
2. Identify the instructional
strategies/techniques that will match the
objectives and content of instruction;
3. Utilize appropriate graphic organizers to
enhance instruction in the classroom; and
4. Prepare assessment and evaluation tools
for a particular lesson or unit of study.

Teaching Models
Teaching

models are larger than a

particular strategy, method, or tactic.
Teaching models are patterns or plans
that are used to shape a course, to select
instructional materials, and to guide
teachers actions (Joyce and Weil,2004).
Teaching models are supported by the
exponents of theories of instruction, each
following a syntax-the logical phases of
instruction of the model.

Teaching models
A.

B.

C.

Discovery learning. This teaching model is

based on the idea that content is not given
to learners in finished form. Rather, it is
discovered by learners before they can
internalize it.
Inquiry learning. This is commonly known
as the inquiry process which apparently the
application of scientific method to teaching.
Problem-based learning (PBL). The
essence of this model consists of presenting
students authentic and meaningful problem
situations to serve as springboards for
investigation.

Teaching models
D.

E.

Cooperative learning. This is the

procedure whereby learners work
together in small groups and are
rewarded for their collective
accomplishments. Group Investigation
Decision-making. This is an intellectual
process that requires students to select
the best alternative choice on a set of
conditions or circumstances.

Teaching models
F.

ACES Teaching Approach. The ACES

Teaching Approach (Four As) follows a
logical sequencing of learning activities
from the mood-setting activity to the
closing activity as shown below:
Phase
Phase
Phase
Phase

I: Activity
II: Analysis
III: Abstraction
IV: Application

Instructional Strategies/Presentation
Techniques
Instructional strategies are the means,
techniques, or procedures used in presenting
data reflecting interactive aspects of teaching.
Typical examples of teaching strategies are
lectures, roundtable discussions, panel
discussions, brainstorming, role playing, and
sociodrama to name a few. These are also called
presentation techniques.
A. Lectures-are used when introducing a topic,
defining an issues, presenting a dilemma,
explaining a process, and in summarizing key
points.

B.

C.

D.

E.

Roundtable discussion- usually involves a

small number of students, perhaps no fewer
than three and no more than eight.
Panel discussion- is similar to a roundtable
discussion in many respects, but there are
some differences.
Brainstorming- is often used by teachers in
analyzing an issue, an event, or a problem
that calls for a solution. Brainstorming
stimulates the students creative and problemsolving skills.
Role playing- help students understand the
perspective of others. it enables students to
identify with others in a variety of situations.

F.

Sociodrama-used in summarizing or
communicating highlights of learning
experiences through pantomime, skits
and dramatization.

Designing Graphic Organizers

Graphic organizers are essential tools of
learning. These are forms of visual
representations that help both teachers
and students in the teaching-learning
process. Actually, these are conceptual
webs or visual representations of facts,
ideas, and concepts. When properly
designed according to the content of the
lesson, graphic organizers, make concepts
more concrete to students.

Concept Map
Concepts are linked through a diagram that
illustrates logical connections. Concept maps
help in organizing categories of concepts and
establishing relationship between and among
them.

Concept Cluster
when you want to illustrate a major concept
together with its subconcepts to show the
coverage of a given lesson or unit of study.

Wheel map
To show the
division of a
lesson into
subtopics to
facilitate
individual or
group
investigation in
the classroom.
Related things,
events, or
situations can be
portrayed in a
wheel map.

Cycle Graph
To present a series of connected events
that occur in sequence and produce a
repeated result.

Factstorming web
To factstorm the
subconcepts under a
major concept to
show the coverage of
the lesson or unit of
study. The potential
ideas or concepts can
be shown in a
factstorming web.

Discussion Web
To help students organize arguments or evidence
in connection with a given lesson. It is used in
addressing issues that are not resolved or for
which there are balance pro and con arguments.

Bubble Tree Web

To represent relationship among concepts. It is
usually used with information that can be
categorized beneath a core or main
understanding.

Ladder Web
To answer questions that call for answers in
enumeration. A ladder web gives a logical
presentation of data collected as a result of an
investigation.

Sematic Web
When the core question calls for four answers.

Venn Diagram
To compare two sets of ideas or two concepts.
With the use of a Venn Diagram, students can
compare a number of topics like two persons,
two forms of government, two communities, two
nations, two religions, and the like.

Flow chart
To show the flow of ideas , events or
stages/phases in processing an activity. Flow
charts equip both the teacher and students
with knowledge and skills in discussing the
issues, event, or process in a meaningful
manner.