Вы находитесь на странице: 1из 31

Thirty

Strategies
Prepared by:

Rieza, Michelle R.

Submitted to:

Ms. Lou Lastrollo


Gallery Walk

Description of the strategy

This strategy can be used to encourage students


in critical thinking and it is done during the
lesson. This is an example of an inductive
approach to teaching. This is an effective
strategy but may cost time and energy on the
part of the teacher that will prepare the
materials needed in the lesson.

Desired learning outcomes

 Analyze the pieces of ideas to


 generate the idea
 improves critical thinking, cooperation and collaboration

Teaching Procedure

1 2 3 4
Give each group Let the students Let the
the guided questions (per group) roam in choose a
Post or arrange the representativ
that will help them each stations within
materials in e to discuss
to generate the ideas time period then work
desired number of the idea
needed for the in group to discuss
stations. gathered per
discussion. the idea behind each
station. group.
Who/What Am I

Description of the strategy

This is a strategy where students carefully


guess something that is being described. This
can be done as a motivational activity, review
part of the lesson, or in evaluation. This is
somehow related to charades.

Desired learning outcomes

 recall or remember some features of a topic or remembering facts.


 Analyze ideas

Teaching Procedure

1 2 3 4
Make a set Randomly The If the representative
of topic in a call students to representative is can describe or define
bowl to be describe the topic free to describe accurately the topic and
described by that is written on or define the no one is able to
the the paper which topic chosen recognize within time
representative. is drawn from within your allotment, then the
the jar/bowl. desired time representative will be
given prize.
Line Ups

Description of the strategy

This is a strategy where the mastery of the


students can be evaluated. This is a game which
is closely related to the game “Pera o Bayong”
which has two to four options to choose from.
This can be effective if there is a good
preparation on the setting and materials needed.

Desired learning outcomes

 Recall or remember the ideas tackled


 Enhances critical thinking, problem solving skills and decision making.

Teaching Procedure

1 2 3 4
Choose four Hand over the Show or read the Give a
students which set of answers they questions aloud. Give signal to the
communicate and will write on the a minute to the four students/play
explain well the white board and the chosen students to er to choose
solution or the explanation as well read and think about among the
explanation of to the students who the explanation they options. Give
his/her answer. will serve as the will use to convince rewards to
options students can the students to choose the winner/s.
choose from. them.

Formations
Description of the strategy

This strategy is an interdisciplinary strategy. As


long as there are shapes or figure or symbol to
be illustrated this strategy can be used. This
will improve the creative mind of the students.
This can be fun if combined with fun games.
This is commonly used in lower grade students.
.

Desired learning outcomes

 Enhances the creativity


 Encourage cooperation and collaboration

Teaching Procedure

1 2 3 4
Within one minute the
group will present the The opponent
Students in
formed shape using their Evaluate the
group will group will
body parts. Note that all of activity of
draw folded guess the
the members should be the students.
papers (any formed shape
participating g in the and vice
desired
formation of one shape. versa.
number of
Every member that do not
folded paper).
participate means deduction.
Flashcard Games

Description of the strategy

This strategy is commonly used in lower grade


class but could also be used in higher grade.
This will measure the brain speed on solving
problems. This can also be used in other subject
like English, science, history and others,
teachers just need to be creative.
.

Desired learning outcomes

 Enhances the speed and accuracy of solving math problems.


 Encourage cooperation.
 Recall or remember facts.

Teaching Procedure

1 2 3 4

Group the Raise one of the Give credits Evaluate the


students in desired flashcards facing the group to the fastest activity of
number. and let them either explain group with the students.
what’s in the card, guess correct
what’s in the card, or solve answer
what’s in the card.

.
Find The Fib
Description of the strategy

This is a strategy where students are given the


chance to think between three statements to tell
which statements tells lie and which tells the
truth. This is very helpful in assessing the
unique thinking of the student and their critical
thinking this could be done during the lesson or
as an evaluation activity.

Desired learning outcomes

 Develops critical thinking


 Enhances creative judgement
 Develops higher order thinking skills

Teaching Procedure

1 2 3 4

Tell/ write three Ask the students which Let them


Evaluate the
statements with statement tells the truth. explain why
activity of
two truths and Make sure the false that statement
the students.
perfect good statement is very good to the tells lie and
looking lie. extent that it looks or sound the others one
real or fact. tell the truth
.
Cabbage Peel

Description of the strategy

This strategy is very effective in lots of ways.


This is proven effective way in recalling ideas
or facts. With the combination of good sound
and actively participating students teaching can
be done so well.
.

Desired learning outcomes

 Recall facts or past lessons.


 Enhances different skills
 Improves self – assessment skills

Teaching Procedure

1 2 3 4
Make
“funishments
Discuss the rules When the music stops let the ” to students Evaluate the
in playing the students holding the cabbage with wrong activity of
game. Start the to peel one leaf and answer answer. Let the students.
music and let the the question written on the them justify
students pass the leaf. their answer
cabbage from one if they insist.
to another.

.
Quiz Bee
Description of the strategy

This way of teaching is very effective in


engaging them in an active participation. This
is an example of formative assessment or can
also be an evaluation activity. This will make
the learning more meaningful for it gives an
immediate feedback or evaluation on their
learning.

Desired learning outcomes

 Enhances the memory retention process.


 Develops problem solving skills
 Develops unity, collaboration and cooperation.

Teaching Procedure

1 2 3 4

Give time
Group the Evaluate the
Show/read questions on the allotment in
students in desired activity of
students. answering
number. the students.
questions.

.
Master and Slave
Description of the strategy

This is a strategy where students can be a


master for one slave in a moment. this will
encourage active mind due to the random call
of student’s number. This is an effective way of
not just entertaining students but developing
also their skills in answering or giving response
in a question.

Desired learning outcomes

 Develops problem solving skills


 Enhances critical thinking
 Show values

Teaching Procedure

1 2 3 4

Draw a name of If the student got


Evaluate the
student written on Let the student think the correct answer, activity of
a folded paper for the answer. then he can have the students.
from a bowl. one slave and
make that slave do
whatever he wants
(with justice).

.
Cartesian Game
Description of the strategy

This is strategy specifically designed for


mathematics subject which is played outside.
This can be used in discussing the Cartesian
plane of Rene Descartes. It can be used during
or after the discussion.

Desired learning outcomes

 Recall facts of Cartesian Plane


 Use the concept of the Cartesian plane effectively.

Teaching Procedure

1 2 3 4

Prize for the Evaluate the


Prepare big Within 5 second
winner and activity of
Cartesian plane or allotment, tell the
“funishments“for the students.
draw Cartesian coordinates where the
those who did not
plane outside. student should step.
win.

.
One Stray
Description of the strategy

This is a good strategy that will make the


students become active. This is done during the
discussion.

Desired learning outcomes

 Synthesize the ideas


 Enhances communication skills
 Generate the concept

Teaching Procedure

1 2 3 4

The teacher calls a Three stray: three


Two stray: two students Evaluate the
number: students students stray to
stray to another ream to activity of
with that number another team,
share and to listen. the students.
“stray” to join often to listen to
another team, the one who
often to share. stayed to explain a
team project.

.
Idea Spinner
Description of the strategy

This strategy is a famous strategy in having a


student - centered class. This will allow
students to share, assess, summarize, evaluate,
explain or predict ideas they get from a certain
topic. This is best when assessing the mastery
of the students.

Desired learning outcomes

 Share and assess ideas


 Summarize and evaluate concept
 Explain or predict ideas

Teaching Procedure

1 2 3 4
Let him spin the wheel The manner of
and if the spin stopped at calling students
Randomly call
“share” then he will share could be with a Evaluate the
student and let
ideas from the topic. If twist and there activity of
him pick a
“assess then he will give a could be some the students.
topic from a
question to be answered by “funishment” if
bowl and paste
the classmates. If not answered or
it on the
summarize then summarize prize if well said.
spinner.
the concept and so on.

.
Match Mine
Description of the strategy

It is strategy which is somehow similar to the


Formation strategy but with a twist. This
strategy will enhance the creativity, critical,
and logical thinking of the students. This is a
form of assessment activity.

Desired learning outcomes

 enhance the creativity, critical, and logical thinking


 promotes unity and connection between students
 engages active learning

Teaching Procedure

1 2 3
set up the barrier Pair the students
(could be cloth or will stand on the sides Let the sender draw a
students themselves). of the barrier. One will topic on the bowl.
be the receiver and one
will be the sender.

4 The sender will If the topic written by


5 The receiver 6
write the topic on the the receiver matches the
will guess the topic
white board and sender, then there will be
being described by the
describe it to the points and if not then no
sender.
receiver. point. (it could be build or
write)

.
Mix Pair Discuss
Description of the strategy

This is a form of formative assessment where


students can have a choice to pair with
someone they like. This could also be a form of
diagnostic assessment where teachers can
determine who has a prior idea on the topic to
be discussed.

Desired learning outcomes

 Promotes student centered learning


 Generate ideas
 Promotes cooperation and collaboration

Teaching Procedure

1 2 3 4

Let them Randomly call Ask them


searched ideas Let them find a pair to pairs to discuss question/s
from a certain discuss their ideas. their idea on the based from
topic. whole class. the ideas
given.
.
Pairs Compare

Description of the strategy

This strategy helps students to collaborate with


other students. This is closely related to the
mix pair discuss strategy. This is used to
generate more helpful ideas from different
point of view.

Desired learning outcomes

 Promotes collaboration
 Promotes self - assessment
 Engage learners in a more active learning

Teaching Procedure

1 2 3 4 5

State the Let the pair Asks


objectives and Discuss the Let them find another questions
procedure of lesson. find a pair. pair and and let them
the activity. compare the answer
ideas they individually.
have.
.
WOWS and WISHES

Description of the strategy

This strategy focuses on the things the students


liked in the lesson and the things they still want
to improve on. This is a strategy to improve
reflective thinking.

Desired learning outcomes

 Generates positive remarks about the lesson


 Gives areas to improve on the delivery of the lesson
 Improve one’s communication skills

Teaching Procedure

1 2 3

Tell the class at the beginning that Let them Let them share
they shall record the accomplish the their answers in
WOWs/Wishes that they template. class.
experienced in the class using the
template prepared by the teacher.
.
Speaking Chips

Description of the strategy

This is a strategy of motivating students to


talk/recite or participate in class. Each student
is awarded points based on the quality of the
answers given for each question.

Desired learning outcomes

 Improve communication skills


 Generate more student’s participation
 Develop interpersonal skills

Teaching Procedure

1 2 3 4 5
v v v
Prepare/creat Tell them the Distribute Let them use Record
e speaking objectives of speaking chips the chips as their
chips using the in class. they recite in recitation
speaking chips. class. points.

.
Three (3) To Five (5) Writing
Description of the strategy

This strategy allows the learners to write three


(3) to five (5) minutes their ideas, feelings and
thoughts on the lesson/topic discussed in class.

Desired learning outcomes

 Promotes self – direction


 Develops critical thinking skills
 Enhances intrapersonal skills

Teaching Procedure

1 2 3
v
Inform them to write Allow some
Allow the class to
volunteers to read
have 3 – 5-minute their feelings and
insights about the what they have
writing about the
discussion. written.
topic, lesson, or
learning in class.

.
“What If “Questions
Description of the strategy

This strategy elicits creativity of the students in


formulating “what if” questions. This will
promote higher order thinking skills.

Desired learning outcomes

 Formulates higher order thinking skills


 Answers questions properly
 Improves one’s communication skills

Teaching Procedure

1 2 3
v
Asks the students to Let them post three
Discuss the “what if” questions
formulate many
lesson/topic in class on the blank.
“what if” questions.

.
Sticky Notes
Description of the strategy

This strategy requires the students to


record/write the answers on sticky notes based
on the lesson. This will ensure greater
participation and increase their vocabulary.

Desired learning outcomes

 Increase student participation


 Improve interpersonal skills
 Write ideas on sticky notes.

Teaching Procedure

1 2 3

Prepare study notes. Raise a question to Let them write on the


elicit several answers. sticky notes.

4
5 6
Allow them to post Call on three
these on the board. volunteers to
Conclude the discussion
categorize the
based on the given answers.
answers.

.
Rebus
Description of the strategy

This is a strategy where the students write a


simple poem deleting some words and instead
replace them with illustrations/drawings. This
activity helps develop critical and creative
thinking skills. It also makes them creative by
applying the concepts they have learned in real
– life situations.

Desired learning outcomes

 Illustrates ideas well based on content of the lesson.


 Improves creativity.
 Expresses ideas through illustrations.

Teaching Procedure

1 2

Asks the students to come Let them share their


up with a generalization of rebus story in class.
the lesson using statements
with illustrations.
.
Let’s Ride on the Bus

Description of the strategy

This is strategy where the students are


considered passengers in a bus. In order that
they will be accepted by the driver (teacher),
the students must pay their fare (concepts
learned in the last meeting). This will surely
enhance the bodily – kinesthetic and logical –
analytical intelligence of the students.

Desired learning outcomes

 Improves oral proficiency


 Strengthens bodily – kinesthetic intelligence
 Develops rapport among class members
 Follow rules properly

Teaching Procedure

2 4
1 3
Inform the class Integrat v Allow them to
v
that in order to be a e values/rules get inside the
Tell the class passenger they need to while riding in transportation
that your room pay their fare. The fare the bus/ train/ once they were
is a big is equivalent to the ship or an able to say
bus/train/ship learning they gained in airplane. something about
or an airplane. class discussion. the past lesson.

.
Use of Riddles
Description of the strategy

The use of modern riddles will serve as a very


good springboard for developing vocabulary
skills.

Desired learning outcomes

 Enhances writing/communication skills.


 Develops intrapersonal skills.
 Makes learning more fun and enjoyable

Teaching Procedure

1 2 3
v
Allow them Let them give what
Let the students
recite/state their is referred to by the
prepare/compose their
riddle. riddle.
riddles on the topic/term
discussed for the day.
.
Message in a Bottle

Description of the strategy

This is a strategy for non – verbal members of


the class to write their answers/messages and
put them in a bottle at any time. The teacher
reads the message every day and empties the
bottle for the incoming messages.

Desired learning outcomes

 Encourages every member of the class to participate.


 Allows all the members of the class to write their messages.
 Enhances intrapersonal intelligence.

Teaching Procedure

1 2 3 4 5
Tell the class that v v v
the message in the bottle Empty the Evaluate
Explain the Read the
allows them to write bottle for the
objectives messages
their thoughts and ideas the activity.
and every day
freely without fear and incoming
procedure of or once in
apprehensions. messages.
the activity a while.
.
Appear

Description of the strategy

This is a strategy where similar ideas, thoughts,


concepts or terms are linked together. This
strengthens intrapersonal and interpersonal
intelligences.

Desired learning outcomes

 Promote unity, teamwork and cooperation


 Enhances oral proficiency
 Improves interpersonal intelligence.

Teaching Procedure

2 3 4
1
v Ask each student to v
go/mill around to look for a
Discuss the Explain the Evaluate the
classmate whose
lesson for objectives and activity by
concepts/terms/ideas are the
the day the procedure asking them how
same as his/hers. Once he/she
of the activity. they feel about
has located him/her, together
the activity.
then make the appear sign.

.
Comic Strips
Description of the strategy

This is a strategy that will develop the


visual/spatial intelligence of the learners. It is
also appealing to visual learners. The comic
strips are used as springboard/attention getter
for the day’s lesson.

Desired learning outcomes

 Enhances written and oral communication skills


 Strengthens visual-spatial intelligence
 Develops teamwork, unity and cooperation.

Teaching Procedure

1 2 3 Let them place


the concepts learned in
State the objectives Present the empty
the balloon. This can be
and procedures of the comic strips with the
done individually or by
activity speech balloons.
group.

4
5 6
Allow them to present Display the comic Evaluate the activity.
their comic strips. strips in the bulletin
board.

.
Deal or No Deal
Description of the strategy

This is a strategy similar to the game in television


with some modifications. The numbered suitcase is
posted on the board. The suitcase contains questions
with corresponding points. The teacher is the game
master and the students are the contestants.

Desired learning outcomes

 Promotes higher order thinking skills


 Encourages students to recite
 Makes the class lively and highly engaging
 Strengthens communication skills

Teaching Procedure

1 2 3
Prepare numbered
suitcase and post them on the
state the objectives Let the students get a
board. The suitcases contain
and procedures of the numbered suitcase.
questions about the lesson
activity.
with corresponding points.

4 Ask deal or no 5 6
deal. If he/she answers
Deal, he/she must answer Continue the game
Evaluate the activity.
the question, once until all the numbers
answered the point is are answered.
earned

.
Jingles and Rhymes
Description of the strategy

This strategy will encourage the students to


create jingles and rhymes about the lesson. This
will surely make the class meaningful,
enjoyable and alive.

Desired learning outcomes

 Enhance oral proficiency


 Generate creativity and resourcefulness
 Build teamwork, unity and cooperation.

Teaching Procedure

1 2 3

Discuss the lesson. Explain the objectives and Group the class into
procedure of the activity. five members each.

4
5 6
Let them create their Present the
jingles and rhymes about Evaluate the activity.
jingles/rhymes by
the lesson. groups.

.
Zodiac Signs
Description of the strategy

This strategy is very good for language lessons


specifically in teaching the future tense of the
verbs. The learners will surely enjoy
creating/making projections using the zodiac
signs.

Desired learning outcomes

 Promote creativity and resourcefulness


 Enhance written and oral proficiency
 Strengthen visual-spatial intelligence
 Develop teamwork, unity and cooperation

Teaching Procedure

1 2 3

State the objectives Present the zodiac signs. Discuss the lesson
and procedure of the
activity.

4
5 6
Allow the students to Let them present their
Evaluate the activity.
accomplish the task. finished works in class.
Post/display these on
bulletin board.
.
Bingo

Description of the strategy

This activity entails the construction of bingo


cards based on the concepts learned. It follows
the procedure of playing the bingo. The
learners will develop their critical thinking and
communication skills.

Desired learning outcomes

 Increases student’s attention


 Improves oral proficiency
 Maximizes participation among students
 Enhances listening skills
 Builds interpersonal relationships

Teaching Procedure

1 2 3 4 5
v Explain v Allow v
Let the
that a good bingo the students to students give
Distribut Let them
may be diagonal, put marks on the meaning of
e the write the
horizontal or the terms the terms – to
bingo terms
vertical in present in the come up with a
cards. learned in
nature. cards. good bingo
the bingo
card.