TEACHING STRATEGIES 1.

LECTURE

EXPLANATION Lectures are the way most instructors today learned in classes.

ADVANTAGES 1. Can convey a lot of info to many students. 2. Maximizes staff time. 3. Non-threatening to students.

DISADVANTAGES 1. Low students feedback. 2. Assume an unrealistic level of students understanding. 3. Student may daydream or maybe inattentive. 1. Mainly qualitative although it can involve quantitative data. 1. Some students may dominate 2. Some others maybe passive. 3. Teachers must guide. 1. Need to outline the evaluation criteria for each assignment.

2. CASE METHOD

2. GROUP DISCUSSIO N

In depth investigation of individual, group or programme. Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations. 1. Provide a topic-to summarize 2. Evaluate student answer. 3. Get students opinion. 4. Approve student answer. Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture.

4. ACTIVE LEARNING

5. COOPERATIVE LEARNING

6. A

Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal. Role plays strategy.

1. Student can apply what they learn in the classroom to real life experiences. 2. Engage student in active learning. 1. Improve students communication skills. 2. Promote thinking and decision making. 3. Fosters different viewpoints. 1. Allows students to talk and listen, read, write and reflects as they approach course content through problem-solving exercises. 2. Stimulates critical thinking. 1. Foster division of labour by consent, within group explanation and sharing info 1. Students learn specific

1. Each group must participate.

1. May distort reality.

SIMULATIO N STRATEGY 7. MIND MAPPING

skills, values. Pictorial way of transferring ideas on to paper. Students create visual representations of models, ideas, and the relationships between concepts. They draw circles containing concepts and lines, with connecting phrases on the lines, between concepts. These can be done individually or in groups, once or repeated as students acquire new information and perspectives, and can be shared, discussed, and critiqued. Includes the ability to ask and 1. answer the following types of questions. 2. a) What do I know about this subject? b) How much time will I need to learn this? c) How can I spot an error if I make one. Have students to monitor their own learning in pairs. With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. Student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the

2. Time consuming in preparation.

8. METACOGN ITION

Involves higher thinking skill like creativity. Students become more independent in finding solution.

1. Time consuming 2. More challenging teachers function.

9. INQUIRYGUIDED LEARNING 10.STUDENTS CENTERED LEARNING

1. Encourage students to build research skills that can be used throughout their educational experiences. 1. Student be independent 2. Encourage critical thinking.

11.THINKPAIR-SHARE

power in the classroom shifts to the student. 1. Give students a task such as a question or problem to solve, an original example to develop, etc. 2. Have them work on this 2-5 minutes alone (think). Then have them discuss their ideas for 3-5 minutes with the student sitting next to them (pair). 3. Finally, ask or choose student pairs to share their ideas with the whole class (share).