St.

Michael’s College
Quezon Avenue, Iligan City
Philippines 9200

In Partial Requirements in Foundations of Special and

Inclusive (ED-04)

Submitted by:

Llera, Jericho D.

Submitted to:

Terencia Arnejo

February 24, 2020

Problem Based Learning Strategy

 Definition: Problem based learning (PBL) is a teaching strategy during which

students are trying solve a problem or a set problems unfamiliar to them. PBL is
underpinned by a constructivist approach, as such it promotes active learning.
Activities are carried out with groups of students, typically in a tutorial or seminar
setting. PBL fosters self-directed learning, effective problem solving,
communication and collaboration skills. Students tend to work in groups to
problem solve with the lecturer or tutor taking a backstage role during the activity,
their involvement is usually limited to guiding and monitoring the process.
 Advantages: Promotes independent, active learning. Encourages problem-
solving skills. Information can be better retained. Higher learner satisfaction. Can
effect changes in professional practice. Develops interpersonal skills and
teamwork.
 Disadvantages: Resource intensive. Small numbers of learners. Facilitator
needs to understand group dynamics. Dependent on facilitators skills
 Procedures:
1. Explore the issue -gather necessary information; learn new concepts,
principles, and skills about the proposed topic.
2. State what is known -individual students and groups list what they
already know about the scenario and list what areas they are lacking
information.
3. Define the issues -frame the problem in a context of what is already
known and information the students expect to learn.
4. Research the knowledge -find resources and information that will help
create a compelling argument
5. Investigate solutions -list possible actions and solutions to the problem,
formulate and test potential hypotheses.
6. Present and support the chosen solution -clearly state and support
your conclusion with relevant information and evidence.
7. Review your performance -often forgotten, this is a crucial step in
improving your problem-solving skills. Students must evaluate their
performance and plan improvements for the next problem.

Graphic Organizer

 Definition: A graphic organizer is a visual display that demonstrates

relationships between facts, concepts or ideas. A graphic organizer guides the
learner’s thinking as they fill in and build upon a visual map or diagram. They are
also informally used as a term to describe all visual learning strategies such as
concept mapping, webbing, mind mapping, and more.
  Advantages: Gets you started. It organizes thoughts and helps you to stay on
topic. It also provides visual representation. And lastly, it is a reminder of the
sequence and provides a scaffold (how-to).
 Disadvantages: It's too much structure and students view as something else
they have to do. Also to time consuming and takes the place of writing. Thus, it is
stressful and can be used incorrectly.
 Procedures:
1. Explain -teach students how to use the graphic organizer you've chosen
for the activity. Explicitly explain the situation in which certain graphic
organizers are used and why they are effective for use at those times.
2. Practice -give students time to practice using various graphic organizers.
3. Use -after exposing your students to several different types of graphic
organizers and showing them the proper ways to use these organizers,
you've given them a chance to find a new tool that they can use.

Experiential Learning

 Definition: Experiential learning is a process through which students develop

knowledge, skills, and values from direct experiences outside a traditional
academic setting. It encompasses internships, service learning, undergraduate
research, study abroad, and other creative and professional work experiences.
Well-planned, supervised and assessed experiential learning programs can
stimulate academic inquiry by promoting interdisciplinary learning, civic
engagement, career development, cultural awareness, leadership, and other
professional and intellectual skills.
 Advantages: Experiential learning can be very powerful for adults because they
have the life experience and cognitive ability to reflect, develop new ideas, and
take positive action. It also provides adults with the real-world experience they
need to place their new skills in context and to develop new ideas about how to
implement their skills. This is particularly true when real-world skills are taught in
a classroom context. For example, a classroom experience with providing CPR is
very different from a real-world experience in the back of an ambulance.
 Disadvantages: On the other hand, experiential learning has very specific limits.
It is only useful when the content being taught is content that will be used in a
real-world setting. So, for example, it is very difficult to provide experiential
learning relative to literature, history, or philosophy. Yes, it is possible to take
field trips to relevant locations or museums but field trips are quite different from
experiential learning.
 Procedures:
1. Experiencing/Exploring “Doing” -students will perform or do a hands-on
minds-on experience with little or no help from the instructor.
 2. Sharing/Reflecting “What Happened?” -students will share the results,
reactions and observations with their peers. Students will also get other
peers to talk about their own experience, share their reactions and
observations and discuss feelings generated by the experience
3. Processing/Analyzing “What’s Important?” -students will discuss,
analyze and reflect upon the experience. Describing and analyzing their
experiences allow students to relate them to future learning experiences.
4. Generalizing “So What?” -students will connect the experience with real
world examples, find trends or common truths in the experience, and
identify “real life” principles that emerged.
5. Application “Now What?” - Students will apply what they learned in the
experience and what they learned from past experiences and practice to a
similar or different situation. Also, students will discuss how the newly
learned process can be applied to other situations.

Differentiated Instruction

 Definition: Differentiating instruction may mean teaching the same material to all
students using a variety of instructional strategies, or it may require the teacher
to deliver lessons at varying levels of difficulty based on the ability of each
student.
 Advantages: Research shows differentiated instruction is effective for high-
ability students as well as students with mild to severe disabilities. When
students are given more options on how they can learn material, they take on
more responsibility for their own learning. Students appear to be more engaged
in learning, and there are reportedly fewer discipline problems in classrooms
where teachers provide differentiated lessons.
 Disadvantages: Differentiated instruction requires more work during lesson
planning, and many teachers struggle to find the extra time in their schedule. The
learning curve can be steep and some schools lack professional development
resources. Critics argue there isn’t enough research to support the benefits of
differentiated instruction outweighing the added prep time.
 Procedures:
1. Content -fundamental lesson content should cover the standards of
learning set by the school district or state educational standards. But some
students in your class may be completely unfamiliar with the concepts in a
lesson, some students may have partial mastery, and some students may
already be familiar with the content before the lesson begins.
2. Process - Each student has a preferred learning style, and successful
differentiation includes delivering the material to each style: visual,
auditory and kinesthetic, and through words. This process-related method
 also addresses the fact that not all students require the same amount of
support from the teacher, and students could choose to work in pairs,
small groups, or individually. And while some students may benefit from
one-on-one interaction with you or the classroom aide, others may be able
to progress by themselves. Teachers can enhance student learning by
offering support based on individual needs.
3. Product -the product is what the student creates at the end of the lesson
to demonstrate the mastery of the content. This can be in the form of
tests, projects, reports, or other activities. You could assign students to
complete activities that show mastery of an educational concept in a way
the student prefers, based on learning style.
4. Learning Environment - The conditions for optimal learning include both
physical and psychological elements. A flexible classroom layout is key,
incorporating various types of furniture and arrangements to support both
individual and group work. Psychologically speaking, teachers should use
classroom management techniques that support a safe and supportive
learning environment.

Discovery Learning Method

 Definition: Discovery Learning was introduced by Jerome Bruner, and is a

method of Inquiry-Based Instruction. This popular theory encourages learners to
build on past experiences and knowledge, use their intuition, imagination and
creativity, and search for new information to discover facts, correlations and new
truths. Learning does not equal absorbing what was said or read, but actively
seeking for answers and solutions.
 Advantages: Discovery learning supports an active engagement of the learner in
the learning process, while you are participating, you are paying more attention
and foster curiosity. It also enables the development of lifelong learning skills and
personalizes the learning experience. Lastly, it is highly motivational as it allows
individuals the opportunity to experiment and discover something for themselves.
 Disadvantages: It has the potential to confuse learner's if no initial framework is
available and has limitations in practice when schools try to make it the main way
students learn academic lessons. It is also inefficient and it is too time
consuming for all academic activities for example mathematical operations, there
are not enough hours in a school year for students to 'unearth' everything on their
own. In addition, it requires the teacher be prepared for too many corrections, a
lot of things one discovers for themselves turn out to be wrong process of trial
and error. Lastly, discovery learning can become a vehicle to reject the idea that
there are important skills and information that all children should learn.
 Procedures:
 1. Problem Solving -instructors should guide and motivate learners to seek
for solutions by combining existing and newly acquired information and
simplifying knowledge. This way, learners are the driving force behind
learning, take an active role and establish broader applications for skills
through activities that encourage risks, problem-solving and probing.
2. Learner Management -instructors should allow participants to work either
alone or with others, and learn at their own pace. This flexibility makes
learning the exact opposite of a static sequencing of lessons and
activities, relieves learners from unnecessary stress, and makes them feel
they own learning.
3. Integrating and Connecting -instructors should teach learners how to
combine prior knowledge with new, and encourage them to connect to the
real world. Familiar scenarios become the basis of new information,
encouraging learners to extend what they know and invent something
new.
4. Information Analysis and Interpretation -discovery learning is process-
oriented and not content-oriented, and is based on the assumption that
learning is not a mere set of facts. Learners in fact learn to analyze and
interpret the acquired information, rather than memorize the correct
answer.
5. Failure and Feedback -learning doesn’t only occur when we find the right
answers. It also occurs through failure. Discovery learning does not focus
on finding the right end result, but the new things we discover in the
process. And it’s the instructor’s responsibility to provide feedback, since
without it learning is incomplete.

Fishbowl Method

 Definition: Fishbowl is a strategy for organizing medium- to large-group

discussions. Students are separated into an inner and outer circle. In the inner
circle, or fishbowl, students have a discussion; students in the outer circle listen
to the discussion and take notes. In addition, it is a strategy that designed to help
students build social skill and to help them develop conversation skill. The idea is
that two students are surrounded by the rest of the class and they will then
debate a topic. The “bowl” is formed by students surrounding them
 Advantages: Provides greater interaction between students and teachers.
Instructors are able to maintain greater control because they can steer the
conversation. Students tend to stay more focused because they may get called
upon.
  Disadvantages: May be difficult or uncomfortable for socially awkward students.
There must be ground rules and they must be enforced or they could easily go
off topic.
 Procedures:
1. Selecting a topic for the fishbowl -almost any topic is suitable for a
fishbowl discussion. The most effective prompts (question or text) do not
have one right answer, but rather allow for multiple perspectives and
opinions. The fishbowl is an excellent strategy to use when discussing
dilemmas, for example.
2. Setting up the room -a fishbowl requires a circle of chairs (“the fishbowl”)
and enough room around the circle for the remaining students to observe
what is happening in the “fishbowl.” Sometimes teachers place enough
chairs for half of the students in the class to sit in the fishbowl, while other
times teachers limit the chairs in the fishbowl. Typically six to twelve chairs
allows for a range of perspectives while still allowing each student an
opportunity to speak. The observing students often stand around the
fishbowl.
3. Preparation -like many structured conversations, fishbowl discussions are
most effective when students have had a few minutes to prepare ideas
and questions in advance.
4. Discussing norms and rules of the discussion -there are many ways to
structure a fishbowl discussion. Sometimes teachers have half the class
sit in the fishbowl for 10-15 minutes and then say “switch,” at which point
the listeners enter the fishbowl and the speakers become the audience.
Another common fishbowl format is the “tap” system, where students on
the outside of the fishbowl gently tap a student on the inside, indicating
that they should switch roles. See the variations section for more ideas
about how to structure this activity. Regardless of the particular rules you
establish, you want to make sure these are explained to students
beforehand.
5. Debriefing the fishbowl discussion -after the discussion, you can ask
students to reflect on how they think the discussion went and what they
learned from it. Students can also evaluate their participation as listeners
and as participants. They could also provide suggestions for how to
improve the quality of discussion in the future.

Jigsaw Strategy

 Definition: The “Jigsaw Method” is a teaching strategy of organizing student

group work that helps students collaborate and rely on one another. This
 teaching strategy is effective for accomplishing multiple tasks at once and for
giving students a greater sense of individual responsibility.
 Advantages: The jigsaw method allows the teacher to break students into
groups and assignments into smaller pieces, all for accomplishing tasks with
more detail and collaboration. “Jigsaw” draws a direct image to a jigsaw puzzle.
Just as the final image of a puzzle is constructed from many separate pieces
fitting together, so too are academic tasks completed when members of the team
offer unique, jigsaw-cut efforts to the group.
 Disadvantages: Some disadvantages include misunderstanding the content and
a lack of participation. It is possible a group of students researching could get
distracted and be led down a path not intended by the teacher. This could lead to
the whole group not learning the correct information and, in turn, be behind the
rest of the class. Another problem in any group situation is when a student does
not hold his/her weight in the responsibilities. A lack of participation by one or
more student in a group would lead to either, 1) the other students in the group
have to cover his/her material and have more work or, 2) the group being without
that student’s responsibility. Both of these would hinder the group’s productivity
rather than help them learn in a different way.
 Procedures:
1. Organize -the students into a group of 4-6 people.
2. Divide -the day’s reading or lesson into 4-6 parts, and assign one student
in each group to be responsible for a different segment.
3. Give students time -to learn and process their assigned segment
independently.
4. Put students -who completed the same segment together into an “Expert
group” to talk about and process the details of their segment.
5. Have students return -to their original “Jigsaw” groups and take turns
sharing the segments they’ve become experts on.
6. Have students complete -a task or a quiz that’s reliant on them having
understood the material from the contributions of all their group members.

5 E's Constructivism Teaching Strategy

 Definition: In the 5 E model of instruction, students construct knowledge and

meaning from their experiences. This model was developed as part of a BSCS
(Biological Sciences Curriculum Study) to improve the science and health
curriculum for elementary schools. The 5 E method is an example of inquiry-
based learning, in which students ask questions, decide what information
enhances their understanding, and then self-assess.
 Advantages: Constructivist teaching places more emphasis on sensory input,
something that has long been overlooked by many traditional educators. In the
 days of old, students were expected to sit through lectures, take notes and take
tests. While some of that still occurs in classrooms, more and more educators
are learning that students need to be fully involved in the learning process, using
all of their senses, not just their eyes and ears. Learners aren’t just passive
participants in the classroom; they need to be actively involved in “the bigger
picture" of the world around them.
 Disadvantages: The biggest disadvantage is its lack of structure. Some students
require highly structured environments in order to be able to excel.
Constructivism calls for the teacher to discard standardized curriculum in favor or
a more personalized course of study based on what the student already knows.
This could lead some students to fall behind of others. It also removes grading in
the traditional way and instead places more value on students evaluating their
own progress, which may lead to students falling behind but without standardized
grading and evaluations teachers may not know that the student is struggling.
 Procedures:
1. The 5 E method -is a constructivist model of learning. It includes five
stages: engage, explore, explain, extend, and evaluate.
2. Each stage of instruction details -the ideas, concepts, and skills needed
for student inquiry. In addition, there are expected behaviours for teachers
and students, as well as opportunities to demonstrate learning through
application.
3. The strength of the 5 E model -is that it provides multiple opportunities
for assessment and opportunity for differentiation.

Exposition Method

 Definition: Expository teaching strategy is basically direct instruction. A teacher

is in the front of the room lecturing and students are taking notes. Students are
being told (expository learning), what they need to know. However, expository
instruction goes beyond just presenting students with the facts. It involves
presenting clear and concise information in a purposeful way that allows students
to easily make connections from one concept to the next. The structure of an
expository lesson helps students to stay focused on the topic at hand.
 Advantages: One of the benefits of Expository Teaching Method is the teacher
is completely in charge and guides the lesson. The teacher is in charge of the
discussion and asks questions by calling on students for answers. The teacher
doesn’t ask for student discussion in this type of teaching, it is mostly a time for
questions and answers.
 Disadvantages: Slower learners get lost, generally most students will lose
interest listening to long lectures, lots of daydreaming. Students don't learn to
interact in discussion type of activities.
  Procedures:
1. Expository teaching -is a lecture presentation or telling strategy used
during instruction. The teacher is in control of presenting the subject
matter and directs the students through the lesson. A rule is presented
with an example and then practice is provided. The teacher focuses the
students’ attention on the key points of the subject and may use graphics,
diagrams, or other representations to elaborate on the subject.
2. Generally the expository teaching begins -with an introduction and
overview of the topic before providing more specific information and detail.
This expository strategy sets up the lesson and prepares the students for
what’s to come. By moving from the general to the specific, it allows
students to understand the increasingly detailed explanations of the
information and link those explanations to information that was presented
previously as part of the general overview.
3. Instructional Strategy -is designed to assist students in the acquisition of
relatively factual material. This technique is facilitated by the by the use of
pre-instructional verbal statements or advanced or conceptual organizers
and the sequencing of the content. In the hierarchically arranged
sequence, global, overarching concepts and principles of the discipline are
presented first in the advanced organizer.

KWHL Strategy

 Definition: KWHL Charts (also called "What I Know" Charts, KWL charts,

and Know-Wonder-Learn charts) are a type of chart, a graphic organizer that
help the student organize what they know and what they want to learn about
a topic before and after the research is done. A KWHL chart should be used
before, during, and after a student reads about a new topic. Filling out this
chart prepares a student for reading about a topic, helps in reviewing what
has been learned about the material, gives help in obtaining more
information, and readies the student to write about what they've learned.
K stands for what you already KNOW about the subject. W stands for what
you WANT to learn. H stands for figuring out HOW you can learn more about
the topic. L stands for what you LEARN as you read.

 Advantages: KWHL or K-W-L charts elicit students' prior knowledge, sets a

purpose for the students to read, and helps students to monitor and track their
own comprehension. Also it can make the students easier to understand the
topic. And stimulate student’s knowledge. Thus, it helps students become
better readers of expository text and helps teachers to be more interactive in
their teaching
  Disadvantages: KWHL or KWL Method does not encourage asking
questions while reading and the fact that some of background information
may not be correct. It also does not help with growing vocabulary, because if
a student does not know what a word is, they may just skip it and go on.
There is also no encouragement for addressing emotional experience while
they read.
 Procedures:
1. Choose a text -this strategy works best with expository texts.
2. Create a K-W-L chart -the teacher should create a chart on the
blackboard or on an overhead transparency. In addition, the students
should have their own chart on which to record information.
3. Ask students -to brainstorm words, terms, or phrases they associate
with a topic. The teacher and students record these associations in the
K column of their charts. This is done until students run out of idea.
Ask students what they want to learn about the topic. The teacher and
students record these questions in the W column of their charts. If
students respond with statements, turn them into questions before
recording them in the W column.
4. Have students read -the text and fill out the L column of their charts.
Students should look for the answers to the questions in their W
column. Students can fill out their L columns either during or after
reading.
5. Discuss the information -that students recorded in the L column

Demonstrative Method

 Definition: It is based on demonstrating skills, principles, and theory via

performance, movie, slide presentation, live display etc. Such technique is often
used by teachers in training and technical educational systems. It works
perfectly well at universities, colleges, and institutions that study crafts, biology,
nature and different sciences. The method uses technique or equipment to make
a ‘demonstration.’ It should be planned ahead of time in order to make a better
explanation of the technical or training steps to students and help them repeat
the activity.
 Advantages: This strategy improves the understanding of complex skills and
principles. Students can pay their attention and follow along with the learning
process. Knowledge becomes permanent because this method requires different
human senses. Students are motivated to study and gain necessary skills. The
psychomotor objective is easily achieved through this method. No time is wasted
because students see the process live and understand how to apply theoretical
knowledge practically.
  Disadvantages: Students are not allowed to ask questions or start discussions
during the demonstration. Only technical and training skills can be taught this
way. Universities and colleges often lack the equipment necessary for making
the ‘demonstrative’ models. This method requires a significant effort from the
teacher. The method is limited to particular teaching situations only.
 Procedures:
1. Planning and Preparation -proper planning is required for good
demonstration. For this following points should be kept in mind.
2. Introducing the Lesson -the teacher should motivate students and
prepare them mentally for the demonstration.
3. Presentation of Subject Matter -in demonstration presentation of
subject matter is very important. The principle of reflecting thinking should
be kept in mind. The teacher should teach the student in such a way that
their previous knowledge can be attached to their new knowledge.
4. Demonstration -the performance in the demonstration table should be
ideal for the student. The demonstration should be neat and clean.
5. Teaching Aids -the teacher can use various teaching aids like models,
blackboard, graphs etc. during demonstration.
6. Evaluation -in this last step, evaluation of the whole demonstration
should be done, so that it can be made more effective.

Inquiry-based Learning Approach

 Definition: Inquiry-based learning is an approach to learning that emphasizes

the student's role in the learning process. Rather than the teacher telling students
what they need to know, students are encouraged to explore the material, ask
questions, and share ideas.
 Advantages: Greater Interest students are allowed to ask questions and guide
the direction of the curriculum, they’re going to express more significant interest
in the subject matter. Teaches problem-solving skills are valuable in every
industry and specialty, this style of learning prepares students for the real world
like few others. Enhances teamwork skills with this teaching style, students are
taught to engage with one another, work in groups, and tackle problems together.
This leads to greater teamwork skills something that proves useful in most areas
of life. Lastly, long-term knowledge retention where research shows that
elaboration at the time of learning such as fact sharing and conversations
enhance the retrieval of information at a later date.
 Disadvantages: Poorer standardized testing performance when too much time
is dedicated to student inquiries, there’s always the risk that important “core”
topics could be left out. Student embarrassment in inquiry-based learning,
students are required to speak up and participate and for the most part, this is a
 good thing. However, there’s also the risk of embarrassing students who may not
be quick thinkers or who suffer from learning disabilities and processing issues.
Lastly, teacher unpreparedness for certain teachers, inquiry-based learning is too
haphazard.
 Procedures:
1. Reinforces Curriculum Content -whereas some see inquiry-based
learning as a departure from the curriculum, you can use it to reinforce
relevant content and improve understanding of core concepts.
2. "Warms Up" the Brain for Learning -running a brief inquiry activity to
start class can help students absorb information throughout the day,
according to the same study.
3. Promotes a Deeper Understanding of Content -by delving into a
concept through inquiry, students should see it as more than a simple rule,
idea or formula.
4. Helps Make Learning Rewarding -inquiry can help students see the
intrinsic rewards of learning, says an oft-cited article from the Harvard
Educational Review.
5. Build Initiative and Self-Direction -students can improve certain
transferable skills through inquiry-based learning, many of which relate to
initiative and self-direction.

Lecture Teaching Strategy

 Definition: Lecture is an instructional strategy that allows the instructor to

transmit information to a large group. Lecture is often the method college
instructors use most because it is an efficient way to get across a large amount
of information. However, it is important to ensure students are actively involved
in the lecture; otherwise not much learning usually takes place.
 Advantages: It is economical with regard to time. It helps in developing the habit
of concentration among the students. It helps in achieving even high order
cognitive objectives (i.e) application, analysis, synthesis. Lecture method
presents the subject matter in a systematic way. It develops good audience
habits. Through this method, new subject matter can easily be introduced. It
enables linkage between previous knowledge with a new one.
 Disadvantages: Since this is a teacher centred method so it provides very little
scope for student activity. Student plays a passive role in this method. Individual
differences are not taken into consideration. It cannot be used for achieving
psycho motor objectives.
 Procedures:
 1. Preparation for the lectures -this include points like this; Appropriate
language and manner of presentation according to the nature of students.
Selection of audio-visual aids and instructional materials. Planning the
motivational technique. Anticipating certain difficulties and problem during
the lecture and finding suitable solution and alternatives to these barriers
to a successful lecture.
2. Introduction to the lecture - it should be done briefly and if it is executed
poorly, it can initially kill off the enthusiasm of the student.
3. Giving the body of lecture -the teacher should have a given cognitive
framework upon which he relies to achieve a more logical presentation.
4. Conclusion of the lecture -following technique can be used to wrap up
the lecture; Summarizing the major points presented. Forming
generalization. And lastly, giving implications.

Concept Formation Strategy

 Definition: It is an inductive teaching strategy that helps students form a clear

understanding of a concept or idea through studying a small set of examples of
the concept. In addition, it is a classification activity that leads the students to
use item characteristics for classification. It develops their abilities to observe
items thoroughly and to make useful observations. Lastly, it also helps them to
discover methods of classification.
 Advantages: Concept formation as a teaching strategy is to have the students
examine carefully some objects/actions/processes, and to think about a method
for classifying them. Aim: Concept formation helps us to disregard what is
inessential by creating idealized structures that focus on what is essential.
 Disadvantages: It let the students more lazy in school activities because it state
that concept formation should examine carefully some objective. action and etc.
Thus, through this some students are not fun of reading so much sources.
 Procedures:
1. Select a concept -choose one that is at the core of your curriculum. It
might be one of the five themes of geography (movement, region, human-
environmental interaction, location, or place) or a key tool of historical
reasoning (thesis, evidence, sourcing, contextualizing, corroborating). It
could be a concept used to understand media (advertisement,
documentary, home page) or the economy (good, service, production,
distribution, money).
2. List the critical characteristics of the concept -check several sources
to find the clearest set of characteristics. For example, Democracy is (1) a
kind of government in which (2) the majority rules (rules and laws are
 made by all citizens or their representatives), (3) minority rights and
individual liberties are protected, and (4) rules and laws are written down.
Or, modernization involves (1) the use of technology to control nature’s
resources, (2) the use of inanimate (non-animal) sources of power and
energy, and (3) the use of tools to multiply the effects of human energy.
Be sure to list the critical characteristics. This will help you and your
students more easily see which characteristics are present or missing in a
particular case.
3. Assemble a good set of examples -a good set of examples is small in
number (3–4), varied (shows the array of differences allowable within the
concept), and developmentally and culturally appropriate (know your
students). Be sure that each example has all the critical characteristics
required for the concept. Furthermore, select examples for which plenty of
up-to-date information is available.
4. Make a data-organization chart -down the left side, present the 3–4
examples. Across the top, ask 3–5 focus questions. These questions help
focus your students' data-gathering on the critical information in each
example. Each student will need a copy of the chart; also, post a chart on
the wall or project it onto a screen. See handout one.
5. Assemble a good set of non-examples -identify 2–3 non-examples that
can be used to help students classify after they have formed the concept.
A non-example has some, but not all, of the critical characteristics that
define the concept. Non-examples make great practice items.

Team Games Tournament Teaching Strategy

 Definition: It is a type of cooperative learning method. The students compete

with members of other teams to contribute points to their team score. Students
compete in at least three- person “tournament tables” against others with a
similar past record.
 Advantages: The first is TGT method not only make students with high ability,
but students are capable of academic lower will push to active, and have an
important role in the group. Second is this learning method can develop a sense
of cooperation and mutual respect between students in her group members. The
third makes the students enthusiastic about the course. Because in this study,
the teacher make an agreement about the rewards will be given for the students
as the best group. Finally is the students become more active and interested in
the class because there is activity in the form of tournament games in this model.
 Disadvantages: The first is takes a long time, because the educators must
establish conditions prescribed in the application of TGT. Second is the teachers
are required to be good at choosing the subject matter suitable for this method.
 The last is the teacher must prepare before it is applied, for example, to create
questions for each table tournaments or competitions, and teachers need to
know the size of the learners who are academically highest to lowest.
 Procedures:
1. Select a instructional topic -and present it to the students (e.g. the
Constitution).
2. Develop a list of questions on the topic -cut out small pieces of paper
and number them so that the total matches the number of questions that
you have developed for the topic to measure understanding (e.g. if you
have 35 questions, create small pieces of paper with numbers 1-35 on
them). Give a set of questions to one student in each group who reads the
questions as their corresponding numbers are drawn from the pile.
3. Team Game -place students in heterogeneous groups of 4-5 by ability
and have them review material during this “team” phase by selecting a
number from the pile. Groups must be equal in size. Give each group a
“Letter Identity” (e.g. Group A) and each student a Number Identity (e.g.
Student 1). Students must answer the question that matches the number
they selected from the pile. For example, if a student selects #22 from the
pile and question #22 is “Why is government divided into 3 branches,” that
student is challenged to answer that question. If he or she cannot come up
with an answer, a teammate can “steal” the question. Teams share
knowledge during this phase of the lesson. (i.e. teach their teammates).
4. Tournament -place students in new groups made up of individuals from
each of the "Team Review" tables (step 2). All “Students 1s” go to Table 1
(these might be lower achieving students) while all “Student 2s” (higher
achieving) go to Table 2. In the "Game" phase, students are placed in
homogeneous groups with students of similar ability and compete against
one another. For every question a student answers correctly, he or she
earns a point. One person at each “tournament table” must keep scores
for every individual at the "Game" table.
5. Students return -to their Team Game tables and report their scores.
Team scores are compared and the winning team earns a reward.
6. Students take an assessment -the scores for each Team are compiled
and averaged. Offer “bonus points” for the team that earns the highest
average and/or “improvement points” to the team that improves its
average the most over previous assessments.

Peer Teaching / Peer Tutoring

 Definition: Peer teaching is one strategy that builds not only content knowledge,
but also student confidence. It is a simple enough model to understand. One
 student with advanced knowledge of a particular topic, designated as the ''tutor,''
provides instruction and guidance to a fellow student, known as the ''learner'',
who is less familiar with the subject in question. Peer teaching was first
introduced by educator Andrew Bell in 1795 and has been a popular choice for
mixed-ability classrooms ever since.
 Advantages: Learning occurs across different domains. Pupils gain more
feedback as they are working with a tutor to reinforce points. Specific
development in cognitive, psychomotor and affective domain. Tutors gain some
training to teach- teaching and communication students use in this can act as
experience for later life.
 Disadvantages: Students may go off task as they are working with their friends.
Social development could lack if people only work with the same person every
time. Individuals may not learn as much because tutors are not as experienced
as the teacher.
 Procedures:
1. Role play -role playing proper practices will supplement your
explanations, giving students clear examples and reference points about
what you expect from them.
2. Create a Reward System -to keep elementary students focused, openly
acknowledge proper behaviour with rewards.
3. Teach Tutoring Skills -different activities call for different approaches, of
which tutors should have a basic understanding. Such as directive tutoring
that the tutor fills the tutee’s knowledge gaps, explaining and exemplifying
how to reach a specific solution and non-directive tutoring where the tutor
asks open-ended questions, guiding the tutee to form his or her own
conclusions about a given topic.
4. Allow Students to Take Turns Teaching -pairing mixed-ability students
can enforce defined tutor and tutee roles, whereas having same-ability
students work together adds variety to your peer teaching approach.
5. Explain How to Give Feedback -feedback is a core aspect of peer
teaching, meaning you should instruct students how to give it. Students
will inevitably give two types of feedback during peer teaching activities
such as Positive feedback this acts as encouragement and Corrective
feedback this helps tutees revise their answers.

Inductive Method

 Definition: In contrast with the deductive method, inductive instruction makes

use of student “noticing”. Instead of explaining a given concept and following this
explanation with examples, the teacher presents students with many examples
 showing how the concept is used. The intent is for students to “notice”, by way of
the examples, how the concept works.
 Advantages: The learners are more engaged in the teaching-learning process.
With our facilitating skills, the learners formulate the generalization or rule.
Learning becomes more interesting at the outset because we begin with the
experiences of our students.
 Disadvantages: It requires more time and so less subject matter will be covered.
We need much time to lead our students to the formulation of generalizations. It
demands expert facilitating skills on the part of the teacher.
 Procedures:
1. Sensing the problem(providing examples) -in the beginning of the
teaching learning process with this approach a teacher has to provide or
create the satiation in such a way that, all students must be able to sense
a problem at their own. Usually situations are provided in the form of
known, familiar and suitable examples. these examples are to be give one
after another, then student are interested to observe carefully and notice
that what happens.
2. Analyzing the situation -the situation provided in the form of examples is
to be analyzed in terms of identification and listing of facts, terms,
concepts etc., here the role of the teacher is very important, because for
all the examples provided, the key words or commonalities are to be
identified. teacher must help the students in this method.
3. Organizing the Information -the analyzed information is to be organized
in a systematic and logical order. here, to do so teacher must involve the
students I the classification of information as to relevant and irrelevant.
the relevant information to solution are selected and irrelevant are
rejected.
4. Framing the Solution -the organized information is rephrased and
restructured in to a solution form. Usually solution are formed in statement
from which serves as a concluding solution to the problem.
5. Arriving at a rule -the formulated solution in the earlier is to be converted
or generalized in to a rule or law. the rule may be in the form of a
definition, statement, law, formulae , theory etc. which is generally
applicable and accepted by others.

Deductive Method

 Definition: A deductive approach to instruction is a more teacher-centered

approach. This means that the teacher gives the students a new concept,
explains it, and then has the students practice using the concept. For example,
when teaching a new grammar concept, the teacher will introduce the concept,
 explain the rules related to its use, and finally the students will practice using the
concept in a variety of different ways. In addition, according to Bob Adamson,
“The deductive method is often criticized because: a) it teaches grammar in an
isolated way; b) little attention is paid to meaning; c) practice is often
mechanical.” This method can, however, be a viable option in certain situations;
for example, when dealing with highly motivated students, teaching a particularly
difficult concept, or for preparing students to write exams.
 Advantages: Possibility to explain causal relationships between concepts and
variables. Also the possibility to measure concepts quantitatively. Lastly, the
possibility to generalize research findings to a certain extent.
 Disadvantages: Lack of students' involvement and struggle for understanding.
And younger learners may not able to understand the concepts.
 Procedures:
1. Initial assumption -deductive reasoning begins with an assumption. This
assumption is usually a generalized statement that if something is true,
then it must be true in all cases.
2. Second premise -a second premise is made in relation to the first assumption.
If the first statement is true, then the second related statement must also be
true.
3. Testing -next, the deductive assumption is tested in a variety of scenarios.

4. Conclusion -based on the results of the test, the information is

determined to be valid or invalid.

Brainstorming Method

 Definition: Brainstorming is an active process. It can be done individually, in

groups, aloud, on paper, and within a counselling session. Brainstorming is
purposeful in that the idea is to generate diverse perspectives about a given
topic. Being open, creative, and flexible will help generate ideas.
 Advantages: The benefits of brainstorming are numerous. Brainstorming builds
involvement, commitment, loyalty, and enthusiasm. Participating in the sessions
stimulates and unlocks people's creative talents. Brainstorming also builds self-
esteem because people are being asked for their participation and their ideas.
 Disadvantage: However, if we are to consider disadvantages, they may include:
Can take too much time if the group is not properly controlled and is allowed to
run for too long. Raising expectations of the brainstorming group by considering
ideas that will never be implemented.
 Procedures:
1. Be clear about the problem -before you sit down to brainstorm, you want
to clearly identify the problem you’re looking to solve. Being able to name
 your specific goal – e.g. “speed up the expense report process” or “make
meetings more productive.” – will help you zero in on solutions quicker
than trying to tackle something more abstract like “improve team
dynamics.”
2. Collect your tools -the goal of brainstorming is to get the ideas out of
your brain and onto the page or screen as quickly as possible. If you
choose to go the pen-and-paper route, check out these resources on
creating a mind map and brain writing (for groups). If you have the ability
to work online, there are a variety of free brainstorming tools to help you
organize your thoughts.
3. Focus on ideas -once you have your tools ready, begin jotting down
ideas as quickly as you can. Now isn’t the time to delve into which ideas
are the strongest, which can be realistically implemented or how you
would make each idea happen. Initially you just want to write as many
ideas down as you can.
4. Narrow down your list -after you’ve made your list or mind map of ideas,
aim to narrow it down to your 2-3 best ideas.
5. Present your findings -once you’ve zeroed in on your top 2-3 ideas, it’s
time to present them to your supervisor, team or other parties who need to
make a decision. Use the questions in the fourth step to help explain your
recommendations, as well as to talk about why other solutions wouldn’t be
as effective.

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