EFFECTIVE

INSTRUCTIONAL
TECHNIQUES
3TECHNIQUES

1. Motivation Technique
2. Discussion Technique
3. Questioning Technique
M O T IVATION
T E C H NI QUES
Concept of Motivation
Motivation does not happen by chance. It does not occur at
the click of the finger. It’s sources do not emanate from
nowhere, unidentified or unnamed. External sources are in
the form of grades, prizes, awards, treats and money. While
the Internal sources are personal goals, fun and enjoyment,
interest and desire to learn the lessons.
How does an EXTRINSIC motivation differ from an
INTRINSIC motivation?
EXTRINSIC MOTIVATION

is the type of which is originating

primarily form the individual ‘s outside self.

INTRINSIC MOTIVATION

is a self- driven type of

motivation that last for a long time.
CULTIVATING INTRINSIC
MOTIVATION

When the students are

focused on their study because they
look forward to the different activities
to be accomplished, with joy, thus they
would not find any subject boring.
The following quotations by famous motivators offer relevant insight on how a teacher
can be skillful motivator himself: (Cruickshank, Jenkins & Metcalf,2009)

The important thing is not so much that every child should be taught, as that
every child should be given the wisdom to learn. (John Lubbock,2009)

A teacher who is attempting to teach without inspiring the pupil with a desire
to learn is hammering on cold iron. (Horace Mann)

If you treat an individual as if he what he ought to be and could be, he will

become what he ought to be and could be. (Geothe)
MOTIVATION TECHNIQUES

When faced with problems regarding learners’ motivation, one of the best
thing that the teacher can do is to plan his or her activity and go deeply in the
implementation of his or her lessons.
 Glow

Observe

Demonstrate

GO DEEPLY
Engage

Embrace

Provide

Listen

Yield
GLOW

 Do not lose the glow in your day by day

teaching and interactions with your students.
 Making yourself aglow with interest and joy
helps the student to be drawn to you.

 Teacher who have frown face is not a pleasant

sight to behold.
 Many students feel disappointed and
demoralized when teacher cast a dagger look
to the students.
OBSERVE

 Be vigilant of whether the students

perform positively or negatively.
 If the students performed well,
recognized them. If student commit
mistakes, reprimand them.
 It is a matter of communicating to them
through constant observation of how
they are performing.
DEMONSTRATE

 Teachers do not project image of “inapproachability” due to his or her

high standard of compelling the student perform excellently.
 Student should be given freedom to be themselves.
 Decision making should be the sole task of the teacher.

ENGAGE

 Students should be involve in academic learning activities which they

could respond to meaningfully and successfully.
 The construction of meaning to the activities performed inside and
outside the class is motivation factor for the student to be involved
actively in different tasks provided by the teacher.
EMBRACE

 Every students be embraced as your own despite their weaknesses and

limitations.
 Negative remarks on a student’s poor performance in class is a “sin”
against motivation.
 Hurting comments demoralizes a student.

“ It helps when students feel positively towards you. Communicate that you
care and will help them. Extend to the students the support necessary to
succeed. Encourage learners by being patient yet determined for their
success.” -Cruickshanks and companions 2009
PRAISE

 A “sweet music” to a student’s ear is praise.

 Negative words spoken by the teacher are like sharp words cutting through the heart of
students.

LISTEN

 With an attentive gesture, this should be coupled with the desire to find out what
student is trying to drive at every time he or she is called to recite or share in the class
 Effective listening is synonymous with taking the students’ responses without
interruption displaying impatience or rushing the learner just because the teacher is not
pleased with the students’ feedback.
YIELD

 This synonymous with the objective acceptance of the students’ feedback or answer.
 Once in a while the teacher must learn how to give way to the demands of the students
 The wisdom of the young should not be underestimated.
DISCUSSION
TECHNIQUES
Concept of Discussion

Discussion is a face-to-face mode

of teaching which affords an opportunity
for teachers to see students in flesh and
blood. This will enable them to observe
and scrutinize the students’ reaction and more or less judge the sincerity of their
responses. The role of discussion in many class activities cannot be underestimated.
Since most class discussions entail a long period of interactions, it call for special
techniques that should employ to make it welcomes and favored in the academe
today.
The strength of discussion as a face-to-face mode of teaching lies in its capability to
enable the learners to develop their higher order thinking skills or H.O.T.S. These are
specifically analysis and synthesis or the ana-synthetic skills.
Discussion as means to develop the higher intellectual levels of students can be
classified into 3 types: (Morison and companions,2011)

1. TEACHER – GUIDE DISCUSSION

– this is the typical question and answer type between the teacher
and student.

2. CENTRALIZED DISCUSSION
- a free-willing discussion transpires within the group.

3. PROBLEM - BASED DISCUSION

- this is collaborative type of discussion focused in solving a
particular problem.
ELEMENTS OF GOOD AND BAD DISCUSSIONS (Hollander 2002)

ELEMENT OF GOOD ELEMENT OF BAD

DICUSSONS DISCUSSIONS
• Divert in opinion and perspective, disagreement may • People mechanically talk to be heard and make impressions,
occur which can either be accepted or rejected in an opinions and ideas are forwarded despite its irrelevance and
atmosphere or professionalism threatening nature.

• Discussions are dominated by the few disrespectful and

• An atmosphere of respect for others prevail; thus ideas of the
aggressive participants whose objectives are to be on the
participants are welcomed without bias and sarcasm.
limelight. Some viewpoints of others are disregarded.

• Discussion is not planned. The theme is confusing and

• Provision for the smooth flow of the discussion is observe to
producing “half-baked” outputs. Discussions are evidently
give way for an in-depth and quality discussion
unorganized.

• Participants are attentive enough to the different responses. • The participants pay no attention to what is going on in the
Different issues and problems raised resolve through discussions; hence irrelevant questions and personal attack are
collaborative effort of the participants. thrown to each other at the end, problems remain unsolved.

• A strong sense of confidentiality is adhered to by the

• Making irrelevant and irresponsible comments outside of the
participants. They are aware of their responsibility to “ tame
discussion who are tactless in their words.
their tongue” so as not to irresponsible and biased comments
 PURPOSE OF PLANNED DISCUSSION

Construction of Meaning

Verbalization of One’s Thought

Planned Discussion

and Ideas

Deep Reflection

Sharing of Personal Opinion

Application of Ideas
Developing Discussion Techniques
Discussion techniques help create a conductive atmosphere for teacher and students interaction. Two from among the many teaching
strategies are selected like panel forum and panel discussions.

A. PANEL FORUM

1. Identify the particular subject matter through assigning it in advance or brainstorming in class.
2. Divide the class into groups. It is an ideal scenario if small groups are created to allow all the members to share.
3. Each group must have a leader who will sere as the moderator and rapporteur.
4. once the leader in a group is defined, there should be no time wasted by seeing to its that the discussion will start on time.
5. It is a must that the subject matter, topic or problem be evaluated in terms of its data or statistics from reliable sources.

B. PANEL DISCUSSION

1. Select among 5 to 6 students to constitute the panel. The students chosen are capable enough to lead the discussions as expertly and as
meaningfully as they can.
2. A moderator must be chosen from the panel to guide each discussant on the flow of the discussion. As a rule of thumb, the time must be maximized in
order to come out with quality exchange of ideas.
3. Coach each member of the panel on how to react in more scholarly manner to give justice to the time spent by the audience in listening to them.
4. The audience must be encourage to forward their queries.
5. The panelist must take time out to respond to the questions forwarded to them.
6. Synthesis must follow when all discussant are done.
Small Group Discussion
Creating small group discussions is deal for maximum students’ participation. Interaction
is enhanced among student since everybody is given the chance to exchange ideas and concentrate
on what transpire during the discussion.

Fundamental Elements:

1. Procedure and Meaningful Engagement

2. Commitment to One’s given Roles and tasks
3. Unquestionable Leadership
4. Unity
QUESTIONING
TECHNIQUES
Concepts on Questions
Questions are means to get response from students delivered through oral
communication. Through this verbal tools, the students are driven to think and respond to
whatever questions are given to them.
Questions can be distinguished from a statement through examining its grammar.
The interrogative from is an obvious signal of recognizing a questions. The teacher’s
intonation ang how he/she emphasizes the word could facilitate the students’ detection
that a questions is being raised.
PURPOSE OF QUESTIONS

1. Assessing Cognition and Mastery of the Subject Matter

-once the topic for the day is presented and discussed, the teacher wants to be sure that learning
has taken place.
EXAMPLE:

a) How important is the moon in the Solar System?

b) Why should the ozone layer of the atmosphere be protected?

2. Establish the Accuracy of Facts, Ideas and Events

-this can be done through giving short questions – and – answer activities for students to verify the
results of a particular activity.

EXAMPLE:

a) Were the places on the moon considered human habitats like those on Earth?
b) Why is there a need to categorize the planets in the solar system?
3. Develop Creativity Among the Learners
-when teachers present high-level questions, they challenge the students to express their
own ideas so they will be more original and creative.
EXAMPLE:
a) How will you present the importance of the sun in the solar system?
b) Simulate the eruption of Mt. Pinatubo.
c) How can you express your gratitude to God as the creator of the universe?

4. For Comprehension Evaluation

-question raised by the teacher must provide opportunities for students to maximize their
engagement.

EXAMPLE:
a) Was the presentation of the shape of the Philippine Archipelago well done?
b) Was the slide presentation on the seven continents accurate?
5. Motivate the Learners
-quality questions stimulate the student to think especially when given before the lesson
proper.

EXAMPLE:
a) Are you interested to know the different theories that support the creation of
the universe?
b) Did you ever make your own outline of the Philippine archipelago?
TYPES OF QUESTIONS

1. CONVERGENT QUESTION – requires short response from the students.

EXAMPLES:
1. What are the neighboring countries in Thailand?
2. Who is the protagonist in the story?
3. Where is the Pantabangan dam located?

2. DIVERGENT QUESTION – opposite of the convergent question since it draws from

the students various responses.
EXAMPLES:
1. How would the Philippines be different if the only colonizer was Spain?
2. What would be another appropriate title for this poem?
3. You have been in the power to stop child labor? What would you plan
first? Why?
3. HIGH – LEVEL QUESTION - synonymous with thought questions and is often
divergent in forms.

FOUR LEVELS OF BLOOM’S TAXONOMY:

3.1 Analysis ( Analyzing) – analysis questions enable the student to scrutinize how the information
was organized so that ideas can be constructed.

Question Stem Examples: compare, contrast, how, why, diagram, distinguish and differentiate.

Here are some questions and tasks:

• Compare the characteristic of loud and soft musical sounds.
• What are the distinguishing marks of the major and minor landforms of the
Philippines?
3.2 Evaluation (Critiques) – allow the student to formulate their own judgments and decisions about
two or more ideas or concepts based on a planned set of standard or criteria.

Question Stem Examples: evaluate, appraise, judge, choose, predict, rate, and estimate.
Questions and Tasks:

• Select the figure that best illustrate the moral of the story.
• Which of these analogies is expensive of the theme of the play?
3.3 Creating - synthesis questions provided the students the skills to come up with novel ideas after
learning has taken place.

Question Stem Examples: design, construct, create, propose, formulate, catalog, and plan.
Questions and Tasks:
• Create phrases and paragraph to the story and critique its results.
• Design a portfolio of the evolution of the Philippine music.
4. LOW – LEVEL QUESTION

Low – order questions are concerned with basic skill instructions which from the basis for
students’ analysis and evaluation of information, hence they are categorized as facr questions and
divergent in form.

Bloom’s Taxonomy (first 2 levels):

REMEMBERING – questions at this level direct the students to simple recall of facts and infos.

Sample question and task:

• Define geography.
• What is rhythm?
• Where is Antarctica located?
UNDERSTANDING - questions within this level lead the students to the
understanding of the content which requires students to explain, summarize and elaborate.

Sample question and task:

• Give additional names of oceans.
• What are the objects revolving around the sun?
• Explain the process of photosynthesis.
QUESTIONING TECHNIQUES

1. Write the question in black and white.

2. Set standards of behavior in the questioning period.
3. Questions should be distributed to all members of the class.
4. Prepare the students before asking questions
5. Avoid impertinent and ridiculous questions.
6. Provision for wait-time must be observed.
7. Refrain from ignoring incorrect answers and take time out to react to every response.
8. Settle for questions that are clear, concise and short enough for easy retention of the
students.
9. Project a relaxed and non-threatening appearance when questioning.
10. Motivate students nit to give up if they encounter difficult questions.
THANK YOU!