DEVELOPING TEACHING STRATEGIES
A MEDIA STRATEGY
- to bring in educational experiences from beyond the classroom.
- especially usefull for developing and enriching knowledge, skill and attitudes from specialized material and presenters.
- Suited to all year levels and abilities and is most appropriate in social studies, language arts, music, maths and science.
- one-way from of instruction
- pupils are passive receivers of material and usually there is no scope for interaction between them and the medium.
- Teacher usually cannot preview the programme and this increase the possibility of it not being appropriate for a particular group of pupils.
A DRILL STRATEGY
- through repetition
- to produce an automatic response or the immediate recall of specific facts, names/words.
- Based on learning by association or the frequent linking of two things together.
- Association is strengthened by understanding, plenty of brisk parctice, reinforcement, and knowledge of results.
- Computer drills are a very good example of this.
- Teachered drills are particularly suited to the recognition of phonics and language aswell as recall of number combinations, spelling and facts from academic subjects.
A CONCEPT STRATEGY
A SIMULATION GAMES
A GROUP DISCUSSION STRATEGY
A GUIDED DISCOVERY STRATEGY
AN IMAGINATIVE STRATEGY
AN EXPOSITION STRATEGY
- Can become dull, aimless and boring.
- Pupils may chant the subject matter in a sing-song, parrot-like manner, with little understanding or vitality.
- to transmit information as quickly and meaningfully as possible.
- It emphasizes building on prior knowledge and having pupils assimilate information by listening.
- The teacher transmits information and the pupils are physically passive receivers.
- Suited to all year levels and abilities but is most commonly used with older pupils in academic subjects.
- can be boring, overlong, and poorly presented.
- limited in that pupils have very little opportunity for involvement and, as a consequence, social and skills learning outcomes are marginal at best.
- extremely difficult to cater for individual differences with an academically oriented exposition strategy.
A DEMONSTRATION STRATEGY
- to promote the acquisition of new skills/content/behaviour through observation and imitation.
- very traditional, but highly effective, especially with young or less able pupils.
- Has been applied, with modifications, to all subject areas and levels.
- Quiet commonly used in all skills areas, especially physical education, handwriting, spelling, reading comprehension, social studies, mathematics, music and foreign languages.
- Also used to develop thinking and problem-solving skills.
- there is little scope for independent learning by pupils.
- Highly structured strategy and, if insufficient effort is put into planning, the demonstration lessons can become very dull and routine.