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.
Disadvantage
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.
Disadvantages:
Can become dull, aimless and boring.
Pupils may chant the subject matter in a sing-song, parrot-like manner, with little understanding or vitality.
AN EXPOSITION STRATEGY
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.
Disadvantages:
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.
Disadvantages
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.
A CONCEPT STRATEGY
A SIMULATION GAMES
A GROUP DISCUSSION STRATEGY
A GUIDED DISCOVERY STRATEGY
AN IMAGINATIVE STRATEGY