Teaching techniques and strategies regarding the different modes and means of teachings.

1. Strategies and planning of
Teaching

3. WHAT IS A TEACHING
Activities of educating/ instructing.
Activities that impart knowledge or
skill.
A profession of teacher.
“profession of those who give
instructions”

4. STRATEGIES OF TEACHING
 There are a variety of teaching strategies that tutors can use to improve
students learning.
 1. Active Learning
 2. Cooperative Learning
 3. Critical Thinking
 4. Discussion
 5. Experimental Learning
 6. Games, Experiment And Simulation
 7. Humor In class
 8. Inquiry Guided Learning

5. 1. Active learning
 Active learning is any learning activity in which the student
participates or interacts with the learning process, as opposed to
passively taking in the information.
 When given the opportunity to actively engage with the information
they’re learning, students perform better. It nurtures the brain, giving it
an extended opportunity to connect new and old information, correct
previous misconceptions, and reconsider existing thoughts or opinions.
 Examples
1. class discussion
2. think-pair-share
3. short written exercise
4. collaborative learning group
5. student debate
6. reaction to a video
7. class game

7. 2. Cooperative learning
 It is an approach to organizing classroom activities into academic
and social learning experiences.
 Students must work in groups to complete tasks collectively.
 Unlike individual learning, students learning cooperatively
capitalize on one another’s resources and skills (asking one another
for information, evaluating one another’s ideas, monitoring one
another’s work, etc.).
 Furthermore, the teacher's role changes from giving information to
facilitating students' learning.
 Everyone succeeds when the group succeeds.

10. 3. Critical thinking
 Critical thinking is the process or method of thinking that questions
assumptions.
 Critical thinking is the ability to think clearly and rationally,
understanding the logical connection between idea.
 In essence, critical thinking requires you to use your ability to reason. It
is about being an active learner rather than a passive recipient of
information.
 “reasonable reflective thinking focused on deciding what to believe or
do.”
 Critical thinkers rigorously question ideas and assumptions rather than
accepting them at face value. They will always seek to determine
whether the ideas, arguments and findings represent the entire picture
and are open to finding that they do not.
 for example the ability to recognise fake news.

13. 4. Discussion strategies
 Engaging students discussion deepens their
learning and motivation by propelling them to
develop their own views and listen to their own
voices.

14. 5. Experimental learning
 It is an approach to education that focuses on
learning by doing on the participants subjective
experience.

15. Example
 going to the zoo and learning through observation and
interaction with the zoo environment, as opposed to
reading about animals from a book. Thus, one makes
discoveries and experiments with knowledge
firsthand, instead of hearing or reading about others'
experiences

16. 6. Games, experiment and
simulation
 These can be rich experience for learning
environment for students.
 These enable students to solve real work
problems in safe environments.

17. Simulation
 Artificial models, standardized/simulated patients,
role play
 It is the imitation of some real thing available, state of
affairs, or process. The act of simulating something
generally entails representing certain key
characteristics or behaviors of a selected physical or
abstract system.

18. 7. Humor in class
 Humor in class can enhance students
learning by improving understanding and
attention.

19. 8. Inquiry guided learning
 Inquiry learning is a form of active learning, where
progress is assessed by how well students develop
experimental and analytical skills rather than how
much knowledge they possess.
 In such a learning method, student understand
concept by themselves and responsible of learning
rests with them.

21. EXAMPLE
 Students develop a method to find which antacid
tablets are the best at neutralizing acids.
 Students learn about inertia and movement by
studying the effects of rolling of marbles on different
surfaces.

22. Main steps in planning of teaching
 Once you have decided in broad terms what you want to teach,
to whom, and why you want to teach it, you need to:
 Set your teaching objectives (Because these objectives are for
the learners, it is strongly recommended to discuss/develop
these with the learners.)
 Choose your teaching methodologies for meeting your
teaching objectives.
 Decide how you will evaluate your teaching outcomes to see
if you have met your objectives.

23. THANK YOU