Teaching Strategies

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Teaching Strategies :
Key : Teacher-Centered Student-Centered Resource Based Task-Based

(i) Teachercentered strategy: places the teacher at the centre of classroom activity. Teacher-centered strategy is also known as direct instruction. Direct instruction relies primarily on the teacher to direct the students thinking and participation and relies heavily on a structured content emphasis.Some examples include review, drill and practice, brief lectures, and student recitations. Teacher-centered strategy is also known as explicit teaching. It consists of presenting material in small, syetematic steps with calculated pauses to check for student understanding. This approach is particularly useful for teaching a specialized body of knowledge in which specific facts or well-defined skills exist. For example, teaching science or social studies facts, map skills, grammar rules and concepts, foreign language vocabulary, math computations, and distinguishing fact from opinion are some appropriate examples where explicit teaching approaches may be most useful. Teacher-centered strategy consists of teaching in small steps with an emphasis on student practice after each step. The teachers role is to present materials, guide students through initial practice sessions, and provide all students with frequent and high levels of practice. (ii) Studentcentered strategy: may be more suitable when information cannot be effectively transmitted by teacher-centered strategy and when goals includes creative as well as critical thinking skills to be developed. Instruction in student-centered classrooms is usually less explicit. The purpose of the student-centered strategy is to break away from the traditional teacher-dominated classroom and to encourage greater student responsibility and participation. A teacher who uses student-centered strategy does not turn over control to the students and let them do what they wish, although student-centered strategy is less direct or explicit. The teacher retains authority and delegates quite a bit of responsibility to the students. The usual role of authoritarian is surrendered; instead the teacher is authoritative, choosing to delegate a portion of the authority to students instead of centering the power in himself or herself. The student-centered strategy has been found to be superior in developing student abilities in applying concepts and in developing positive attitudes, fostering motivation, developing personal growth, and in encouraging group social

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Teaching Strategies

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skills. These student-centered classrooms also show evidence of more cognitive growth at high levels, yet they are suspected of being inferior in helping students achieve at tasks that require lower levels of thinking. Some examples may include exploration, inquiry and discovery, and some forms of discussion. Some examples of less explicit lessons include analyzing trends in history, literature, documents, or practical problems, the discussion and speculation of solution for social issues, teaching composition, and writing term papers. Student-centered strategy aims at helping students learn how to learn. This includes creating and arranging a classroom atmosphere in which students can interact with the teacher and other students. In this kind of strategy, the teacher must be well versed in the subjects they are teaching; each teacher must examine the structure of the discipline, identify the important concepts, and select or develop experiences that are meaningful to the students and that will offer students opportunities to explore and discover what the teacher wants them to learn. Differences Between Student-centered and Teacher-centered Methods of Teaching: (Adapted from Mratin et al.1988:395)

(iii) Resource-based strategy: encompasses a wide range of means by which students are able to learn in ways that are on a scale from those that are mediated by teachers to those where the students are learning independently. Books have been used as a form of resource-based learning long time ago. In recent years, there has been an increase in use of media in resource-based learning, it includes an increase in learning materials, study guides, textbook guides, workbooks, video and tape packages. Other more sophisticaed materials are computer-based learning packages; computer conferences; CD-ROM, multimedia; computer-mediated discussion groups; interactive videa discs; materials on the World Wide Web; teleconferencing, video-conferencing and telematics. Resource-based learning is valuable in helping teachers to cope with the diversity of student need. Resource-based learning provides ways for students to learn at their own pace, at

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Teaching Strategies

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all times of the day, often in location convenient to them, and it laso provides backup for absentees. In resource-based learning, the roles of the teacher includes: o Guiding students about where to turn for information o Helping them to find the right questions to ask o Trouble-shooting when they get into difficulties o Encouraging them when they are failing o Enabling them to interact in group work (iv) Task-based strategy: The teacher involves students in activities or assignments that provide them with opportunities to practice or apply what they are learning (and in the process, provide them with coaching, task-simplication strategies, or ther forms of scaffolding that may be needed to enable them to complete the activities successfully). Criteria to consider in selecting or developing activities: o Begin with a focus on the units major goals and consider the kinds of activities that would promote progress toward those goals. Ideally, major goals goals will focus on students understanding of the content and ability to apply it to their lives outside of school, and thus will gukde teachers toward activities that are whole-application tasks that carry students through to the intended outcomes rather than just providing them with isolated practice of part skills. o Given the instructional goals, different activities might be considered: a. Essential b. Directly relevant and useful, even not essential c. Directly relevant but less useful than other activities that serve the same functions more effectively d. Tangentially relevant but not very useful because they do not promote progress toward major goals e. Irrelevant or inappropriate to the goals. o In selecting from among other aactivities that do meet these primary criteria, teachers might consider several secondary criteria: a. Students are likely to find the activity interesting or enjoyable. b. The activity provides apportunities for interaction and reflective discourse, not just solitary seatwork. c. If the activity involve writing, students will compose prose, not just fill in blanks. d. The activity focuses on application of important ideas, not incidental details or interesting but ultimately trivial information e. As a set, the activities offer variety and in other ways appeal to student motivation to the extent that this is consistent with curriculum goals. f. As a set, the activities include many ties to current events or local and family examples or applications. Besides being well chosen, activities need to be effectively presented, monitored, and followed up if they are to have their full impact. This means preparing the students for an activity in advance, providing guidance and feedback during the activity, and structuring post-activity reflection afterward. In introducing activities, teachers need to stress their purposes in ways that will help students to engage in them with clear ideas about the goals they are trying to

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accomplish. Teachers can scaffold by providing any needed information or help concerning how to go about completing task requirements. If reading is part of the task, for example, teachers might summarize the main ideas, remind students about strategies for developing and monitoring their comprehension as they read (paraphrasing, summarizing, taking notes, questioning themselves to check understanding), or provide them with advance organizers that will help to approach the material in the intended ways. Once students begin working on activities and assignments, teachers should monitor their progress and provide assistance if necessary. Most task will not have their full effects unless they are followed by reflection or debriefing. Here, the teacher reviews the task with the students, provides general feedback about performance, and reinforces the main ideas as they relate to the overall goals.

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