TRADITIONAL

TEACHING STRATEGIES
Group 1
“Most people tire of a lecture in ten minutes;
clever people can do it in five. Sensible people
never go to lectures at all.”

- Stephen Leacock in Sherin 1995: 104)

 Topic Traditional approach

Person Teacher-centered instruction

Students matched by age, and possibly also by

Classroom ability. All students in a classroom are taught the
same material.
Traditional education emphasizes:
Teaching  Direct instruction and lectures
 Seatwork
methods  Students learn through listening and
observation
Instruction based on textbooks, lectures, and
Materials
individual written assignments
 Individual, independent subjects.
Subjects
Little connection between topics

Little or no attention to social development.

Social aspects Focus on independent learning. Socializing largely discouraged
except for extracurricular activities and teamwork-based projects.

Students choose (or are steered towards) different kinds of classes

according to their perceived abilities or career plans.
Multiple tracks Decisions made early in education may preclude changes later, as a
student on a vo-tech track may not have completed necessary
prerequisite classes to switch to a university-preparation program.

Students often address teachers formally by their last names. The

Student and teacher teacher is considered a respected role model in the community.
relationship Students should obey the teacher. Proper behavior for the university
or professional work community is emphasized.
LECTURE METHOD
“Direct Instruction”
“Lectus” latin – to read
It is a procedure for explaining and clarifying
major concepts, ideas, theories, principles and
laws. It makes use of exposition which may be a
narration of descriptions.
The  lecture  is  one of the oldest and overused
teaching methods, still it is the most frequently
used method of instruction.
CRICTERIA IN GIVING A GOOD LECTURE:
Clear overview
 The lecture should be an overview of a key area of
knowledge delivered by someone
 The lecturer should be aware of the level and stage of
the students.

Controlled factual content

 The lecture should be focused on the core themes
 Amount of material presented should be strictly
controlled
 5 reasons for giving lecture

1. Communicating enthusiasm for the topic

2. Providing a structure or framework for the material

3. Tailoring material to the student’s needs

4. Providing current information

5. Using another format may or may not be viable.

STRENGTHS:
- presents factual material in direct, logical
manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
Inductive Teaching
•Also called discovery teaching or inquiry teaching

•Is based on the claim that knowledge is built primarily

from a learner’s experiences and interactions with
phenomena.

•An instructor using an inductive approach begins by

exposing students to a concrete instance, or instances, of a
concept. Then learners are encouraged to observe patterns,
raise questions, or make generalizations from their
observations. The teachers role is to create the
opportunities and the context in which students can
successfully make the appropriate generalizations, and to
guide students as necessary.
Inductive teaching has close ties with the
instructional method called the “learning cycle”,
where phenomena are explored before concepts
are named. Inquiry-based teaching, in which
students are asked to continually develop and test
hypotheses in order to generalize a principle, is
another member of the inductive family.
Deductive Teaching
Also called direct instruction
Much less “contructivist” and is based on the idea that
a highly structured presentation of content creates
optimal learning for students. The instructor using a
deductive approach typically presents a general
concept by first defining it and then providing
examples or illustrations that demonstrates the idea.
Students are given opportunities to practice, with
instructor guidance and feedback, applying and
finding examples of the concept at hand, until they
achieve concept mastery.
COMPUTER TEACHING
STRATEGIES

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OBJECTIVES
 At the end of the discussion, the student must be able to:
 Acknowledge the importance of the Computer Technology
in the learning process
 Define Computer Assisted Instruction and Computer
Managed Instruction
 Identify the types of Computer Assisted Instruction
 Discuss the advantage and disadvantage of Computer
Learning, CAI and CMI
 Appreciate the significance of the Internet in learning
 EC H N OLO GY
COM PU T E R T
d L E AR N I NG
an
A computer is a programmable machine
that receives input, stores and
manipulates data/information, and
provides output in a useful format.

Computers can support the variety of ways

learners construct their own understanding.

Computer software can mix text, pictures,

sound, and motion to provide a variety of
options for learners.
 EC H N OLO GY
COM PU T E R T
d L E AR N I NG
an
Computer networking allows students to
communicate and collaborate with content experts
and with fellow students around the globe.
Communication tools allow teachers to exchange
lesson plans and teaching strategies and create a
professional community.

Assistive technology such as voice recognition systems,

dynamic Braille displays, speech synthesizers, and talking
books provide learning and communication alternatives
for those who have developmental or physical disabilities.
 EC H N OLO GY
COM PU T E R T
d L E AR N I NG
an

Role of the Student

Students’ autonomy and confidence increase as they rely

less on their teacher and more on their own initiative for
knowledge-creation.

As students gather more real-world data, share their findings with

learners beyond their school, and publish their findings to the world,
their role broadens from investigators of other products to designers,
authors, purveyors, and publishers of their own work.
 EC H N OLO GY
COM PU T E R T
d L E AR N I NG
an

Role of the Teacher

Technology amplifies the resources teachers can offer their students.

Rather than relying on the textbook for content, computers can
provide on-line access to content experts and up-to-date information
from original sources.
 R A SS I S T E D
COMPUTE A I )
I O N ( C
INSTRUCT
CAI refers to the use of the computer as a tool to facilitate
and improve instruction. CAI programs use tutorials, drill
and practice, simulation, and problem solving approaches
to present topics, and they test the student's understanding.

CAI uses a combination of text,

Typical CAI provides
graphics, sound and video in
1. text or multimedia content
enhancing the learning process.
2. multiple-choice questions
The computer has many
3. problems
purposes in the classroom, and it
4. immediate feedback
can be utilized to help a student
5. notes on incorrect responses
in all areas of the curriculum.
6. summarizes students' performance
7. exercises for practice
8. Worksheets and tests.
 R A SS IS T E D
COMPUTE A I )
IO N ( C
INSTRUCT

Types of Computer Assisted Instruction

1. Drill-and-practice
2. Tutorial
3. Game
4. Simulation
5. Discovery
6. Problem Solving
 R A SS I S T E D
COMPUTE A I )
I O N ( C
INSTRUCT
Advantages
• one-to-one interaction
• great motivator
• freedom to experiment with different options
• instantaneous response/immediate feedback to the answers elicited
• Self pacing - allow students to proceed at their own pace
• Privacy helps the shy and slow learner to learns
• multimedia helps to understand difficult concepts through multi sensory approach
• self directed learning – students can decide when, where, and what to learn
 R A SS I S T E D
COMPUTE A I )
I O N ( C
INSTRUCT
Disadvantages

• over use of multimedia may divert the attention

from the content

• learning becomes too mechanical

• non availability of good CAI packages

 E R A SS I S TE D
COMPUT A I )
T I O N (C
INSTRUC
 E R MA N A GE D
CO M PUT
O N ( CM I )
INSTRUCTI
 It is an instructional strategy whereby the
computer is used to provide learning objectives,
learning resources, and assessment of learner’s
performance.
 It aids the instructor in instructional management
without actually doing the teaching.
 E R MA N A GE D
CO M PUT
O N ( CM I )
INSTRUCTI
Disadvantages
 Individuality was restricted to the amount of time
spent in the learning process.
 Little teacher intervention
 Uncertainties
 Negligence of students
 E R MA N A GE D
CO M PUT
O N ( CM I )
INSTRUCTI
Advantages
 Evaluative
 Diagnostic aide
 Entertaining and informative
 The teaching path was fixed and linear
 E R MA N A GE D
CO M PUT
O N ( CM I )
INSTRUCTI
Advantages
 Offers a variety of potential interactive
strategies.
 Free up time for the teacher to spend time
with students in more interactive activities
 More developer- and learner-friendly as
well as increasingly inexpensive
 ER N ET
I N T
THE

The Internet is a global system of interconnected computer networks that use

the standard Internet Protocol Suite to serve billions of users worldwide. It is
a network of networks that consists of millions of private, public, academic,
business, and government networks of local to global scope that are linked by
a broad array of electronic and optical networking technologies.
 ER N E T
I N T
THE

Intelligence and Internet Opportunities

Verbal E-mail, chat rooms, texts, online
journal
Visual Virtual tools, videos, three-
dimensional representations
Kinesthetic Manipulation of skills used for
keyboarding and games, info on
athletics and dance
Affective Online group discussions, personal
expression of thoughts and
reflections
 ER N E T
I N T
THE

Advantages
Provides a wide range of choices of information.

Allows repetition and rehearsal of information because students are able to visit
and revisit different sites.

Ease of searching for information needed.

Spend less time for researching.

Allows access to different people and experts all over the world
 ER N E T
I N T
THE

Disadvantages
May divert the attention of the student to other websites not related to the
intended topic

Some knowledge or text are not verified as that of the books.

Cost and availability

Tendency for the student to merely copy what is written in the text without
proper understanding.
“If we teach today as we
taught yesterday, we rob
our children of
tomorrow.”
-John Dewey