Strategies of teaching

Science
 Reflective Teaching
How are your students benefited by reflective teaching?
Reflective
Practice helps students do the following:

1. Frame a problem, detach from it and analyze it critically;

2. Bridge the gap between theory and practice;
3. Understand and influence their own thinking;
4. Recognize the depth and range of transferable skills
learned; and
5. Become life-long learners.
Reflective teaching can be carried out in
several ways. Salandanan (2000) suggested
four strategies.

Journal writing,
Portfolio,
Self analysis, and
On-the-spot observation of
students’ response.
1. Journal writing allows the students to
reflect or process their
thoughts about science concepts.
Journals may be in the
form of workbooks, diaries, logs, or
progress profiles. Journals make
students look back over their recent
learning.
2. The portfolio is personal
record which includes honest
to goodness account of
experiences- thoughts,
behavior and reactions.
3. Self-analysis is a record of
incidents, problems and issues that
transpired while doing a science
task/lesson. If the student did right, he
would say “I should remember to do
this in another situation”. If he failed,
he could ask “ There is room for
improvement”.
4. The fourth strategy for reflective teaching is
on the spot observation of the students’
responses. As a teacher, ask yourself the
following questions so that you can reflect on
the lessons just conducted:

Were the students motivated to participate in

the activity? Did the students take part in the
discussion? Did the students share their views
animatedly.
Were the students given equal opportunity
during the recitation/discussion?

Was the topic related to the world of the

students?

Would the students be able to apply the science

concepts discussed to their everyday life?
Strategies of teaching
English
Narration
 Narration means giving oral accounts of
events for information of others.
 The purpose of narration is to present a
clear, vivid, interesting and ordered
sequence of events to the pupils.
 The chief form of narration has to be
selected in the contest of the
curriculum material being transacted.
The teacher should be able to tell
stories in an interesting manner.
Description
 Description is the portrayal in
words, of a person, object, thing,
phenomenon or objects.
 The purpose is to give a mental
picture of the same to the pupils.
 As in good narration, in description
also the language used should be
sufficiently vivid, lucid and
interesting enough to hold the
attention of children.
Exposition
Exposition is a time honored
technique particularly
employed at the
presentation stage of a
lesson.
It is a technique of giving
new information initially and
then clarifying it in detail.
Review
It is the mental process of
going through some
material after its initial
learning.
Review is an intelligent re-
examination of something
learn with a view to enrich
the acquisition.
Role playing
 Role playing is a task in which an
individual or a group enacts the
roles of others. It is an excellent
strategy helpful for studying social
behaviors and language learning.
 In structured role playing, the
teacher selects the situations to be
enacted in advance and specifies
the goals of the activity. Proper
planning is required for this.
In some cases, written
materials which
describes the role and
situations is also
presented in advance.
Spontaneous role
playing arises in the
midst of a discussion.
Dramatization
 Dramatization is the natural and
systematic inaction of life
situations with a view to give
realistic and meaningful
understanding and appreciation.
 Life situations are depicted in
the form of a drama
 The ideas to be presented are
revealed through the action,
conversation and behavioral
patterns of the characters.
 Dramatization is
different from role
playing in that the
former is based on a
story and the latter is
based on a situation.
Role playing does not
require a story.
Thank you for
listening!