Strategies and

Approaches in Teaching
for Learning
MAGNO R. ABUEME
Collaborative Approach
The COLLABORATIVE Approach
-Requires learners to work together towards a
common goal. This type of learning has been
called in various names like collective learning,
learning communities, peer teaching, peer
learning or team learning.
-Teachers must fully understand learners
preferred learning styles and view of learning.
 Strategies that promote Collaborative
Approach
1. Jigsaw Method
-Is a cooperative learning technique in which
learners work in a small group.
-It can be used in a variety of ways for a variety of
goals that allows for an efficient way for learners to
learn content, develop their listening, engagement
and empathy skills aside from allowing them to
interact among each other and work independently.
 Activity for Jigsaw Method
The TDAR Activity
Think (Analysis of the problem)
Discuss (Share ideas on how to solve the problem)
Act (Act collaboratively)
Reflect (Introspect on the results made by the
group
 Strategies that promote Collaborative
Approach
2. Online Collaborative Learning
-Prepares learners to be responsible individuals
in a technologically advanced society. Projects and
activities given by the teachers shall reflect students
current and future needs.
 Activities for Online Collaborative Learning
1. The CPFM Activity
Create Transparency of Expectations
Provide Clear Instructions
Form Small Groups
Monitor and Support
2. Integration of Information Technology (IT) in
the lessons
 Strategies that promote COLLABORATIVE
Approach
3. Think-Pair-Share
- Is a cooperative discussion strategy with three
stages of learners action emphasizing on what
learners are to be doing at each of the three
stages.
Activity for Think-Pair-Share
The 2D-2M Activity
Decide (Upon the problem/issue to be solved)
Describe (The purpose of the strategy and provide
guidelines for discussions)
Model (Ensure that students understand how to use the
strategy)
Monitor (Support students as they work)
Strategies that promote COLLABORATIVE
Approach
4. Integrated Process Approach/Project Management
-requires the whole team to think of the entire
project and all its systems together, emphasize
connections and improve communication among
students and stakeholders throughout the life of a
project.
 Activity for Integrated Approach
The Process Activity
1)Think of the project as a whole
2)Focus on life cycle design
3)Work together as a team from the start
4)Conduct assessments (e.g. threat, risk analysis ) to help
identify requirements and set goals
5)Develop tailored solutions
6)Evaluate solutions
7)Ensure requirements and goals are met
 Strategies that promote Collaborative
Approach
5. Peer Teaching Strategy
- is a strategy that is carried out by learners that
involves learners taking on a teaching role in the
school setting. The three forms of peer teaching
strategies are reciprocal teaching, peer tutoring
and cooperative learning.
 Activity for Peer Teaching Strategy
Suggested Activity: The AFA Activity
-Assign and design the lesson
-Facilitate the lesson
-Assess their peers
 Strategies that promote Collaborative
Approach
6. Interactive Instruction Strategy
-is teaching that addresses learners need to be
active in their learning and interact with others
including their teachers and peers.
 Activities for Interactive Instruction
Strategy
Brainstorming
Debates
Cooperative learning
Interviewing
Small group discussion
Whole class discussion
The INTEGRATIVE Approach
The INTEGRATIVE LEARNING Approach
-allows learners to make connections across
curricula, making connections with a major
concept, between curriculum, co-curriculum, or
between academic knowledge and practice.
 Strategies that promote Integrative
Learning Approach
1. Scaffold-Knowledge Integration Strategy
-makes thinking visible.
-Models scientific thinking
Helps students learn from others
-encourage listening to others
-promotes autonomy and lifelong learning
Encourages monitoring
 Activity for Scaffold-Integration Strategy
Suggested Activity: The 4As Activity
Activity (Build on students ideas)
Analysis (Make thinking visible)
Abstraction (Encourage listening to others)
Application (Promote autonomy/lifelong learning)
 Strategies that promote Integrative
Learning Approach
2. Content-Based Instruction (CBI)
-Features the 6 Ts
Themes- Central ideas that organize major
curricular units
Text-content resources which drive the basic
planning of theme units
Topics are sub-units of content which explore
specific aspects of the theme
Threads-linkages across themes which create greater
curricular coherence
Tasks-Instructional activities and techniques utilized
Transitions explicitly planned actions which provide
coherence across topics in a theme unit and across within
topics.
Suggested Activity: The 4As
 Strategies that promote Integrative
Learning Approach
3. Thematic Teaching & Learning By Design
-integrates basic discipline in all subjects
-acquires knowledge best when learning in the
context of coherent whole and when they
can connect learning to real world.
 Activity for Thematic teaching and
Learning by Design
The AACE Activity (Kalantris 2007)
Apply (being creative)
Analyze (being critical)
Conceptualize (Design Theory)
Experience (New Concept with celebration)
The INQUIRY BASED
Approach
 The INQUIRY-BASED Approach
-acquiring information by investigation to know the
phenomenon in question.
- learners are involved in their learning by formulating
questions, investigating, building their understanding and
creating meaning and new knowledge on a certain lesson.
-At the end, the new knowledge is used to answer a
question, develop solution and support a position or point of
view.
 Strategy that promotes Inquiry-Based
Ask a
Question
Approach
Communicat 1. The Cyclic Inquiry
FormulateModel and the Practical Inquiry
e findings
Model hypothesis

Draw Conduct
conclusion Investigation

Collect and
analyze data
 3 Types of Inquiry-Based Approach
The teacher Students are
1. Structured Inquiry provided with a
establishes
parameters and hands-on problem
procedures for to investigate
inquiry. Structured
Inquiry
allows the instructor
to teach students provide students
with common
the basics of learning
investigating. experiences
2. Guided Inquiry
The teacher provides the problem for investigation
as well as the necessary materials.
Students are expected to devise their own
procedure to solve the problem.
3. Open Inquiry
Open Inquiry has been defined as student-driven.
Similar to Guided Inquiry, students formulate their
own problem to solve as well as the
procedureOpen Inquiry is analogous to doing
science. Science fair projects are often examples of
Open Inquiry.
Suggested activity for Cyclic Inquiry Model
The AICDR Activity (Bruner 1965)
-Ask (To know)
-Investigate (To analyze)
-Create(To form)
-Discuss (To give arguments)
-Reflect (To introspect)
 Activity for Cyclic Inquiry Model
The DCAP Activity (Garrison, Anderson & Archer,
1999)
-Deliberate (Applicability of the concept)
-Conceive (Idea/concept formation)
-Act (Application of the concept)
-Perceive (Awareness on the usability of the concept)
Strategies that Promote INQUIRY-BASED
Approach
2. Knowledge-Building Community Model
-A teaching strategy that collects/processes results at
the end to use as data for later activities based on
the community of learners participation. This can be
tweaked by allowing them to review these results.
 Activity for Knowledge-Building
Community Model
The EIBU Activity
-Experience (setting up the concept)
-Inform (gather and analyze information)
-Build knowledge (Processing and abstraction)
-Understand (Decision making)
 Strategies that Promote INQUIRY-BASED
Approach
3. Experiment
-doing investigation
-encourages learners to manipulate objects, test
hypothesis and work together to solve or prove
something exciting.
 Activity for Experiment Strategy
Scientific Method
A. State the problem
B. Gather related information
C. Formulate hypothesis
D. Test the hypothesis
E. Make a conclusion
F. Communicate the result
 Strategies that Promote INQUIRY-BASED
Approach
4. Simulation
- learners are placed in a context or situation made by
the teacher. During simulation, learners interact in a
way where they themselves are the subject in the
laboratory or classrooms.
-- Usually, it is done through role plays, games, and
models.
 Strategies that Promote INQUIRY-BASED
Approach
5. Demonstration
- Is a teaching technique that
as a prime source of knowledge
allowing learners to respect diversity and work in
the process. It is an important component of overall
teaching strategy that
.
 Strategies that Promote INQUIRY-BASED
Approach
6. Field Study
- Is a manner in which experiments or
engaging activities are undertaken in a
natural setting rather than in laboratories,
classrooms, or other structured
environments.
 Strategies that Promote INQUIRY-BASED
Approach
7. Indirect Instruction Strategy
- is a teaching strategy in which the learner is
an active and not passive participant. Indirect
instruction methods are used for concept
learning, inquiry learning and problem-centered
learning (Borich 2011).
Activities for Indirect Instruction Strategy
Case study
Cloze procedure
Concept formation
Inquiry, problem solving
Reflective Approach
 The REFLECTIVE Approach
-means looking at what the teacher and
learners do in classroom, thinking about why
they do it, and analyzing about it if it works. This
is a process of self-evaluation cum self-
observation.
 Strategies that promote the REFLECTIVE
Approach
1. Self Evaluation and Self Reflection
-collects information about what goes on inside the
classroom
-analyzes/evaluates the obtained information by
teacher and learner
-solicits improvements in teaching towards effective
teaching
 Activity for self evaluation strategy
The TTRA Activity
-Think (Analyze patterns occurring during the teaching-
learning process)
- Talk (Self-talk or group talk done by the teacher or learner)
-Read (finding out or making affirmations regarding
behavioral patterns)
-Ask (post questions to get ideas or opportunities on an
area that interest you to improve/develop)
 Strategies that promote Reflective
Approach
2. Multimedia Presentation
- Is the effective use of instructional materials that
utilize a wide range of electronic media allowing the
learners to reflect after the teaching learning
process.
 Strategies that promote Reflective
Approach
2. Drill Practice
- Is a technique with emphasis on repetition after
the learners reflect on their skills or learnings.
 Strategies that promote REFLECTIVE
Approach
3. Mental Modelling
- is a strategy intended to enhance learners
ability to direct their own learning after gaining an
insight in any cognitive process or activity.
Should we consider the
learning style of the student
in the kinds of activities
that they will do?
Learning Styles
-Focus on individual differences
How one learns from and adapts to his/her
environment. (Gregorc. 1879)
The interaction of ones behavior and
personality as he approaches to a learning task
(Garger & Guild, 1984)
- a de-emphasis on subject-matter concerns
-The way each person begins to concentrate on,
process, internalize, and remember new and
difficult academic content (Dunn and Dunn.
1999.
Do learning styles exist?

It is clear that stable personality differences exist

and can be measured, and they cohere in ways
that allow taxonomy and theory (McCrae &
Costa, 1994; cited in Snow, Corno,
& Jackson, 1996, p. 245)
 What do you see?
Cofot

One face or two? Woman or skull?

5 Popular Models of Learning Styles
o Gardners Multiple Intelligences
o Fleming & Mills VARK
o Kolbs Learning Styles Model and
Experiential Learning Theory (ELT)
o Myers-Briggs Type Indicator(MBTI) Jung
o Felder-Silverman Index of Learning Styles
(ILS)
Felder-Silverman ILS
Preference dimensions
Re-Ac: Method for processing info
introspection v. physical or social engagement

Ve-Vi: Modality of sensory info verbal

(spoken or written) v. visual

Se-Gl: Method of gaining understanding

logical, small steps v. holistic, leaps
In-Se: Type of info memories, ideas,
insights v. sensory
o Active: try things out, work w/others
o Reflective: think things thru, work
alone
o Visual: graphic representations of
material--pictures, diagrams, flow
charts
o Verbal: written & spoken explanations
o Sequential: linear, orderly, learn in
small
o Global: holistic, systems thinkers, learn in
large leaps
o Sensing: concrete, practical, oriented
toward facts & procedures
o Intuitive: conceptual, innovative, oriented
toward theories & meanings

Felder, R.M. 1996. Matters of style. ASEE Prism 6(4), 18-23.

Evaluating Felder-Silverman ILS
o Good internal consistency reliability
Cronbach =.5-.8 (exc Seq-Globl in studies)
o Decent test-retest reliability
r=.73-.87 in 4 wks; .60-.78 in 7 mo.
o Low inter-scale correlation
r<.2 (exc Int-Sen & Seq-Global)
o Good construct & predictive validity
 Visual Tools Help Everyone
o Deeper learning, conceptual understanding
Show BOTH structure of knowledge (big picture) and
integration of its elements
o Better, longer retention + easier retrieval
z Require less working memory, fewer cognitive
transformations
z Dual coded in semantic and episodic memorie
o Cognitive operations easier
z Easier to locate and extract information
z Easier to draw inference
o Cross-cultural
 Using Best Modality(-ies)
for the Content
For example:
o Using visuals for visual material
o Using experience for learning how
to do something physical
o Using reading & auditory for poetry
o Using many modes for relatively
recent history
Multi-Modal Repetition
o People learn new material best when they
receive it
oMultiple times and
oThrough multiple senses & modes that use
different parts of their brain
 How can we design
assignments and class
activities to give students
the chance to process
knowledge and skills
through multiple senses
and in multiple modes?
Verbal (Reading and Writing) Mode
oReading text, instructions, outlines
oWriting
informal (writing-to-learn exercises)
formal
oLectures if taking notes
Verbal-Oral and Auditory Modes
o Lecture & podcasts, if in the right
structure (e.g., stories)
oCases & PBL problems
oDiscussion, especially in small
groups; all group work
z Actively devises own way of orally
expressing material
z Listens to own way and others ways
Action/Experiential Mode
Experiential learning
Cases, PBL, inquiry-guided labs & activities
Role plays, simulations, games
Service-learning, field work, field trips
Examples (if relevant to students)
Physical models, analogies,manipulatives
(ex. next side)
Learning objects (animated, interactive)
www.merlot.org
Visual Mode
Thinking maps Flowcharts, diagrams,
Concept and mind graphs
maps Matrices, tables
Graphic syllabus Pictures, sketches
Learning objects
Graphic metaphors (animated)

www.merlot.org
Classification (Tree) Map
What are the main
types/categories?
What distinguishes these
types/categories from
each other?
Give examples of each
type
Flow Map - Sequencing
What happened? What
are the substages?
What is the sequence
of events?
Causes-&-Effects Multi-Flow Map
What are the causes
and effects of this
event?
What might happen
next?
 Same Feathers Flock Together
Group yourselves by subject area of specialization for high
schools and by grade level for elementary.
Choose 5 competencies from your CG then indicate the
approach, strategy and activity/technique presented
earlier that suits best for each competency.
Competency Approach Strategy/Method Activity
 If students
dont learn the
way we teach,
may be we
should teach
them the they
learn.
Thank You!