Strategies in Teaching TLE
Overview
As to how important TLE is as subject, teachers create
an impact as to whether or not the students have
captured the concepts of the said subject every time
they deliver certain topics
The classroom is a dynamic environment, bringing
together students from different backgrounds with
various abilities and personalities. Being an effective
teacher therefore requires the implementation of
creative and innovative teaching strategies in order to
meet students’ individual needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to know which
teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’
solution, so here is a range of effective teaching strategies you can use to inspire your
classroom practice.
Lesson Objectives:
After successful completion of this lesson, you should be able to:
Acquire various strategies in teaching TLE both in blended and online learning
Demonstrate the learned strategies
Share learning strategies from observations done in the previous courses
The factors which determine method to be used
Aim of education
School environment
Nature of the child
Education of the teachers
Nature of the subject matter
Any method to be effective must have the following characteristics
Method must utilize the theory of self-activity
It should utilize the laws of learning (Law of Readiness, Exercise and effect)
It must aid the learner in defining his own purpose
It should be based on the accepted well- integrative education theory and practice which is
designed to unify the work of teaching and learning
Method must stimulate the thinking and learning powers of the students
It should be suited to the progress of the students in skills, ability, habits, knowledge, ideas
and attitudes
Techniques of teaching
Technique is a specific way of doing a particular task in the process of teacher guidance of
students learning activities (Williamson Lyle)
Technique refer to the quality of the activities executed by the teacher in presenting the
subject- matter to the students
It is essentially technical skill of the teacher in accomplishing the task of teaching
Teaching Aid
Teaching aids are physical means employed by the teacher for the purpose of emphasizing,
clarifying or vitalizing instruction
Kinds of Instructional Aid
General Instructional Supplies
Printed or written materials (books, periodicals, chart, clippings etc.)
Visual aid (Radio presentation, plays and dramatization)
Concrete materials (Exhibits, museum’s collection, measuring equipment tools, laboratory
apparatus)
Characteristics of Good Visual Aid
Large enough to be visible to everybody in the group
(Avoid decoration and prevent distraction)
Terminology should be limited within the comprehension of the learner
Important part should be accelerated by the stand constant usage in the classroom
It should be mounted in such way as to make it portable which will permit its use more than
one location
METHODS OF TEACHING
Demonstration Method
Actually showing what is to be learned
It is often used in connection with practice lecture, discussion and experiments
It is done by actual performance using the real object and models (Webster)
Suggestions for the preparation of a demonstration
– Determine the specific purpose to be carried in
– Study the materials to be taught
– Prepare a complete lesson plan
– Check on the availability of equipment
– Rehearse your demo
– Outline the steps on the blackboard
– Be sure everyone can hear and
– Prepare written materials
Discussion Method
Discussion means there is difference of opinion temporarily at least concerning a situation.
Involves an interchange of questions and idea among the participant.
Types of discussion on how to start group discussion
– Class discussion
– Panel discussion
– Opposite panel
– Forum
– Symposium
– Group discussion (buzz session)
Techniques on how to start group discussion
– Matching partner
– Incomplete attendance
– Emotionally toned pictures
– Challenging questions
– Reaction to specific word
– Brainstorming
Laboratory Method
This method utilize the principle of learning to do by doing, thus providing for the development
of manipulative skills and managerial skills and acquisition of motor techniques
Three types of laboratory techniques
– Productive type
– Experimental type (procedure of experimental/scientific method)
– Observation type
Steps in the laboratory method
– Planning
– Executing
– Evaluating
Lecture Method
This method utilize “telling” as a means of instructions
Type of Lecture
– Pure lecture- demonstrate by the teacher
– Lecture discussion- interspersed with discussion by the group
– Illustrated lecture- accompanied by some forms of visual materials presented to be seen and
looked over
Advantages and Uses of Lecture Method
– Economy of time
– Attention
– Preparation and presentation
– Vitalization
– Motivation
– Clarity and enrichment
– Speech habits
Dangers and limitation of the lecture method
– The teacher may talk too much
– Poorly planned and poorly done oral presentation waste time
– Lecture invites passivity instead of active participation
– Ineffective lectures fails to hold interest and attention of students and is up to increase
difficulties
– The teachers likely to reduce the lecture to a dictation exercises
– The lecture is likely to be poorly adapted to the apperception ability of the students
PROBLEM APPROACH
It is called by many names such problem solving, reflective thinking and scientific method
It means guiding students into life experiences in which they will encounter real problem to
solve and then guiding them into the solution of these problem and to be solved intelligently
Steps in problem solving
– State the problem
– Collect data
– Organize data
– Analyze the data
– Draw conclusion
– Test the conclusion
Project Method
The method is a significant practical unit of a problematic nature planned and carried to
completion by the student in a natural manner and solving the use of physical materials to
complete the unit of experience
Steps in Project Method
– Purposing
– Planning
– Executing
– Judging
Question and Answer Method
One of the most important phases of the teaching process is the art of questioning
Aim or purpose of question and answer method of teaching
– Stimulate interest and bring about a new organization of the idea
– To encourage independent thinking and analysis of the material covered by the question
– To keep student find new implication in the discussion to secure information
Points to be considered in framing and asking questions
– Be brief and definite so that only one meaning is possible
– Use language which is within the comprehension of the student
– Use correct grammar
– Vary the type of questions, not always who
– Present a problem which the students have some possibilities of solving
– Relate unfamiliar elements to familiar elements
– Ask question that will stimulate thinking not simply call for a “yes” or a “no” or a one word
answer
– Address the entire class before one student is called for a reply
– Repeat question only when necessary
– Never conduct in a routine order of calling students in an alphabetical order
– Teacher should consider individual differences and question should be within the capabilities
of the students called upon to answer
– Don’t ask pumping questions
– Don’t grade students while answering questions
Characteristics of good questions
– They should be interrogative in form not declarative
– They should bring out the subject matter in order of dependency or logical relationship, if such
exist
– They should not be the end on themselves, but should carry the thought forward
– They should call up associated facts
COOPERATIVE LEARNING APPROACH
This is an approach where students work as a team in learning academic content and skills to
address social and human relation goals and objectives
Instructional goals of cooperative learning
Academic achievement
– Aims to improve students’ performance task and allows peer tutoring
– Acceptance of diversity
– Social skill development
Basic principles of cooperative learning:
– Face-to-face heterogeneous learning teams
– Positive interdependence
– Individual accountability
– Explicit training in interpersonal skills
– Reflection
Desirable principle of cooperative learning group
– Initiator – evaluator
– Clarifier – tension reliever
– Contributor – checker
– Listener – gopher
– Summarizer – others
– Encourage
Cooperative Learning Methods
Students Teams Achievement Division (STAD) by Slavin, 1996
-this is a heterogeneous team using devices to master the academic materials and then student
help each other learn the materials through tutoring, quizzing one another and/ or carrying on
team discussion
Team-Games Tournaments (TGT)- SLAVIN
-This teaching strategy uses the same teams instructional format and worksheet as STAD but
students play academic games in weekly tournament instead of quizzes
Jigsaw (Eliot Arouson)
-This is a strategy wherein each member of a team works on a specific material but with the
member of the other team working with the same materials, after individual work on their
respective material they will return to their home team and teach other member what they have
learned.
Learning Together
-This is a strategy where students working in a heterogenous group complete a single group
product, share ideas and help each other with answer, and ask for help from each other before
asking the teacher and the teacher praises and rewards the group on the basis of group
performance.
Multiple Intelligences
This is an approach that aims to develop or enhance the individuals’ different facets of
intelligence and to equally recognize and value them.
The approach is based on the theory that intelligence is not unitary but multidimensional and
in the real world an individual’s activities involve a blend of different intelligences
Multiple intelligences are:
-linguistic intelligence
-spatial intelligence
– Logical mathematical intelligence
-Bodily- kinaesthetic intelligence
-Musical intelligence
-Intrapersonal intelligence
-Interpersonal intelligence
Integrative Approach
is a well-organized strategy anchored on real life situation that include learners’ interests
and needs creating a variety of meaningful activities and learning experiences.
OBJECTIVES OF INTEGRATIVE TEACHING STRATEGIES
1. To foster security and satisfaction.
2. To promote cooperative learning.
3. To help develop sense of values.
4. To help develop self-direction.
5. To foster creativity.
6. To provide opportunities for social action.
7. To help evaluate learning.
Steps in Utilizing ITS
1. Decide on a unit theme that will allow all group members to enter to the integration process.
2. Identify a major concept to serve as a suitable “integrating lens” for the study.
3. Web the topics for study, by subject or learning area, around the concept and theme.
4. Brainstorm some of the “essential understanding” (generalization) that would expect learners
to derive from the study.
5. Brainstorm “essential questions” to facilitate study toward the essential understanding.
6. List processed (complex performance) and bullet key skills to be emphasized in a unit
instruction and activities.
7. For each week and discipline in the unit, write instructional activities to engage learners with
essential questions and process.
8. Write the culminating performance to show the depth of learning.
9. Design the scoring guide (rubric-criteria and standard) to assess the performance task
Instructional Resources in Teaching Home Economics and Livelihood
Education
Lesson Objectives:
After successful completion of this lesson, you should be able to:
Equip the students with different learning platforms
Identify online instructional resources to be used as references
Characteristics of an Effective Teacher in the New Normal
Faculty members who decide to teach online courses are apt to carry out roles and
responsibilities other than merely providing instruction. The International Society for
Technology in Education (ISTE) has developed five sets of standards “for learning,
teaching and leading in the digital age” (ISTE, 2014, para. 2). 13 standards is the ISTE
standards for teachers, which depicts the exemplar teaching with technology. These
standards affirm that instructors should (a) facilitate and inspire student learning and
creativity, (b) design and develop digital-age learning experiences and assessments, (c)
model digital-age work and learning, (d) promote and model digital citizenship and
responsibility, and (e) engage in professional growth and leadership (ISTE, 2008)
The excellent online instructor should understand the nature of both face-to-face and online
learning and the differences between them and should employ this understanding in
implementing and facilitating online classes (Palloff & Pratt, 2011). Teaching online necessitates
a commitment to the principles of online learning in order to be able to create and maintain a
teaching, social, and cognitive presence. Successful online instructors promote and facilitate
students’ active communication, interaction, collaboration, and engagement throughout the
online course (Palloff & Pratt, 2011). These instructors should possess personal traits such as
being highly motivated, supportive, visible, organized, analytical, respectful, approachable,
active, responsive, flexible, open, honest, compassionate, and able to lead by example
(Keengwe et al., 2014; Savery, 2005)
Online Resources
The use of virtual classrooms:
Google Classroom, Edmodo, Schoology, ZOOM, Skype, VSmart, MS Teams
The use of Web-Enhanced Learning Wiki Educator
Activities Testmoz
Open Educational Resources MOOCs
LR Portals Moodle
DepEd Commons Blackboard Collaborate
Kahoot Canva
Mentimeter Pinterest
Quizlet MS PowerPoint
Ebank Flashcard
Free access and observance of Intellectual Property Rights to some of the educational
sites/resources:
BrainPop Science Channel
Curiosity Stream SciSchow Kids
Tynker National Geographic
Outschool Free School
Udemy Geaography Focus
iReady TheBrainScoop
Beast Academy (Math) Kids Learning Tubes
Khan Academy Geek Gurl Diaries
Creative Bug Mike Likes Science
Discovery Education Science Max
Youtube Channels: SoulPancake
Crash Course Kids Online board games
e-library (Kindle)
Course Material:
Watch:
Schoology
https://www.youtube.com/watch?v=Jb_t3Y67jus
Google Classroom
https://www.youtube.com/watch?v=M-hq1nfCDpg
MS Teams
https://www.youtube.com/watch?v=nl2Ae0d9mhU
Edmodo
https://www.youtube.com/watch?v=DRDDDj1i_bw
Canva
https://www.youtube.com/watch?v=_fQK6qj2oqs
