Alternative Teaching Strategies

Class Debate

Class Debate

• A Formal discussion approach consisting a set of speeches by the participants of

two opposing teams and a rebuttal by each participant (Burden & Byrd, 20013).

• Oral presentation are made by members of two opposing teams regarding the

preassigned and researched topics.

• The speeches are followed by rebuttals (kellough,2003). \

• Simply put, a class debate is a structured discussion where two ideas of an issue

are presented and argued by two or more individuals within a given time period.

Syntax for Class Debate (Parker & Jarolimek, 1997)

1. Choose an issue.

2. Organize the issue.

3. Prepare the issue for a debate.

4. Present the debate.

5. Guide, revise, and analyze the issue.

6. Give a closure.

Guidelines in Conducting Class Debate4. Have the class participate in establishing procedures for discussion.

5. Teach skills related to the discussion: listening, speaking, respecting minatory viewpoints,

analyzing propaganda, seeking evidence, making group decisions, and preparing in advance.

6. Provide sufficient time for the preparation and operation of discussion.

7. Involve the class in evaluating and suggestion for improvement.

8. Provide subjects for discussion that are likely to generate student interest.

9. Be sensitive to the level and quality of student participation in discussions.

10. Switch from discussion to other techniques to avoid boredom.

Presentation

Presentation

• A teacher-centered strategy consisting four major phases:

• (1) initial attempt of the teacher to clarify lesson’s aims;

• (2) presentation of an advance organizer;

• (3) presentation of new information; and

• (4) conclusion with interactions aims at checking the student’s understanding of the new

information and extending and strengthening their skills (Arends, 2004).

• Emphasizing the significance of the strategy, Rosenshine (1986) posited that the

presentation of information is one of a teacher’s most important instructional functions.

• Its purpose is to inform audience of certain facts, ideas, concepts, and generalization.

Phase 1: Clarify aims and establish set.

-The teacher goes over the aims of the lesson and gets the students ready to learn.

Phase 2: Present advance organizer.

-The teacher present an advance organizer, making sure it provides a framework for later learning materials and is connected to student’s prior knowledge.

Phase 3: Present learning materials.

-The teacher presents the learning materials, paying special attention to their logical ordering and meaningfulness to students.

Phase 4 : Check for understanding and strengthen student thinking.

-The teacher asks questions and elicits students’ responses to the presentation to enhance student thinking and encourage precise and critical thinking.

Guidelines in Conducting Presentation(Burden & Byrd, 2003)

1. Present the lesson’s objectives to the students.

2. Use an advance organizer to introduce the topic and capture the students’ interest

3. Present the information in an organized, step-by-step manner.

4. Expect student interaction into the form of questions and comments.

5. Move from general to specific ideas and information.

6. Use a graphic organizer or other aids to promote learning.

7. Use good explanation and examples.

8. Encourage students to reflect on and apply what they have learned.

9. Check for student understanding.

Role Playing“I hear and I forget. I see and I remember I do and I

understand.” Confucius

Role Play

• This is a valuable strategy for creating empathy for and understanding another person’s

views or behaviors.

• It stimulates the students thinking of being in another person’s shoes and respecting

different or opposing perspectives on an issue (Nelson & Michaelis,2005).

• It also enables the students to identify with others in a variety of situations.

• Its activities range from taking a role in a discussion to paying a role in a valuable-laden

situation (Michaelis & Garcia, 1996).

• Role playing usually involves a structure, a stated issue to be resolved, and, in some cases,

a winner or loser.

Role Play

• The idea in role playing is to become the individual being played and by recreating the

person’s actions, gain a better understanding of the person and the related motivations

(Moore, 2005).

• The strategy consists of three components: the situation. The role playing, and the follow-

up discussion.

Steps in Role Playing (Shaftel & Shaftel, 1982) 1. Present the events/situation.

2. Choose the characters.

3. Prepare the audience.

4. Enact.

5. Discuss the issue.

6. Re-enact.

7. Share experiences.

8. Summarize.

Guidelines for Supervised Practice (Role Playing)(McGinnis & Goldstein, 1997)

1. Some students may need scaffolding. They may need to discuss how they will demonstrate each step

or have the opportunity to rehearse with peers first.

2. If a student makes an error during the role play, stop him/her right away, correct the error, and have

him/her redo the role play.

3. Assign other students to observe and others to actively participate.

4. Promote generalization by having students promote ideas for scenarios and by observing them in a

variety of setting for scenario ideas.

THANK YOU!

Submitted by:

Deleña, Nove Joy L.

BSEd- III Biological Science

Submitted to:

Ma. Lady Sol A. Suazo, Ph.D.

Education 7 Instructor