Innovative Teaching Strategies Prof. Glen R. Mangali Colegio de San Juan de Letran ( Manila)
House Rules • Sit up, listen and heads up. • Be an active participant and not as spectator/observer • Be open for new leaning
What do you need? • A piece of paper/notebook/ipad/tablet • Pencil/ Ball pen
Topic Outline 1. The 21st Century Learners and Teachers 2. 30 Innovative Teaching Strategies 3. New Trends in Education Today
Strategizing can lessen the problem “you” and “your” class experience in the classroom.
Personality Test https://www.eclecticenergies.com/enneagram/te st.php Multiple Intelligence Test http://www.literacynet.org/mi/assessment/findyo urstrengths.html Learning Style http://www.educationplanner.org/students/selfassessments/learning-styles-quiz.shtml
Enneagram Type 1: The Reformer M.I. Test: Intrapersonal, Interpersonal, Musical Learning Style ( Visual, Auditory and Tactile)
Innovative Teaching Strategies APPROACH • refers to the choosing and defining the content of a certain discipline to be taught • use of Big or pervasive ideas
Innovative Teaching Strategies STRATEGY • calculation of the means and ends of education • a plan accompanied by careful application of a method
Innovative Teaching Strategies TECHNIQUE • specific ways of implementing a strategy of teaching
Innovative Teaching Strategies APPROACH
Theoretical STRATEGY
Procedural
TECHNIQUE
Implementational
What is the difference of 21st th Century from 20 Century students?
Innovative Teaching Strategies 20th Century students
21st Century students
20th Century
21st century
FOCUS
On teaching and student achievement
On process of learning and activities of mental
INTELLIGENCE
One-dimensional/ single view ( linguistic, mathematical and logical)
Pluralistic view. ( Multiple Intelligence)
DIVERSITY
Looked at deficits and deviances
Looked at as capabilities and potentialities
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14
20th Century
21st century
CURRICULUM
A core curriculum, a set of facts that everybody should know with very few electives
A variety of strategies that make use of multiple intelligences. Multi-modal teaching approach. Learner-centered. Global
EVALUATION
Students are tracked, labeled, categorized, evaluated, promoted, denied and rejected along the lines of IQ and paper and pencil tests
Students’ other gifts are recognized. Other ways of assessment and evaluation are considered.
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14
Innovative Teaching Strategies New Trends in Teaching are guided and based on: 1. Motivation 2. Uniqueness of the learners 3. Encouragement 4. Independence 5. Family Atmosphere 6. Integration 7. Working plan
Innovative Teaching Strategies
30 Innovative Teaching Strategies
Innovative Teaching Strategies 1. Buzzing – a technique where students buzz around for ideas. All ideas are accepted and eventually concretizes the ideas presented.
1. Buzzing
Biology Give one characteristic of living organism. What are the characteristics of bacteria?
1. Buzzing
Linear Programming Consider the linear programming problem: Find y1 and y2 to minimize y1 + y2 subject to the constraints, y1 +2y2 ≥3 2y1 + y2 ≥ 5 y2 ≥ 0.
Innovative Teaching Strategies 2. Circular response – a group of 10 students is arrange in a circle and gives their answers in a circular manner. Each member is given the chance to answer the question raised.
3. Single Round Robin Inorganic Chemistry: Write the chemical formula of a table salt.
Innovative Teaching Strategies 3. Single Round Robin– students are given the chance to answer the question using (1) ball pen and a piece of paper. All answers are written on the sheet of paper.
3. Single Round Robin Chemistry: Write the chemical formula of a table salt.
3. Single Round Robin Organic Chemistry: Give me the complete name of the following hydrocarbon CH2 2
H 3C 1
CH2
CH3
4
CH2
CH2
3
5
H 2C
CH3 1
2
H 3C 6
CH2 5
CH CH2 4
3
CH3
6
Innovative Teaching Strategies 4. Mock jury/ Trial – it develop the reasoning skills of students where the situation is held in a mock classroom which serves as the court.
4. Mock jury/ Trial
Sample Issue: Paternity Issue/Maternity Issue Trial Simulation/ Court room trial Jury
4. Mock jury/ Trial
Innovative Teaching Strategies 5. Puzzles– the use of picture puzzles or cut outs develops team building and increases the ability of putting things together.
5. Puzzles
https://www.whatihavelearnedteaching.com/wpcontent/uploads/2016/04/Number-Puzzles-23.jpg
5. Puzzles
https://www.whatihavelearnedteaching.com/wpcontent/uploads/2016/04/Number-Puzzles-23.jpg
Innovative Teaching Strategies 6. Maze– students are challenge to find the right path or direction. Concepts are hidden in the maze and this can be done through a human maze in the classroom/ school. ü Uses time and concepts üLessen Math/Science Anxiety Problem; Reading Comprehension
6. Maze • Related to STEM track
Maze Station 1 G.I. JANE Science Concept: Energy Conservation Mechanics: All tribe members must use the rope to cross from one side to the other without falling. If a tribe member fails to cross or falls down on the pit, the whole tribe must repeat the challenge. The tribe to do the task in the shortest time possible will be declared the winner.
Maze Station 2 ST. ELMO’S FIRE Science Concept: Transfer/ Use of SOLAR Energy Mechanics: Each tribe, equipped only with a magnifying lens and a small clay pot, must harness the sun’s solar energy to produce their own fire to get their next clue. Tribe members may gather twigs and other materials such as dry leaves that might help them complete the task.
Maze Station 3 BAROCK O’ BOMB Science Concept: Measurement & Probability Mechanics: Each tribe, equipped with a triple beam balance, must find three specific, but unmarked rocks with predetermined masses from an improvised rock pit. Each tribe member will get a rock from the pit to be weighed and will continue doing so until their tribe can find the right rocks. The first tribe to find the three correct rocks that will give the desired mass in the shortest time possible will be declared the winner.
Maze Station 4 YOU RAISE ME UP Science Concept: Volume by Water Displacement Mechanics: Tribe members must be able to transfer the exact amount of water from the main container to the measuring cup using the concept of water displacement. The challenge is for them to find the right materials with the right volume to displace the exact amount of water. Teams that will go beyond the required amount of water must repeat the challenge. The tribe to do the task in the shortest time will be declared the winner.
Maze Mathematics Station 1 Shadow Reckoning – Application of Triangle Similarity Objective: To find the approximate height of the rappelling tower. Procedure: 1. Students will measure the length of the shadow of the rappelling tower. 2. One student will stand beside the tower such that her shadow is parallel to that of the tower’s shadow. 3. Measure the student’s height and shadow. 4. Solve for the height of the rappelling tower by applying concepts learned on Triangle Similarity.
Station 2 Measuring the amount of water in the pool Objective: To measure the amount of water in the swimming pool. Procedure: Students will measure the dimensions of the pool and then estimate the amount of water in the pool by getting the volume. (Additional question: How much does the water in the pool weigh?)
Station 3 Minefield (Use of tangrams/ puzzles) Objective: To form different figures using several puzzle pieces. Procedure: The activity involves crossing a “minefield” by utilizing strategically placed wooden platform on the ground using the resources (logs, planks, etc.) provided. Planks will be placed in every log but before they can connect the planks and transfer to another log, they have to solve two puzzles.
Innovative Teaching Strategies 7. Chain technique Idea
Idea
Idea
Idea
Innovative Teaching Strategies 7. Chain technique Carbohydrates
Lipid
Protein
Nucleic Acid
7. Chain technique Idea
Idea
Idea
Idea
Give the characteristics of a plant. Give the characteristics of an animal.
Innovative Teaching Strategies 8. Pattern Fan
Main Idea
Details Details Details Details
8. Pattern Fan Details Characteristics of Living Organisms
Details Details Details
Innovative Teaching Strategies 9. Discussion Web YES _______ _______ _______
NO
QUESTION _ CONCLUSION _____________ _____________ _____________
______ ______ ______
9. Discussion Web YES _______ _______ _______
QUESTION CONCLUSION
NO ______ ______ ______
Are in favor of animal testing? CONCLUSION _______________________________
Innovative Teaching Strategies 10. Author’s Chair/ Hot Seat A student is asked to sit at the center. The rest of the class raises questions regarding the topic, discussion or reports rendered in class. * History of Science/Scientist
10. Author’s Chair/ Hot Seat
Ask anything about her/him.
Innovative Teaching Strategies 11. Concept mapping SUBTOPIC
SUBTOPIC
MAIN CONCEPT
SUBTOPIC
SUBTOPIC
11. Concept mapping
Eurasia
North America Laurasia
Pangaea
Australia
South America Gondwanaland
Africa
Antartica
Innovative Teaching Strategies 12. Phillips 555 Students are group into 5 members each. They are given 5 questions to be answered in 5 minutes.
Innovative Teaching Strategies 13. Fishbowl technique Group C
Group B Group A
Appropriate grade level: all levels
13. Fishbowl technique Course: Office Administration Size and nature of a business 1st
Presenter – A (Igneous Rock) 2nd Presenter- B (Sedimentary Rock) 3rd Presenter – C (Metamorphic Rock)
C
B
A
Innovative Teaching Strategies 14. Pick your spot
A
B
C
D
14. Pick your spot 14. Pick your spot Organic Chemistry
A
B
( Alkane/QA)
( Alkene/QB)
C
D
( Alkyne)
(Aromatic/QD)
Innovative Teaching Strategies 15. Venn Diagram
Difference
Similarities
Difference
Innovative Teaching Strategies 15. Venn Diagram
Element
Similarities
Compound
Innovative Teaching Strategies 16. Milling Around – technique where students roam around the classroom to develop certain concepts and skills. Room Tour Gallery Walk on Cell Membrane/Cell parts and Function
Innovative Teaching Strategies 17. 4 Folded technique NEGATIVE TAKERS
AFFIRMATIVE SIDE
SYNTHESIZER
QUESTION FORMULATOR
17. 4 folded technique Topic: Climate Change NEGATIVE TAKERS
AFFIRMATIVE SIDE
SYNTHESIZER
QUESTION FORMULATOR
Innovative Teaching Strategies 18. Problem solution planner PROBLEM (S)
SOLUTION(S)
Innovative Teaching Strategies 18. Problem solution planner PROBLEM (S) Flooding Improper Disposal of Garbage Obesity
SOLUTION(S)
Innovative Teaching Strategies 19. Pyramid
Idea Concepts Facts
Generalization
19. Pyramid 19. Pyramid
Carbohydrates
All carbohydrates are made up of Carbon (ask the students to give at least 5 concepts) Rice is rich in Carbohydrate ( Give at least 7)
Carbohydrates can be seen in food rich in sugar
Innovative Teaching Strategies 20. Use of LGL
LIST GROUP LABEL
20. Use of LGL LIST – Give examples of organisms in the forest GROUP – Group them according to their similarities LABEL- Arrange them and properly label the organisms by group
Innovative Teaching Strategies 21. Free Discovery Method ( Jerome Bruner) Step 1 Free inquiry ( Unstructured) a. Present a question or problem b. Show materials c. Allow time to explore
Innovative Teaching Strategies 21. Free Discovery Method ( Jerome Bruner) Step 1 Free inquiry ( Unstructured) a. Can an instrument produce four different pitches? b. 6 plastic drinking straws, thin 6 plastic drinking straws, thick , hole punch , scissors c. Allow time to explore
Innovative Teaching Strategies 21. Free Discovery Method ( Jerome Bruner) Step 2 Free exploration a. Pursue the problem b. Guide the students to get through the inquiry process. c. Trial- and-error
Innovative Teaching Strategies 21. Free Discovery Method ( Jerome Bruner) Step 3 Free discovery a. Sharing of findings from the exploration. b. Theorize, argue or pursue c. Generalization
Innovative Teaching Strategies 21. Free Discovery Method ( Jerome Bruner) Step 4 Application
Innovative Teaching Strategies 22. Inductive Method STEPS: 1. 2. 3. 4. 5.
Motivation Presentation Comparison and Abstraction Generalization Application
Appropriate grade level: 7-8
How many here are Dog lover?
•The National Cancer Institute aims to eliminate the suffering and death caused by cancer by 2015. • Scientists have made great advances in understanding what cancer cells can do, but translating this knowledge into saving lives has been slow.
• Rodents are favorite research models, but cancer treatments that work in rats and mice usually fail in humans.
More than 1/3 of U.S. households include dogs, and four million of these dogs will be diagnosed with cancer this year.
• Oncologists hope to better understand and treat human cancers by studying cancer in dogs. • Understanding the resemblances and differences between the cancers of humans and dogs may lead to: ♦
♦
♦
better cancer treatments improved dosage of anti-cancer drugs cancer prevention
Source: Scientific American Current Issues in Biology Volume 5
Innovative Teaching Strategies 23. PROBEX PREDICT OBSERVE EXPLAIN
Innovative Teaching Strategies 24. Use of Model and constructing model
Appropriate grade level: all levels
Innovative Teaching Strategies 25. Investigatory Project/Research It develops interdependence among groups and members within a group.
THESIS FORMAT
IMRAD
Chapter 1: The Problem: Rationale and Background •Introduction •Statement of the Problem •Theoretical Framework •Significance of the Study •Scope and Limitation •Hypothesis •Assumptions •Definition of Terms
Title Authorship and Affiliation Abstract (100-150 word
count) 1.0 Introduction 2.0 Theoretical Background 2.1 Theoretical Framework 2.2 Literature Review 2.3 Research Model (Simulacrum) 3.0 Methods 3.1 Subjects 3.2 Instruments 3.3 Data Collection & Procedure 3.4 Data Analysis 3.5 Ethical Consideration 4.0 Results/ Findings 5.0 Discussion 6.0 Conclusion 7.0 References
Chapter 2 : Review of Related Literature Chapter 3 : Research Methodology •Research Design •Research Locale •Population and Sampling •Research Instrumentation •Data Gathering Procedure •Statistical analysis •Ethical consideration
Adapted from prepared slide of Golda Aira V. Crisostomo, Ph.D.
Chapter 4: Presentation, Analysis and 104 Interpretation of Data Chapter 5 : Summary, Conclusion and Recommendation
Innovative Teaching Strategies 26.Literature – Based Approach a concrete illustration on how to teach science using a different methodology in literature.
26.Literature – Based Approach
Innovative Teaching Strategies 26. Social Action and Value Clarification Technique focuses on environmental awareness
Innovative Teaching Strategies 28. Stir the Teams Students are assigned to teams and each student in the team has number ( typically 1-4). Team discuss their group answer to the teacher’s question, when the team is done they give signal. When all teams are done, the teacher calls a number ( from 14) and the students with that number rotate to the next group to share their team’s answer with their new team.
Innovative Teaching Strategies 29. Jigsaw • • •
Teacher divides major task into subtasks Teacher gives each team member a specific task Members “ break out” from their original group and join an “ experts group” ( those with same task)
Jigsaw-Teams
Innovative Teaching Strategies 30. Individualized Instruction ( Valencia:2002) focus on individual which allows him/her to exercise creativity and individuality
Innovative Teaching Strategies 30. Individualized Instruction ( Valencia:2002) Guidelines: • • • •
Individual rather general ( slow, average, fast) Must have a learning kit/ portfolio Must work on their own pace Curriculum should be graded into units of increasing difficulty ( measurable on an achievement test)
Workshop Various teaching strategies can be used in class as : motivation, lesson proper and summary. Your task is to select 1 or 2 teaching strategy/ies that you can use in your field of expertise. Write the process on how you can use this teaching strategies on manila paper/ MS PowerPoint. Indicate whether the teaching strategy used is for motivation, lesson proper or summary only. Use GRASP in writing the activity for student.
Innovative Teaching Strategies 30. Individualized Instruction ( Valencia:2002) focus on individual which allows him/her to exercise creativity and individuality
Innovative Teaching Strategies 30. Individualized Instruction ( Valencia:2002) Guidelines: • • • •
Individual rather general ( slow, average, fast) Must have a learning kit/ portfolio Must work on their own pace Curriculum should be graded into units of increasing difficulty ( measurable on an achievement test)
• • • • • •
A-uthor’s Chair B- uzzing Circular Response Discussion Web ConcEpt Mapping Pattern Fan; Fishbowl Technique; Free Discovery Method • InvestiGatory Project/Research • PHilips 555 • Individualized Instruction
• Jury/ MocK Trial • Literature Based; LGL • Model • INductive Method • FOlded Technique • Puzzles; Pyramid • Question and Answer • PRoblem Solution Planner
• Single Round Robin; Social Action • Chain Technique • Milling AroUnd • Ven Diagram • JigsaW • EXperiment • Pick Your Spot • MaZe
Workshop 1: TEACHING STRATEGIES INVENTORY Directions: Rank the following strategies of teaching as these are used in your subject/course.
Task 1 Teaching Strategies Inventory Directions: Rank (1-25) the following strategies of teaching as these are used in your subject/course. Write your subject below the word subject. Ex. Biology. Strategies Subject 1 Subject 2 Subject 3 Subject 2 1. Author’s Chair 2. Buzzing 3. Circular Response 4. Discussion Web 5. ConcEpt Mapping 6. Pattern Fan; Fishbowl Technique; Free Discovery Method 7. InvestiGatory Project/Research 8. PHilips 555 9. Individualized Instruction 10. Jury/ MocK Trial 11. Literature Based; LGL 12. Model 13. INductive Method 14. FOlded Technique 15. Puzzles; Pyramid 16. Question and Answer 17. PRoblem Solution Planner 18. Single Round Robin; Social Action 19. Chain Technique 20. Milling AroUnd 21. Ven Diagram 22. JigsaW 23. EXperiment 24. Pick Your Spot 25. MaZe
Workshop2 Groupings: Field of Expertise Various teaching strategies can be used in class as : motivation, lesson proper and summary. Your first task is to select 1 or 2 teaching strategy/ies that you can use in your field of expertise. Write the process on how you can use this teaching strategies on manila paper/ MS PowerPoint. Indicate whether the teaching strategy used is for motivation, lesson proper or summary only. Be ready for the demonstration later. Your second task, is to write an activity for students, use GRASP as your format. See guide below.
involved in higher order thinking
involved in more than passive listening engaged in activities
Active Learning can receive immediate feedback motivation is increased
greater emphasis placed on developing students’ skills
Six mentioned obstacles to using active learning strategies include:
• You cannot cover as much course content in the time available • Devising active learning strategies takes too much pre-class preparation • Large class sizes prevent implementation of active learning strategies • Most instructors think of themselves as being good lecture
TECHNOLOGY INTEGRATION
Hololens
• Despite widespread use of technology by scientists across many disciplines, computers and network technologies are often underutilized and poorly integrated into core science education activities in k-16 classroom.
What is technology integration? • Technology integration involves the usage of computers in classrooms. It also involves the various usage of technological items such as smartboards, calculators, and various computer programs to implement classroom activity.
Why integrate technology? • • • •
Interactive Student engagement Differentiation Increases teacher and student resources • Reinforcement
•
• • •
Technology is continuously changing and becoming more accessible and easier to use Technology is a tool that can be utilized by teachers to improve practice Integration of Technology to Education Reasons why technology is not used to its fullest – Lack of funding or resources – Lack of educators training tools – Educators’ apprehension or misunderstanding of tools – A continually changing field of technology
Available Technology Tools 1. Physical Tools ( Camera, video recorders, scanners, clickers, smartboard, OHP, telephone, computer) 2. Supportive Computer Programs ( Software application: word processing, spreadsheet programs, data analysis, email) 3. Educational Programs (Educational software: Simulation/Model building)
Technology in the classroom in Mathematics • • • • •
Computers Calculators Smartboards Mimios Projectors
Integration in Math • • • • •
Spreadsheets Web sites Graphic Organizers Study Island Vocabulary
What is the teacher’s role? • Learn the technology • Create procedures and guidelines • Create rubrics for lessons • Model for students • Monitor
Tips and Warnings • Preview all websites • Make sure equipment is safe and secured • Make sure students are approved to use technology
Helpful Websites • • • • • •
Education.com Discovery.com Coolmath.com Mathplayground.com Funbrain.com Brainpop.com
Remember to: • • • • •
Know your students Know your technology Balance technology with lecture Use technology effectively Monitor students while using technology
IN SCIENCE…
NASA WEBSITE
BIOKIDS
E-learning for kids
GENYO e-learning
Gluing together
Social media channels
Flickr user striatic
• Over 800 million users (200 million US), 900 million objects • 26% of US users are 2634yo, 16% 35-44yo, 12% 4554yo • At least 85% of US college students have accounts
Why should your course/class have a Facebook page?
To reach the students where they are.
You don’t need to be friends with your students!
...But I think you should.
Twitter is a “microblogging” platform
Twitter by the Numbers
Source: Twitter Blog
Course Twitter Accounts • In-class discussion for courses (Patell/Water man) • stabler platform for messages and links
Course Twitter Accounts
The socially integrated website John Morris
Social Media dataflow for a restaurant
Ethan Hein
Social Media dataflow for a course website all links
all videos
Connections FadderUrl
RSS Really Simple Syndication • An XML application • summarizes lists of content without presentation markup • The wires to connect websites
SlideShare to Facebook
RSS URL
RSS URL
Do a class Flickr stream
roadcasting Blackboard nnouncements
Blackboard
black box
Bb to Fb
API
IN ASSESSING LEARNING
In diverse learners
Five ways to improve your teaching • Reflect (Dialogue with Yourself through a Teaching Log) • Solicit Feedback from Your Students • Dialogue with Faculty and Peers • Seek Outside Consultation
BOTTOM LINE: CHANGE YOUR PERSPECTIVE.
DO NOT ALLOW ANYONE TO PUT LABEL ON YOU.
BOTTOM LINE: CHANGE YOUR PERSPECTIVE.
Psalm 139:14 “I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well”
If we only have the right perspectives, we will have the right view in teaching and learning. -Glen Mangali-
Thank you for listening! Glen R. Mangali
[email protected] [email protected]
Website: https://sites.google.com/site/glenmangali/ Fan Page
Type Glen Rodriguez Mangali, lives in Antipolo City, Teacher. Then “Like” the page.
References: • De Guzman, Allan. Outcomes Based Education. Across Disciplines • Handbook on Typology, OutcomesBased Education and Institutional Sustainability Assessement
