TEACHING STRATEGIES

Juni Bayu Saputra

Mokhamad Sabil Abdul Aziz

junibayu.albana@gmail.com

A.      The Definition of Teaching Strategy

Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies (Stone and Morris, in Issac, 2010). Furthermore, Issac (2010) explains that teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies, giving proper stimulus for timely responses, drilling the learnt responses, increasing the responses by extra activities and so on

In this paper, we use term strategy to imply thoughtful planning to do something. When we use the term method, it implies some orderly way of doing something. Thus, we use the terms technique and procedure as synonyms to signify a series of steps that one takes to employ any general model being used in the classroom. Each of these aspects emanate from a broader and more encompassing model (Orlich, Harder, Callahan, Trevisan, & Brown, 2010:4). Furthermore, the following are the difference between teaching method and teaching strategy in more detail:

Teaching Method: (1) it is limited to the presentation of subject matter; (2) methods come under strategy; (3) it is a micro approach; (4) teaching as an art; (5) effective presentation of subject matter; (6) classical Theory of human organization; (7) work is important. Teaching Strategy: (1) when we try to achieve some objectives by any method it becomes strategies; (2) strategy is actually a combination of different method; (3) for E.g. Lecture or textbook or question answer method can be never be used separately; (4) it is a macro approach; (5) it considers teaching as science; (6) its purpose is to create conducive learning environment; (7) it is based on modern theories of organization; (8) (pre determined objectives, becomes strategy); (8) behavior of students and teachers and their mutual relationship.

B.       The Position of Teaching Strategy in Curriculum Development

Taba developed a Grades 1 through 8 social studies curriculum organized around teaching-learning units (Taba, 1971 in Lunenbur, 2011:2). In the process, a curriculum model evolved that is applicable to many types of curricula and that can be used in many different kinds of school settings and school levels: elementary school, middle school, and high school. The model includes an organization of, and relationships among, five mutually interactive elements: objectives, content, learning experiences, teaching strategies, and evaluative measures so that a system of teaching and learning is represented.

C.      Designing Teaching Strategies

Conducting a teaching activity is essentially a network or set of decisions that the trainer takes to correlate the priority elements of his work and to build the best solution with respect to the educational situation again. The one who instructs must find a rational and appropriate formula to combine methods, procedures, techniques, means and forms of organization that lead to an optimal use of the potential of the trained subjects (Neacşu, 1990:219-220). Choosing the procedures for training in relation to the trained subject is the teaching strategy. It is well known that the teaching strategy is the key tool in the instructional design (Ştefan, 2003; Reiser & Dempsey, 2011; & Regeluth, 2013).

The teaching strategy results in a didactic approach to teaching and learning, combining and optimal organizing of the methods, means and forms of grouping of the participants (Cerghit, 2006). These elements, integrated into the operational structures, are based on a systemic vision and designed to ensure an active and creative learning of knowledge and to rationalize the training process. The concept of "strategy" is operated both at the macro level, the intermediate level and the micro level, the latter level being directly linked with learning pedagogy, training theory and practice. Adopting a strategy means adopting a guideline for action, and associating it a certain global way of organizational learning and learning conditions, the use of certain methods and means. It should, naturally, be pointed out that in reality we adopt mixed and combined strategies, according to the objectives, the level of the group we are working with, the contents covered etc.

It is understood that any trainer has great freedom to design their work, drawing graphs, charts, value tables or simply mental schemes which can help increasing their ability to decide and to use effectively combined sets of methods, tools and other training resources (Iurea, Neacsu, Safta & Suditu, 2011; Keegan, 2013. Experience has shown, moreover, that each teaching activity is unique through the configuration of factors and interactions that constitute it, therefore the permanent correcting of some strategies thought beforehand can bring more rigor or rather can provide a positive feedback.

D.      Characteristics of Teaching Strategies

As mentioned before, teaching strategies suggest a way in which a teaching situation can be approached. It is important to underscore their essential characteristics: (1) they have a normative character without the rigidity of a rule; they are the training component of dynamic situations, characterized by flexibility and internal elasticity. The general teaching approach outlined by educational strategies can be "adjusted" and adapted to the training events and conditions. The strategies largely carry the footprint of the trainer’s teaching style, creativity and personality; (2) they have a structuring and modeling function to link the learning situations where learners are placed and to trigger their psychological mechanisms of learning; (3) the components of the strategy (methods, means and organization forms of the work) form a system, establishing the connection between them, even interrelations and interdependencies. A teaching strategy can be decomposed into a series of operations, steps, rules of conduct specific to different teaching sequences so that each decision indicating the transition to the next sequence by exploiting the information obtained in the previous step; (4) they do not identify either with the opted methodological system or the basic teaching method because the teaching strategy aims at the training process as a whole, not a single training sequence; (5) they have probabilistic meaning, that is that a particular teaching strategy, although scientifically founded and appropriate for the psychological resources of participants, cannot guarantee the success of the training process because there is a large number of variables that can intervene in the process; (6) they involve the students in specific learning situations and rationalize and adequate the training content to their personality; and (7) they create an ideal framework for interactions between other components of the training process (Ionescu & Radu, 2001:184-185).

E.       Types of Teaching Strategies

There are many kinds of teaching strategies that can be applied in the language teaching process. Wehrli (2003) explained the teaching strategies as follow.

1.        Brainstorming

Brainstorming is a process for generating multiple ideas/options in which judgment is suspended until a maximum number of ideas has been generated. Al-maghrawy in Al-khatib (2012: 31) also defines that brainstorming as a group creativity forum for general ideas.

Moreover, Sayed in Al-khatib (2012: 31) purposed some importance of brainstorming for the students. Those are: (a) helping students to solve problems; (b) helping students to benefit from the ideas of others through the development and build on them; and (c) helping the cohesion of the students and building relationships among them and assess the views of others.

In addition, brainstorming has some advantageous, they are: (a) actively involving learners in higher levels of thinking; (b) promoting peer learning and creates synergy; (c) promoting critical thinking; and (d) helping groups reach consensus.

On the other hand, there are some disadvantageous of brainstorming. (a) requiring learners discipline; (b) may not be effective with large groups; and (c) can lead to “group think”.

2.        Case-based Small-group Discussion

In this teaching strategy, small groups of 5-10 address case-based tasks, exchanging points of view while working through a problem-solving process. In this teaching strategy process, Srinivasan, Wilkes, Stevenson, Nguyen, and Slavin (2007) explained that the group focuses on creative problem solving, with some advance preparation. Discovery is encouraged in a format in which both students and facilitators share responsibility for coming to closure on cardinal learning points.

Case-based Small-group Discussion has some advantageous. They can be (a) actively involves participants and stimulates peer group learning; (b) helps participants explore pre-existing knowledge and build on what they know; (c) facilitates exchange of ideas and awareness of mutual concerns; and (d) promotes development of critical thinking skills;

On the other hand, Case-based Small-group Discussion has some disadvantageous. It (a) can potentially degenerate into off-task or social conversations; (b) can be a challenge to ensure participation by all, especially in larger groups; and (c) can be frustrating for participants when they are at significantly different levels of knowledge and skill.

3.        Demonstration

Demonstration means performing an activity so that learners can observe how it is done in order to help prepare learner to transfer theory to practical application. Moreover, demonstration strategy involves the teacher showing learners how to do something (Adekoya and Olatoye, 2011).

The advantageous of demonstration are to (a) help people who learn well by modelling others; (b) promote self-confidence; (c) provide opportunity for targeted questions and answers; and (d) allow attention to be focused on specific details rather than general theories.

The disadvantageous of demonstration: (a) is of limited value for people who do not learn best by observing others; (b) may not be appropriate for the different learning rates of the participants; and (c) requires that demonstrator have specialized expertise if highly technical tasks are involved.

4.        Games

Games are used to bring competition, participation, drills, and feedback into the learning experience as a motivator and opportunity for application of principles. Carefully planned uses of games in the classroom (e.g., for practicing certain verbs, tenses, questions, locatives, etc.) add some interest to a classroom (Brown, 2000: 146).

The advantageous of game: (a) actively involves learners; (b) can add or regenerate motivation; (c) promotes team learning and collaborative skills; (d) provides a challenge that can lead to confidence in knowing and expressing the material; (e) provides feedback; and (f) can create a “fun” learning environment.

The disadvantageous of game: (a) can create in-group/out-group feelings; (b) can demotivate students who are not competitive by nature; (c) can create feelings of inadequacy in those not as skilled or forceful; and (d) can discourage creativity if the format is very rigid and the focus is strongly on winning.

5.        Independent Study

Independent study is a teaching strategy designed to enhance and support other instructional activities. Learning activity is typically done entirely by the individual learner (or group of learners) using resource materials. It may be done using computer/web-based technology. Alberta Learning (2002: 73) also defines independent study as an individualized learning experience that allows students to select a topic focus, define problems or questions, gather and analyze information, apply skills, and create a product to show what has been learned.

The advantageous of independent study: (a) fosters independent learning skills; (b) allows learners to progress at their own rate; and (c) enhances other learning experiences.

The disadvantageous of independent study: (a) may be disconnected from immediate objectives; and (b) may be difficult to identify/access appropriate materials.

F.       The principles of Effective Teaching Strategy

Devlin and Samarawickrema (2010: 113-114) proposed ten principles of effective teaching strategy. They are: (1) Teaching and curriculum design need to be focused on meeting students’ future needs, implying the development in students of generic capabilities such as critical thinking, teamwork and communication skills, amongst others; (2) Students must have a thorough understanding of fundamental concepts even if that means less content is covered; (3) The relevance of what is taught must be established by using real-life, current and/or local examples and by relating theory to practice; (4) Student beliefs must be challenged to deal with misconceptions; (5) A variety of learning tasks that engage students, including student discussion, need to occur in order that meaningful learning takes place; (6) Genuine, empathetic relationships with individual students should be established so that interaction can take place; (7) Teachers should motivate students through displaying their own enthusiasm, encouraging students and providing interesting, enjoyable and active classes; (8) Curriculum design should ensure that aims, concepts, learning activities and assessment are consistent with achieving learning outcomes related to future student needs; (9) Each lesson must be thoroughly planned but flexible so that necessary adaptations may be made based on feedback during the class; and (10) Assessment must be consistent with the desired learning outcomes and should, therefore, be authentic tasks for the discipline or profession.

References

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