TeachingStrategies

Teaching strategies refer to methods

used to help students learn the
desired course contents and be
able to develop achievable goals
in the future. Teaching strategies
identify the different available
learning methods to enable them
to develop the right strategy to
deal with the target group
identified.
 INTRODUCTION
• The biggest challenge before a teacher is
how to teach Science lessons.

• If this teaching – learning activities are

effective, students can reach the goals of
life by acquisition of knowledge, skills
and values in Science.
As defined by Dr. Rosalyn Yalon, a
Nobel Laureate in Medicine,
science is… “… not simply a
collection of facts. It is a discipline of
thinking about rational solutions to
problems after establishing the basic
facts derived from observations. It is
hypothesizing from what is known to
what might be and then attempting to
test the hypothesis….logical thinking
must come first; the facts can come
later.
Knowledge, Process Skills and
Attitudes.
Knowledge is sometimes labeled as the
products of science. It generally refers to
facts, concepts, principles, laws, and
theories.
Process skills are the empirical
and analytic procedures used
by scientists in solving
problems.
Scientific attitudes refer to the
general predispositions that
characterize thework of
scientists.
Some of the important attitudes students will
have to learn and demonstrate in science
include
Curiosity honesty
objectivity openness
perseverance skepticism
withholding judgment.
 Characteristics of Learners
which are relevant to science teaching.

1. Learners learn and develop as a whole

person.
The learners’ cognitive, affective,
physical, social and emotional areas are
intricately intertwined. Learners cannot
grow in one area without affecting the
other areas.
2. Learners grow through the same
predictable stages but at
different rates.
This means that children of the same age
group may not exhibit uniform
characteristics. Some may be more
intellectually or socially advanced than the
others in the same age group.
3. Learners learn best through active
involvement with concrete experiences.

Research studies show that the use of

hands-on activities can result in significant
improvements in academic performance
and attitude of students towards science.
4. Learners are curious and eager to
learn.

When the teacher fits the learning

environment to learners’ interests, needs
and their levels of maturity, they
become highly motivated.
5.Learners have different learning styles.

Learning styles are preferred ways that

different individuals have for processing
and responding to environmental stimulus
(Kuchuck and Eggen, 1997). Learning
styles are also referred to as cognitive
styles.
Teaching Strategies
STRATEGIES OF TEACHING
STRATEGY: - Strategy is the art and
science of directing and controlling the
movements and activities of the army. If
strategy is good, we can get victory over
our enemies. In teaching this term is
meant those procedures and methods by
which objectives of teaching are
realized in the class.
A. The 5-E Learning Cycle
The 5-E Learning Cycle is a model that
promotes scientific inquiry. Each “E”
represents part of the process of helping
students sequence their learning
experiences to develop a connection
between prior knowledge and new concepts.
The teacher serves as a facilitator as
students construct new knowledge
based on
thoughtful inquiry and decision making.
The 5-E’s are as follows:
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate
1. Engage The students engage in a task to
make connections between the past and
present learning experiences.
Example:
Recall the following:
1. Compounds are classified into acids, bases, and compounds.
2. Some acids and bases are strong; some are weak
3. Indicators such as litmus paper and phenolphthalein can be
used to identify acids and bases.
Present the situation below to your students. Suppose you
want to find out which among the substances in your
home are acids and bases. You don’t have any litmus
paper or phenolphthalein. What will you do?
2.Explore The students perform a task to
get directly involved with key concepts
through guided exploration of scientific,
geographic, economic, and other data
set.

Example:
Pupils will do an activity.
3.Explain The students give details about the
science concepts being developed in the
task. Through readings and discussions, the
students develop understanding of the major
science concepts and verify answers to
questions or problems posed in the engage
stage.
Example:
Which of the household substances are acidic? Which substances are basic ?
You can answer the questions by comparing the color change of the
extract in solutions found in the second table with the color change
of extract in hydrochloric acid solution/sodium hydroxide solution.
From these two tables you can deduce that milk, tea, coffee and
bleaching
agent are acids. Shampoo, detergent, baking soda and
toothpaste are bases.
4. Elaborate/Extend The students simplify
the science concept/s in the lesson, e.g.
stating the concepts in their own words,
and applying new found knowledge to a
different situation.
Example:
Present the situation below to the students
Some of us suffer from indigestion or stomach problem in
the morning. Our parents would tell us to drink milk,
coffee, or tea. Is this a good advice or practice? One
cause of indigestion or stomach problem in the
morning is hyperacidity. At first coffee, milk or tea
may help. In the long run, the problem will
worsen. Why? Tea, milk and coffee are acidic.
5. Evaluate The students take a test, quiz,
or any authentic assessment instrument to
determine how much they benefited from
the lesson or activity.
 Engage

Evaluate Explore
5 E’s
Science Lesson

Extend Explain

5 E’s Lesson Planning Packet

Elementary Science
MCPS Science Office August, 2001
 5 E’s Activities
5 E’s Suggested Activity What the Teacher Does What the Student Does
∙ Asks Questions such as, Why did this happen?
Engage ∙ Demonstration ∙ Creates interest. What do I already know about this? What can I
find out about this?
∙ Reading ∙ Generates curiosity.
∙ Show interest in the topic.
∙ Free Write ∙ Raises questions.
∙ Analyze a Graphic Organizer Elicits responses that uncover what the students know or think about
∙ KWL the concept/topic
∙ Brainstorming
Explore ∙ Perform and Investigation ∙ Encourages the students to work together without direct ∙ Thinks freely but within the limits of the activity.
∙ Read Authentic Resources to Collect instruction from the teacher. ∙ Tests predictions and hypotheses.

Information ∙ Observes and listens to the students as they interact. ∙ Forms new predictions and hypotheses.
∙ Solve a Problem ∙ Asks probing questions to redirect the students’ ∙ Tries alternatives and discusses them with
∙ Construct a Model investigations when necessary. others.
∙ Provides time for students to puzzle through problems. ∙ Records observations and ideas.
∙ Suspends judgment.
Explain ∙ Student Analysis & Explanation ∙ Encourages the students to explain concepts and definitions in their ∙ Explains possible solutions or answers to
∙ Supporting Ideas with Evidence own words. others.
∙ Structured Questioning ∙ Asks for justification (evidence) and clarification ∙ Listens officially to others’
∙ Reading and Discussion from students. explanations.
∙ Teacher Explanation ∙ Formally provides definitions, explanations, and new labels. ∙ Questions others’ explanations.
∙ Thinking Skill ∙ Uses students’ previous experiences as basis for explaining ∙ Listens to and tries to comprehend explanations
Activities: compare, classify, error analysis concepts. the teacher offers.
∙ Refers to previous activities.

∙ Uses recorded observations in

explanations.
∙ Expects the students to use formal labels, definitions, and ∙ Applies new labels, definitions, explanations, and
Extend ∙ Problem Solving explanations provided previously. skills in new, but similar situations.
∙ Uses previous information to ask questions,
∙ Decision Making ∙ Encourages the students to apply or extend the concepts and skills in propose solutions, make decisions, and design
∙ Experimental Inquiry experiments.
new situations.
Think Skill Activities: compare, classify, ∙ Draws reasonable conclusions from
∙ Reminds the students to existing data and
apply evidence.
evidence and asks, What do you already know? Why do you
∙ Records observations and
think…?
explanations.
∙ Strategies from Explore apply here also.
∙ Checks for understandings among
peers.
∙ Answers open-ended questions by using
Evaluate ∙ Any of the Above ∙ Observes the students as they apply new concepts and skills. observations, evidence, and previously accepted
explanations.
∙ Develop a Scoring Tool or Rubric ∙ Assesses student’s knowledge and/or skills.
∙ Demonstrates an understanding or knowledge of
∙ Test (SR, BCR, ECR) ∙ Looks for evidence that the students have changed their thinking
the concept or skill.
∙ Performance Assessment or behaviors.
∙ Evaluates his or her own progress
∙ Produce a Product ∙ Allows students to assess their own learning
and knowledge.
∙ Journal Entry and group-process skills.
∙ Asks open-ended questions, such as: Why do you think..? What ∙ Asks related questions that would encourage
∙ Portfolio evidence do you have? What do you know about x? How would you
explain x? future investigations.
The 5 E’s Lesson Organizer
ENGAGE:

EVALUATE EXPLORE:

EXTEND: EXPLAIN:

MCPS Science August, 2001

Active learning-Hands on activities/Think-Pair-Share/
Group work
When students’ are taught about Whether the hands-on
plants, roots, leaves and flowers; activities are “naming plants,
they are provided with live
samples and taken to a garden.
planting seeds and watching
As a result they are able to exit them grow over a period of
the classroom, find familiar time” or “making the digestive
plants and point out the name system, -science can be fun” and
and parts of them. Here, as a these activities are remembered
consequence of Active Learning,
students connect experiments
as positive experiences. Hands-
to real-life scientific knowledge on science education
which has long-lasting learning experiences can have lasting and
effects. personal effects on students.
Think-Pair-Share
• Real-life interactivity with
fauna and/or flora provides
stronger focus for learning,
as students are genuinely
interested in living things.
Facilitating learning
opportunities where students
discover for themselves
unique characteristics of
living things is a high-impact
teaching strategy.
• This can also facilitate life-
changing experiences that
lead to understandings for
sustainable living.
Group work As science knowledge is socially
constructed , group involvement
has an impact on the participants‟
long-term memories.
The discovery or investigation of
science with peers provides
opportunities for social interaction
and an element of fun. Moreover,
group experiments in primary
science act as a foundational
experience for secondary work.
 Excursions for developing science
understanding
Thoughtfully-organised excursions can provide
students with memorable science investigations.
A Science Theater Play
• Any topic can be used to create a play. The
script for the play can be written by the
students themselves. The play can be
performed by as few as three actors, or with
as many as seven or more actors using
costumes.
• The educational goals of the play, some
helpful references, and a few frequently
asked questions are also included.
• These scientific plays are a dramatic
narrative, often spoken out to the
audience. It is also often a rhythmic
collage of voices.
 Concept Mapping
A concept map is a special form of a web
diagram for exploring knowledge and
gathering and sharing information.
Concept mapping is employed to develop
connections among concepts in the unit.
A concept map consists of nodes or cells
and links. The nodes contain the concepts
and are usually enclosed in a box or circle.
The links are represented by arrows. The
labels in the links explain the relationship
between the nodes. The arrow describes
the direction of the relationship and is read
like a sentence
As an assessment tool, the concept
map will give you information on
how the student relates the
identified concepts from the lesson.
This way, you can be sure that
students understand the lesson.
CONCEPT MAPS
This map is
your personal
learning
document
It combines what
you knew with
what you are
learning
and what you
may need to
complete your
"picture"
 Role Playing and Simulation
• Role playing can be used to dramatize the
situations
Example: Everyday we encounter situations
where people are in conflict or faced with
a dilemma of some sort. Take the need to
have a supply of wood for construction
material as an example. This means trees
have to be cut from the forests. However,
our forest cover is getting smaller. So, we
are faced with a dilemma, “Are we
going to ban logging
completely?” or “Are we going to
practice selected logging?”
 Simulation

• Pupils are placed in a situation that

models a real life phenomenon.
For example
Barangay A has a population of ten
thousand ((10,000). One pressing
problem of the barangay is a build
up of mountains of garbage. If a
person produces three (3)
kilograms of garbage everyday
how soon can a barangay
accumulate a mountain of garbage
with a bulk of 20,000,000 kilograms
of garbage?
 Field Trips
• The field trip is a vehicle by which science
can be learned and taught. Krepel and
Duvall (1981) defined field trip as
"a trip arranged by the school and
undertaken for educational purposes, in
which the students go to places where
the materials of instruction may be
observed and studied directly in their
functional setting”(Michie, M., 1998)
An example of formal exercises to be
conducted in the field is the relation
between dissolved oxygen and the depth
and water temperature of a lake, river,
or ocean. Another is the distribution of
planktons at different times of the year.

Field trips are valuable for

cognitive and affective
development of the students.
Field trips provide the opportunity for hands-
on, real world experiences, improved
quality of education, motivation and
development of positive attitude towards
the subject, improvement of the
socialization between students as well as
development of rapport between teachers
and students.
 Games
Children love to play games. Games can
teach children to work together as a well-
coordinated team. It develops coordination
skills which are necessary to perform
delicate jobs..
Basketball can be used to teach motion in
physics. Billiards can be used to develop
functional understanding about
momentum. Tug-of-war is a good analogy
for developing concepts about balanced or
unbalanced forces either in physics or
chemistry
• Puzzles, cartoons, humor, magic, and
jokes can also be used in the science
classrooms. They make science
learning fun and enjoyable for
learners.
• References:
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