7.1-TRADITIONAL TEACHING STRATEGIES

• Lecturing


  Conveying facts, information, and ideas that could not be readily obtained elsewhere. Can stimulate students' interest, inspire people, integrate knowledge, clarify concepts, and is valuable where up-to-date textbooks are unavailable.
• Advantages of Lecturing


  Economical, supplements textbooks, demonstrates critical thinking, enhances listening abilities, and provides a sense of 'theatre' for lecturers.
• Disadvantages of Lecturing


  Promotes passive learning, lacks emphasis on problem-solving and analytical thinking, leads to 'surface learning,' does not cater to individual learning needs, and faces challenges with limited attention span.
• Forms of Outline


  Hierarchical/classical, problem-centered, comparative structure, and thesis format. Each serves different purposes in organizing lecture content.
• Advance Organizers


  Statements that bridge concepts discussed and those to come, activating prior knowledge. Used to stress points in the lecture structure.
• Characteristics of Disorganized Lectures

  Lack of clear structure, objectives, repeated topics without purpose, absence of advance organizers, transitions, and summaries at the end.
• Delivering the Lecture


  Involves controlling anxiety, maintaining spontaneity, focusing on voice quality, body language, delivery speed, starting well, clarifying during the lecture, and facilitating memory retrieval.
• Types of Lectures


  Traditional Oral Essay, Participatory Lecture, Lecture with uncompleted handouts, Feedback lecture, and Mediated Lecture. Each tailored to different learning situations.
• Discussion


  Can be formal or informal, serving various purposes such as applying principles, clarifying information, group problem-solving, evaluating beliefs, practicing critical thinking, and changing attitudes.
• Advantages of Discussion


  Provides opportunities for application, clarification, group problem-solving, belief evaluation, critical thinking practice, attitude change, and is preferred by students.
• Disadvantages of Discussion


  Time-consuming, inefficient for information communication, effective only with small groups, prone to monopolization, and requires prepared participants.
• Discussion Techniques


  Require careful planning, addressing controversial topics, setting clear expectations and rules, arranging physical space, and using discussion starters.
• Facilitate


  Guide discussion without participating
• Monopolies


  Prevent one person from dominating
• Recall


  Remember factual information
• Higher Order Thinking


  Involves critical analysis and reasoning
• Active Role


  Engages learners in participation
• Baseline Knowledge


  Initial understanding level
• Motivation


  Drive to learn
• Cognitive Activity


  Mental processes like thinking and understanding
• Convergent Questions


  Require recalling or integrating information
• Divergent Questions


  Prompt new ideas or perspectives
• Lower-order Questions


  Recall-based inquiries
• Higher-order Questions


  Require critical thinking
• Bloom's Taxonomy


  Hierarchical model for classifying learning objectives
• Analysis


  Breaking down information to show relationships
• Evaluation


  Assessing based on criteria
• Synthesis


  Combining elements into a new structure
• Factual Questions


  Assess understanding and attention
• Probing Questions


  Further explain answers and assess thinking
• Multiple-choice Questions


  Test recall with options
• Open-ended Questions


  Require constructed answers
• Discussion-stimulating Questions


  Move discussions forward
• Problem-solving Questions


  Guide learners in finding solutions
• Rhetorical Questions


  Pose questions without immediate answers
• Audiovisuals


  Enhance teaching with visual and auditory aids