GROUP 8

INSTRUCTIONAL STRATEGIES/PRESENTATION TECHNIQUES

INSTRUCTIONAL STRATEGIES
 means, techniques or procedures used in presenting data interactive aspects of
teaching.

Instructional Strategies)
While developing the Learner Plan, you make decisions about what the learner needs to
learn. It’s not just “what” they will learn but how the training will take place. The
instructional strategies and approaches often have the greatest impact on learner success.
Instructional strategies are the techniques instructors use to deliver training. Instructional
strategies should provide effective and productive learning by;

 adapting to the learning styles and other needs of each learner

 actively engaging learners in the learning process
 helping learners become independent learners
 supporting learners in reaching their objectives (plan items, sub-goals and goals)
 preparing learners to transition to their goal

The Ministry does not prescribe how training is delivered, but Literacy and Basic Skills
(LBS) programming should be responsive to learners’ needs and prepare learners to move
along their goal paths.
Lecturing in a classroom setting may be useful for preparing learners for further
educational goals like secondary or postsecondary. However, for the most part, you should use
a variety of instructional strategies to make learning environments more interactive; to integrate
authentic activities and technology into the learning experience; and to support collaborative
learning.
Effective LBS instructors understand that all LBS learners have different strengths and
needs. The learning content; prior experiences and knowledge of the learner; the learner’s
interest and goals; their learning style; and the Task Group Level capabilities of the learner all
have a part to play in the decision of what instructional approaches are most suitable.
Therefore, these practitioners design training based on what they know about the learner.
Therefore, these practitioners design training based on what they know about the learner.
Instructional Approaches: A Framework for Professional Practice from Saskatchewan Education
considers that there are FIVE CATEGORIES OF INSTRUCTIONAL
STRATEGIES. The lines between the strategies are not clear-cut and the strategies are not
mutually exclusive in any learning relationship.

1. DIRECT INSTRUCTION is instructor-directed. It is useful for providing information or

developing step-by-step skills. Some examples are lecture, questioning, explicit
teaching and demonstrations.
2. INDIRECT INSTRUCTION is mainly learner-driven with the teacher becoming a
facilitator, supporter and resource person. Because it is learner-driven, it includes a
 high level of learner involvement in observing, investigating, drawing inferences or
forming hypotheses. This strategy takes advantage of learners’ interests and
curiosity and encourages learners to generate alternatives or solve problems. Some
examples of indirect instruction are problem-solving, case studies, close activities,
reading for meaning, reflective discussion and concept mapping.
3. EXPERIENTIAL LEARNING is learner-focused and activity-oriented. Experiential
learning requires learners to reflect about the experience and ways to apply it to
other contexts. This strategy emphasizes the learning process; not the product.
Experiential learning has five phases
o experiencing
o sharing or publishing
o analyzing or processing
o inferring or generalizing
o applying
 Some examples of experiential learning are field trips, simulations,
experiments, games, role-playing, model building using authentic
workplace materials, job placements and surveys.

 INDEPENDENT STUDY involves the learners studying on their own under the

guidance or supervision of an instructor. This strategy fosters the development of
individual student initiative, self-reliance and self-improvement. Independent study
may also involve learning in peer partnership or as part of a small group. Examples
include essay research and writing, computer-assisted instruction, journals and
packaged learning materials.
 INTERACTIVE INSTRUCTION relies heavily on discussion and sharing. It helps
develop social skills and the ability to organize thoughts and develop rational
arguments. From the learners it requires observation, listening, interpersonal and
intervention skills. This strategy requires the instructor to outline the topic, the
amount of discussion time, the composition and size of the groups, and the reporting
or sharing techniques. The success of the interactive instruction strategy and its
many methods depends on the expertise of the instructor in structuring and
developing the group dynamics. Interactive instruction allows for a range of
groupings and methods, such as debates, role-playing, simulations, brainstorming,
peer learning, discussion and cooperative learning.

KINDS OF INSTRUCTIONAL STRATEGIES

LECTURES
 are used when introducing a topic, defining an issue, presenting a dilemma,
explaining a process, and in summarizing key points.
ROUND TABLE DISCUSSION
 usually involves a small number of students, perhaps no fewer than 3 and no more than
8.
PANEL DISCUSSION
  is similar to round table discussion in many aspects, but there are some differences.
BRAINSTORMING TECHNIQUE
 is often used by teacher in analysing an issue, an event or problem that calls for a
solution.
ROLE-PLAYING TECHNIQUE
 helps students understand the perspective of others.
Background
Role playing consists of an enactment of a learning situation through which they depict real
life responses and behavior. Through this teaching strategy students are able to express their
intimate feelings, problems and approved solutions. It makes use of events, known personalities
and current activities presented in a dramatic way.
The participants consist of major and minor players, observers and analysts. The
observers focus their attention on the emotional responses generated among the per formers.
The analysts discuss the appropriateness of words used, effectiveness of the actions and the
soundness of the conclusions arrived at. As a teaching strategy it is action-filled and fun-
guaranteed.

Instructional Characteristics
1. Role playing capitalizes on the experiences gained and what was learned.
2. Authentic responses are solicited since real life events are presented.
3. Personal feelings are elicited from the role players during the presentation which may not be
revealed by ordinary means.
4. The participants gain valuable insights into why and how people behave in similar situations
out of the responses depicted.
5. As they perform a particular role, their internalized values, attitudes and study habits could be
observed and studied.
6. The role player's self confidence is developed.
7. The enactment of real-life problem situations elicit genuine, typical behavior that can serve as
the best answer to real issues.

Suggested Topics
Learning situations that can lend best to role playing are the following:
1. A mayor and councilors trying to solve some problems in the town like garbage, traffic and
drug users.
2. Present historical events like declaration of independence execution at Luneta, death
march.
3. Water and energy conservation measures in a family.
4. Campaign against pornography and violence on TV.
5. Campaign for President and officers in an association.
6. Outreach projects to be conducted in the community.
7. Youth proposals to promote sports and wholesome recreation.
8. Drama about an outstanding professional,
9. Developing values among the young.
10. Illustrating assistance provided by social workers.

SOCIO-DRAMA STRATEGY
 used in summarizing highlights of learning experience through pantomime, skits, and
dramatization
 Is an excellent device to make students "gain emphatic awareness" of situations
involving conflict.
 Is a dramatic play in which several individuals act roles for the purpose of studying and
remedying problems in groups or collective relationships.
 It refers to a group prob solving real-life situations through spontaneous enactment
followed by guided discussion.

Instructional Characteristics

1. The sociodrama is an enactment of how students gain knowledge in real life.

2. Early in life, children love to " enact spontaneously" a situation about humans.
3. The students identify with the person they are portraying and therefore feel the
same way.
4. It promotes the feeling of independence and self-determination.
5. The problem to be enacted is one that is about now and therefore relevant to the
players.
6. It encourages and develops critical thinking.

Sample Situation for Sociodrama

1. A teacher punishing a late-comer.

2. A bright contestant losing in a math quiz.
3. Presentation of a gold medal to a winner.
4. Reenactment of Rizal execution.

WRITING JOURNALS
Background

Is a daily record, chronology, or register of events. It is sometimes called a

DIARY. As used in teaching, it is a record of what transpires during a learning activity.
Students could write, at the completion of the day’s task an account of significant
information which may be used in determining the number of future plans, such as the
effectiveness of the strategy used, problems or difficulties met and personal feelings
about the activities undertaken.

Instructional Characteristics
1. The journal serves as “unadulterated “feedback of important happenings during a
learning activity, since the writer does it voluntarily without fear of being taken
negatively.
 2. The students learn to express their own feelings and reactions in a most sincere
manner, including the fun, satisfaction, and surprises during the day’s activities.
3. Through their journals students can monitor their own progress in learning,
eventually reinforcing good study habits and improving the weak.
4. Journals are the expression of their self-actualization, the levels of which can be
further enhanced or improved.

PREPARING PROJECTS AND COLLECTIONS

Background

As a teaching methodology it guarantees constructive and productive activities related to

the unit being undertaken. It likewise serves as a sure venue for the application of concepts and
principles learned. A collection is an organized way of presenting a variety of objects,
organisms, or materials which is classified according to some common characteristics. A
collection could be considered a project if it is arranged in such a manner as to highlight the
meaning of variation in objects or organisms in a classified presentation.

Instructional Characteristics

1. Constructing projects and preparing a collection develop the students manipulative skill,
measurement ability and keen aesthetic sense.
2. Both techniques bring out their creativity and resourcefulness in designing and choosing
appropriate materials to be used for a neat and orderly presentation of the finished product.
3. An evaluation of the completed piece of work, wether it is a project or a collection could add
to the grade in the subject, especially for those students who might be weak in oral
communication.
4. A completed product could be a source of pride, joy and satisfaction. Ut could motivate them
to continue collecting or producing mechanical devices through the years.
5. In putting up a collection, they gather things in sufficient number and learn to identify and
classify them according to a set of criteria.
6. After their presentation, they are motivated to take good care and keep them in exhibit
shelves of the school.

COOPERATIVE LEARNING APPROACH

Background
Cooperative learning methodology works well with groups or teams wherein members
help one another to achieve a desired outcome. It promotes the development of skills in
"democratic procedures" as they solve problems in a collaborative manner. It recognizes and
rewards collective effort, at the same time fosters strong motivation. A smooth interpersonal
interaction occurs. This approach makes use of group dynamics and group investigations in
learning and solving problems together.

Instructional Characteristics
 1. It consists of two important components: a.) cooperative incentive structure, and b.)
cooperative task structure. A cooperative incentive structure is one wherein two or
more individuals are interdependent for a reward they will share if they are
successful as a group. A cooperative task structure is a situ ation in which two or
more individuals are allowed, encouraged or required to work together on some
tasks.
2. Reward systems are group-oriented rather than individually-oriented. Interdependent
relationship is strengthened and reinforced when group cooperation is rewarded.
3. The interactions within the group is influenced by the members themselves.
4. Teams are made up of members with mixed abilities - high, average and low
achievers. They exhibit less competitive behavior.
5. Teams may be composed of males and females.
6. Group work promotes maximal generation and exchange of ideas, thus influ encing
one another.
7. It promotes tolerance and respect for other peoples' points of view.
8. Cooperative learning groups exhibit less competitive behavior.
9. Group work develops friendliness, willingness to assist and the worthwhile value of
“caring and sharing”

Approaches Used
1. Student Teams Achievement Division (STAD)
 The teacher gives new information to students for a week. The class is divided into
four or five-member teams. Each member try to learn the materials and then help
each other master the materials through tutoring, testing one another or carrying on
group discussions. Individually, students take weekly quizzes on the academic
materials. The team with the highest scores and the member with the high
improvement scores are recognized.
 Teams-Games-Tournament (TGT) is the same as STAD, instead games are used.
2. Think-Pair-Share
Thinking phase
 The teacher poses a question about the lesson. Students spend time thinking of the
answer alone.
Pairing phase
 Each student pairs with another and discusses the answer together. This interaction
leads to sharing of ideas.
Sharing phase
 The teacher asks the pair to share their answers with the whole class.
3. Buzz Group
 Groups of 3 to 6 discuss all their ideas about a topic. Then a recorder summarizes
the ideas arrived at to the class.
4. Jigsaw
 The students are assigned to 5 or 6-member study teams. Then a topic is presented
to them and each is responsible for a portion. Members from different teams with the
 same topic meet together to study and help each other learn their own topic. Then
each returns to their home team and discusses with the members what they have
learned. After discussions each member takes a quiz. Team scores are obtained and
the high scoring team and each member are recognized.
5. Group Investigation
 Groups of 5 or 6 members are formed. They are involved in planning the topics they
like to investigate together with the procedure they have to follow. They pursue in-
depth study of sub-topics and conduct an analysis of the information obtained. Then
the conclusion is reported to the class.

PEER TUTORING
When used in teaching learning situations, to tutor means to coach, teach or instruct
another or do so among themselves. The tutor is more knowledgeable, skilled and has the
ability to influence others. The group must be close in age, skills and learning styles.

Types of Peer Tutoring

 Instructional Peer Tutoring
Older, brighter students coach the youger ones. This could be done on a one-to-
one or one-to-a group arrangement. They may agree on how the assistance will be
provided. This is practiced when there is a big difference between tutor and tutee.

 Monitorial Tutoring
The class is divided in to groups of 4 and 5 memebers. Monitors are assigned
to lead each group. The teacher has more time to attend the rest while the
tutors monitor and help the rest.

 Pair Tutoring
Children of the same age, one better skilled than the other, interact and
help one another to pursue the learning activity. They can read and discuss
together.

 Structural Peer Tutoring

The assistance of trained tutors is required in following instructions or definite
procedures that are provided in models and guides.

EFFECTIVE PRESENTATION TECHNIQUE

1. Use visual aids
 Using pictures in your presentations instead of words can double the chances of meeting
your objectives.

2. Keep it short
  There is an old adage that said – “No one ever complained of a presentation being too
short.” Nothing kills a presentation more than going on too long.
 There are some college professors who will penalise a short presentation (most lecturers
see no problem in droning on), but for most people a shorter presentation is better. Keep
your presentation to under 22 minutes if you can.

3. Rehearse
 Practice makes for perfect performance. Many experts say that rehearsal is the biggest
single thing that you can do to improve your performance. Perform your presentation out
loud at least four times. One of these should be in front of a real scary audience. Family,
friends or colleagues. Even the dog is better than nothing.

4. Tell stories
 All presentations are a type of theatre. Tell stories and anecdotes to help illustrate
points. It all helps to make your presentation more effective and memorable.

5. Video yourself
 Set up a video camera and video yourself presenting. You will see all sorts of mistakes
that you are making, from how you are standing, if you are jangling keys, to how well
your presentation is structured.

6. Know what slide is coming next

 You should always know when presenting which slide is coming up next. It sounds very
powerful when you say “On the next slide [Click] you will see…”, rather than than a
period of confusion when the next slide appears.

7. Have a back-up plan

 Murphy’s law normally applies during a presentation. Technology not working, power
cuts, projector blowing a bulb, spilling coffee on your front, not enough power leads, no
loudspeakers, presentation displays strangely on the laptop – all of these are things that
have happened in presentations that I have given.

 Have a back-up plan. Take with you the following items – a printed out set of slides –
(you can hold these up to the audience if you need to), a CD or data stick of your
presentation, a laptop with your slides on it. Just in case it goes wrong.
 Guess what? When you have back-ups – you seldom need to use them.

8. Check out the presentation room

 Arrive early and check out the presentation room. If you can make sure that you see
your slides loaded onto the PC and working on the screen. Work out where you will need
to stand.
Designing Graphic Organizers

Graphic organizers
 are essential tool of learning. These are forms of visual representations that help both
teacher and students in teaching learning process.
 A picture is worth a thousand words. The use of the different types of graphic organizers
enhances teaching and learning.
 Graphic organizers are a helpful learning tool for students of all ages to organize, clarify,
or simplify complex information-they help students construct understanding through an
exploration of the relationships between concepts.
 Careful design, creation, and use of graphic organizers can provide important intellectual
guardrails to guide students toward deeper understanding and learning.

Why use graphic organizers?

Graphic organizers can help to visualize and construct ideas, organize and/or sequence
information, plan what to write, increase reading comprehension, brainstorm, organize problems
and solutions, compare and contrast ideas, show cause and effect, and more. The ability to
color-code thoughts in a picture can help significantly in understanding and remembering the
information.

Graphic organizers can be created for something as simple as a shopping list or as

complicated as structuring business components or writing a thesis.

BENEFITS OF GRAPHIC ORGANIZER

Different types of graphic organizers can be used across the curriculum for teaching, learning,
and note-taking. They are easy to create and impactful in simplifying information. 

 Help visualize or present information in a way that is easier to comprehend, by breaking

down larger or complex concepts or ideas into smaller and simpler parts.
 Provide students the opportunity to actively contribute and participate in the learning
process through the creation of graphic organizers.  
 Help develop cognitive skills such as brainstorming, critical and creative thinking,
categorizing and prioritizing content, reflection, etc. 
 Help recall prior knowledge about a subject and quickly connect it to new information 
 Promotes self-learning. By using graphic organizers for note-taking, analyzing, studying,
etc. students can familiarize themselves with a lesson far more easily.
 TYPES OF GRAPHIC ORGANIZER
concept map. defines a concept or
illustrate an idea drawn
from a given lesson

concept cluster illustrate a major concept

together with its sub-
concepts to show the
coverage of a given lesson
or a given study.
wheel map shows the division of a
lesson into sup-topics to
facilitate individual or group
investigation in the
classroom.

cycle graph presents a series of

connected events that
occur in sequence and
procedure a repeated
result.
fact storming web the sub- concepts under
major concepts to show
the coverage of the lesson.

discussion web helps students organize

arguments or evidence in
connection with the given
lesson.

bubble tree web represents relationship

among concepts.
ladder web answer questions than call
for answers in
enumerations

semantic web response to the core

questions are web strands.

venn diagram compares two sets of ideas

or concepts.

Another graphic organizer

that helps you visually
represent a comparison of
differences and similarities
between two subjects, is
the Venn diagram. What
makes it different from the
double bubble map is that
it can include more than
two topics and one
common area.
flow chart shows a flow of a big
ideas.

Time Includes a chronology of

Sequences/Sequence important events that
Chart occurred between two
points in time. (Example:
The events that occurred
between the moment of
John F Kennedy's
assassin on November 22,
1963, and his burial on
November 25.)

A sequence graphic
organizer is a tool that
helps visualize the order of
 steps of a process or a
timeline of events, etc. It
can also be used for note-
taking, lesson planning,
and essay writing.

How to use it

Step 1: Identify the steps in

the process or event. 

Step 2: Using a sequence

chart, arrange these steps
in sequential order
Cause/Effect Sequence Used for events that
produce a product or an
effect. Causes may range
from simple and singular
(e.g., a game being lost
because a player dropped
the ball) to complex
networks (e.g., the events
leading up to the U.S. Civil
War).

This type of graphic

organizer shows the
causes and effects of an
event. The cause is the
reason why something has
happened, and effect is the
result of what has
happened. Visualization
helps clearly understand
the different cause and
effect relationships.  

How to use it

Using a cause and effect

graphic organizer, identify
the causes and effects
related to the problem you
are studying or writing
about. There could be
several models of cause
and effect events, such as
one cause leading to one
 effect or multiple effects, or
multiple causes leading to
one effect or multiple
effects.

 One cause leading

to several effects
 Several causes
leading to one
effect (You can use
a fishbone diagram
here)
 Each cause having
one related effect
 One cause
triggering another
cause that leads to
another

Persuasion map The persuasion map is

an interactive graphic
organizer that helps
students familiarize
themselves with the
process of persuasive
writing.  It assists them
with outlining and
preparing arguments for
their essays, speeches,
debates, etc. 

How to use it

Step 1: Choose a topic of

interest for your
essay/debate. Do proper
research around it to
collect enough information.

Step 2: Define the claim

that you want to make with
your essay. Start your
persuasion map by writing
this down first. 

Step 3: Next to it, write

down the reasons for
making that claim. 
 Step 4: Then write down
facts, examples, and
information to back up your
reasoning. 

Step 5: End your

persuasion map with the
conclusion of your essay.

Biography graphic This is a tool that assists

organizer with understanding a
character from a novel,
autobiography or movie or
a historical figure more in-
depth. It brings attention to
various important factors
about a person’s life.

How to create it

Step 1: Gather as much

information you can about
the character you are
studying. You can also
refer to online resources,
or ask from teachers or
experts. 

Step 2: As you analyze the

information you have
gathered, isolate the facts
that stand out or you think
are important. 

Step 3: Use your biography

graphic organizer to lay out
the information in a
presentable way. You can
add images to make it
more comprehensible as
well.
KWL chart KWL chart is used for
gathering information from
student’s prior knowledge
or experience. This 3-
column chart captures the
before (what the reader
already knows), during
(what the reader wants to
learn) and after (what the
reader learned) stages of
reading.   

How to use it

Step 1: Get students to

brainstorm around the
selected topic and write
down everything they know
about it in the K column. 

Step 2: Ask them to

generate a list of questions
about what they want to
know in the W column of
the chart. 

Step 3: During or after

reading the book/ lesson
get them to answer these
questions in the L column.

Learning map Learning maps visually

depict the key takeaways –
skills, ideas, knowledge –
students should get from a
lesson. It usually provides
a high-level view of the
lesson/ unit/ course that is
to be studied and the
connection between its
different components.
Students can also
use learning maps in the
classroom for note-taking. 

How to use it 

Step 1: At the center of the

map, write down the topic
 (i.e. name of the lesson or
unit)

Step 2: Brainstorm ideas

and information related to
it. Write these down on
branches emerging from
the center. Make sure that
you place them in a way
that makes sense to teach
or in a logical sequence
around the center. 

Step 3: Add connectors

between these elements
and add labels to highlight
the kind of relationship
between them.

Problem-solving Problem-solving graphic

organizer organizers can be used to
improve the problem-
solving skills of the
students. It helps students
identify and evaluate
solutions to problems.

How to use it

Step 1: Identify the

problem and write it in the
problem box

Step 2: Ask students to

then write down why they
think it is a problem in the
first place

Step 3: Get them to

brainstorm all possible
solutions along with
the pros and cons relates
to them. 

Step 4: Once they select

the best possible solution,
ask them to list down all its
possible consequences
 Step 5: Students can then
make suggestions to
improve the selected
solution further

Timeline graphic Timeline diagrams are a

organizer type of graphic organizer
that shows a sequence of
events in chronological
order.

They come in handy when

studying history as you can
use it to display major
historical events that
occurred during a period of
time along with important
details such as dates and
locations in which they
took place.

In addition, timeline charts

can also be used to show
the progress of something
(i.e. growth of a business)
or changes. 

How to use it

Step 1: Identify the

different events and the
sequence of order in which
they took place. 

Step 2: Use a timeline

template to arrange them
chronologically

Step 3: Include significant

details such as dates,
locations and other
additional information as
needed.
T-chart  T charts allow students to
study two facets of a topic.
For example,
disadvantages and
advantages, pros and
cons, differences and
similarities, etc. 

How to use it

Step 1: Draw a T-chart and

write down the two areas
you want to brainstorm
around on each column
head. 

Step 2: Write down facts

on each column as you
carry out your
brainstorming.
Hierarchy chart Hierarchy charts visualize
the elements of a system,
organization or concept
from its highest position to
the lowest. Students can
use this tool to understand
the superordinate and
subordinate categories of a
topic and the relationship
between them.

How to use it

Step 1: Identify the most

important element under
the topic you are studying.
Write this down at the top
of the hierarchy chart. 

Step 2: List down the

second layer of sub-
elements stemming from
the first component you
have identified. Add a third
and fourth as necessary. 

Step 3: Connect these with

lines to show how they are
 connected to each other
Star diagram Star diagrams are used to
organize the
characteristics of a chosen
topic. It can also be used
to brainstorm around new
topics. 

How to use it

Step 1:  Select the topic

you want to study and write
it down in the center of
the star diagram. 

Step 2: Write down the

characteristics or attributes
related to the central topics
on each point of the star.
Adjust the points of the star
depending on how many
traits you write down.

Mind map  A mind map is a tool that

helps capture the free flow
of thought and is widely
used for brainstorming
around topics. Additionally,
it can also be used to
organize and group
information about a topic. 

How to use it

Step 1: Write down the

topic you are brainstorming
around in the center. 

Step 2: On branches
emerging from the middle,
write down brainstormed
ideas/ thoughts. 

Step 3: Expand each sub

idea with more facts. You
can keep on adding more
information to your mind
map until you have
enough.
 Double bubble map  The double bubble map is
one of the popular thinking
maps. It is much like a
Venn diagram and is used
to identify similar and
different qualities between
two things. 

How to use it? 

Step 1: Write down the two

ideas/ topics you are
comparing in the two
bubbles in the center. 

Step 2: As you brainstorm

and analyze the topic, write
down the differences in the
bubbles radiating from the
center. 

Step 3: Write down the

similarities in the bubbles
that are common to both
topics. 

REFERENCES

Books:
Gloria G. Salandanan Ph.D., Methods of Teaching., pg. 50-69
Corpuz, Brenda B. Ph. D, Salandanan, Gloria G. Ph.D. Rigor, Dalisay V. Ph. D (2006). Principle
of Teaching 2., pg. 100-101

Internet:
https://literacybasics.ca/training/instructional-strategies/
https://www.presentationmagazine.com/effective-presentation-techniques-the-top-10-149.htm?
fbclid=IwAR2yKwIY9FniZYNvCC1pP-RTk71Eqnx0aeHGp36btzYrLwLY801quZt1whU