Teaching

Strategies in
Teaching
Arts
GROUP 2
 GROUP 2

MEMBERS: Jamael, Nadjma M.

Orintar, Hafesa Azissah P.
Macmac, Suhaya M.
Magadapa, Farhanisa B.
Baguan, Jasmen S.
Mayo, Johaira L.
Abdullah, Nor-anie B.
Acmad, Samsidar M.
Mangoranda, Aspia A.
Dipatuan, Junaira S.
HadjiAmin – Abdullah,
Nihaya
 DELIVERING INSTRUCTION
 Decide on your Delivery Method.
 Hook the Students into the Lesson.
 Give Clear Directions.
 Question, Allow Wait Time, Use Random Selection.
 Be Aware of your Pacing, Variety and Enthusiasm.
 Use Formative Assessments for Evaluation and
Reflection.
 DEMONSTRATIONS & WHOLE
GROUP INSTRUCTION
• A demonstration is the process of
teaching someone how to make or do
something in a step-by-step process. As
you show how, you "tell" what you are
doing.
 DEMONSTRATIONS & WHOLE
GROUP INSTRUCTION
• Whole class instruction brings your classroom
together as one large group. It's usually the time
that you'll introduce a new concept or encourage a
large-scale discussion. Your lessons in this setting
are usually designed to reach the average student.
SMALL GROUP & ONE TO ONE
INSTRUCTION
Small group instruction is an opportunity for
teachers to provide additional teaching and
practice often needed for struggling students to
master important skills or understand key
concepts (e.g., phonemic awareness skill of
manipulating ending sounds, or operations with
whole numbers or rational numbers).
SMALL GROUP & ONE TO ONE
INSTRUCTION
One to One Instructions ensures the
students interacts with the teacher
individually, so that each can learn and
understand concepts at their own pace
and in their own way.
COLLABORATIVE & INDEPENDENT
LEARNING
Collaborative teaching, sometimes called
cooperative teaching or team teaching, involves
educators working in tandem to lead, instruct and
mentor groups of students. Collaboration most often
occurs among professionals from various disciplines
including core subjects, special education, elective
courses, and library science or guidance programs.
COLLABORATIVE & INDEPENDENT
LEARNING
On some occasions, teachers from the same
department or grade level may team teach to
target multiple levels of learning or provide a
greater variety of supervised activities for
students to practice skills. Collaboration can be
implemented across all instructional levels and
subject areas.
COLLABORATIVE & INDEPENDENT
LEARNING

Independent learning is a method or learning

process where learners have ownership and control
of their learning - they learn by their own actions and
direct, regulate, and assess their own learning.
COLLABORATIVE & INDEPENDENT
LEARNING
The independent learner is able to set goals, make
choices, and decisions about how to meet his
learning needs, take responsibility for constructing
and carrying out his own learning, monitor his
progress toward achieving his learning goals, and
self-assess the learning outcomes.
 TECHNOLOGY AS A
TEACHING TOOL
Technology merely provides the tools to be
used for authentic learning. It is a means,
not an end. Technology provides educators
with the opportunity to move from simply
streamlining the way things have always
been done to really imagining things they
would like to do.
PHYSICAL ENVIRONMENT
& PLAY
This chapter emphasizes a research
base for understanding the effects or
the physical environment on the play of
children. The physical environment for
play includes the space in which play
occurs, the materials that are present in
the space, and how the space and
materials are arranged.
 PHYSICAL
ENVIRONMENT & PLAY

Environmental factors that affect children's

play are discussed, specifically the effects
of specific types of play materials and
equipment in indoor (classroom) and
outdoor (playground) settings.
 PHYSICAL
ENVIRONMENT & PLAY
Since TV is a pervasive influence in
children's lives and even considered an
environmental threat, a discussion about
the effects of TV viewing on children's
play is included. The last part of the
chapter is devoted to guidelines for
creating optimal play environments.
PHYSICAL ENVIRONMENT
& PLAY
Topics discussed include: human ecology and the
physical environment, children's classification of
activities and play objects, gender differences in the
physical environment, and characteristics of physical
play environments (play context and props, spatial
density, spatial arrangement and use, characteristics
of playground environments, play materials, realism
and structure of play materials).
 BRAINSTORMING
Teachers can use brainstorming as a
thinking strategy to help students
generate questions, ideas, and examples
and to explore a central idea or topic.
During brainstorming, students share
ideas that come to mind and record these
ideas without making judgements about
them.
 BRAINSTORMING
When introducing a topic, teachers can use
brainstorming sessions to determine what
students already know or wish to learn, and to
provide direction for learning and reflection.
Brainstorming stimulates fluent and flexible
thinking and can also be used to extend
problem-solving skills.
 CONFERENCE
During a student-teacher conference, students
can report on their progress, consider problems
and solutions, and note strengths and areas for
improvement. Teachers can discuss students'
work with pairs or small groups of students in
order to facilitate learning.
 CONFERENCE
Conferences therefore require an inviting and
supportive atmosphere to encourage open
discussion, as well as a high level of trust between
participants. Conferences provide teachers with an
opportunity to guide and support learners and a
forum for students to demonstrate their learning
through discussion, sketchbooks, or portfolios.
COOPERATIVE LEARNING
Cooperative-learning techniques allow
students to work as a team to accomplish a
common learning goal. For example, a group of
students may work together to prepare a drama,
dance, or music performance, to create an art
work, or to complete a research project.
 COOPERATIVE LEARNING
In addition to the final product produced by the group,
an important aspect of the cooperative-learning
process is having each group member examine how
the group functioned in its task and evaluate his or her
own contribution to the group process. Discussions,
journal entries, and self-evaluation checklists are some
ways in which students can reflect on the group work
process and their part in it.
 DISCUSSION
Discussion is a cooperative strategy
through which students explore their
thinking, respond to ideas, process
information, and articulate their thoughts in
exchanges with peers and the teacher.
Discussion can be used to clarify
understanding of concepts, ideas, and
information. Emphasis is placed on talking
and listening to each other.
 DISCUSSION
Through discussion, students
can make connections between
ideas and experience, and reflect
on a variety of meanings and
interpretations of texts and
experiences.
 EXPERIMENTING
Experimenting is central to the arts, and is
frequently used in making connections between
the concrete and the abstract. Experimenting
requires that students investigate, test, explore,
manipulate, solve problems, make decisions,
and organize information in hands-on ways.
 EXPERIMENTING
Experimenting also encourages students to
use cooperative skills effectively in interpreting
and communicating findings. Experimenting
enhances student motivation, understanding,
and active involvement and can be initiated by
the teacher or the student.
 FOCUSED EXPLORATION
This is a method of instruction in which students
use the materials and equipment available in the
classroom in ways of their choosing. The teacher
observes and listens while students are exploring,
and provides guidance as needed, using
information gathered from assessment. For
example, the teacher may pose a question, prompt
deeper thinking, or introduce new vocabulary
 FREE EXPLORATION
This is a key instructional activity that is initiated
by students, using the materials available in the
classroom in ways of their choosing. Teachers
observe and listen as part of ongoing
assessment while students are exploring freely,
but do not guide the exploration as they do
during focused exploration.
 GRAPHIC or VISUAL
ORGANIZER
• The use of visual supports is an
especially powerful teaching strategy.
• Graphic organizers, often also referred
to as key visuals, allow students to
understand and represent relationships
visually rather than just with language,
providing helpful redundancy in making
meaning from a text.
 GRAPHIC or VISUAL
ORGANIZER
• Graphic organizers can be used to
record, organize, compare, analyse, and
synthesize information and ideas. They
can assist students in accessing
prior knowledge and connecting it
to new concepts learned as well as
consolidating their understanding.
 GRAPHIC or VISUAL
ORGANIZER
• Examples of common graphic
organizer include the following:
timeline, cycle diagram, T-chart, Venn
diagram, story map, flow chart, grid,
web, and problem-solution outline.
 GRAPHIC or VISUAL
ORGANIZER
• The use of a graphic organizer is
extremely helpful when carried out
initially as a class or group
brainstorming activity. The graphic
organizer provides a way of collecting
and visually presenting information
about a topic that will make it more
comprehensible for students.
 GUIDED ACTIVITY
This is a key instructional activity that is
initiated by the teacher. On the basis of
assessment information, the teacher may
pose a series of questions, provide prompts
to extend thinking, ask students to
demonstrate a familiar concept in a new way,
encourage students to try a new activity, and
so on.
 JIGSAW
Jigsaw is a cooperative group activity in which
a different segment of a learning task is
assigned to each member of a small group
(the "home" group). All home group members
then work to become an "expert" in their
aspect of the task in order to teach the other
group members.
 JIGSAW
Jigsaw is a cooperative group activity in
which a different segment of a learning
task is assigned to each member of a
small group (the "home" group). All home
group members then work to become an
"expert" in their aspect of the task in order
to teach the other group members.
 JIGSAW

In a jigsaw activity in creating/performing,

each student becomes a member of an
"expert" group, which learns a particular arts
skill.
 JIGSAW
Experts then return to their home groups to
share information and demonstrate the skill.
Each expert must ensure that all members of
the home group understand the information
and the method of performing the skill. A similar
procedure can be followed for a jigsaw listening
activity or a jigsaw reading activity.
 LATERAL THINKING
This is a thinking process first
described by Edward di Bono,
who recognized that the mind can
perceive issues from many angles
and is thus able to generate many
creative solutions, even
unorthodox ones.
 LATERAL THINKING
Lateral thinking involves reviewing a
problem or challenge from multiple
perspectives, often breaking up the
elements and recombining them in
different ways, even randomly. Use of
lateral thinking methods develops skills
in bringing positive and negative aspects
of a problem to the fore and evaluating
the whole picture.
 MODELLING
Teachers can demonstration a task
or strategy to students, and may
"think aloud" while doing it to make
the process clearer. By imitating the
model, students become aware of
the procedures needed to perform
the task or use the strategy.
 THANK
YOU FOR
LISTENING