Glossary of Concepts in Methods and Strategies of Teaching

Convergent Question- appropriate and effective to use in comparing or contrasting things or

objects based on the given data.
Divergent Question- a question with no specific answer, but rather exercises one's ability to
think broadly about a certain topic.
Memory Question- frequently Asked Questions about Memory. In psychology, memory is
defined as when we absorb information from the world, process and store that information,
and then retrieve that information at a later date.
Evaluative Questions- evaluative questions usually require sophisticated levels of cognitive and/or
emotional or affective judgment. In attempting to answer evaluative questions, students may be
combining multiple logical and/or affective thinking processes, or comparative frameworks. Often
an answer is analyzed at multiple levels and from different perspectives before the answerer
arrives at newly synthesized information or conclusions.
Narrow Question- (also known as “closed-ended questions”) have a specific answer. Help
instructors know if students know a specific piece of information. Require recall of information.
Encourage group response and convergent thinking.
Combination questions- combination questions blend any combination of the other four types.
Cooperative Learning- collaborating with others in the group
Wait Time- wait time refers to two specific practices where instructors deliberately pause.
First, wait time 1 constitutes a 3-5 second pause between asking a question and soliciting an
answer. Second, wait time 2 is a 3-5 second pause after a student response.
Probing Questions- the importance of probing questions in teaching… Trying to come up with
ideas for smart, thought-provoking probing questions is never easy. Actually asking them, in
time, specifying a certain time for them, and designing a creative strategy for them is a whole
other dilemma and amazing teaching skills.
Redirection questions- a question that encourages participation if your student is not
responding or allows your student to correct themselves if they said the incorrect answer.
Prompting Questions- Use clues to help students answer questions or correct initial inaccurate
responses.
High-level- questions- A higher-order thinking question is a question designed to build a
learner's understanding of the material. They are open-ended questions that require the use of
critical thinking skills, as opposed to simpler recall/memory skills.
Teaching Manipulatives- manipulatives are physical teaching tools which engage students not
just visually, but also physically. These learning tools include anything from coins to puzzles and
blocks. The use of manipulatives is becoming more popular because students are actively
involved in the learning process.
(Parts of Lesson Plan)
1. Learning Objectives- A learning objective states what a student will learn by the end of
a lesson or module. It should include a measurable verb from the designated domain
cognitive, affective, or psychomotor) and focus on the student.
2. Motivation- Motivation is a psychological state within each student of wanting to learn
what the instructor wants to teach. As such, motivation should not be a mere gimmick at
the lesson's start; it must be an attitude sustained throughout the lesson. When lapses
occur the lesson cannot continue according to plan.
3. Teaching techniques- Specific planning is needed to determine what teaching
techniques will the instructor use for the lesson. Sequencing of lecture and activities is
another important consideration that is best made before instruction begins.
4. Lesson Proper- also known as the main body of a lesson, is the central part of a lesson
plan where the actual teaching and learning activities take place.
5. Evaluation- the process of assessing and measuring students' progress, learning
outcomes, and the effectiveness of teaching methods and materials used during a lesson
or instructional unit.
6. Generalization- the summarization of the entire discussion. Allows the learner to utilize
what they've learned during sessions and put it into practice in their natural
environment. Put simplistically, generalization can be thought of as the transfer of
learning from narrow parameters to much broader ones
7. Application- Provides activities that help learners apply their learning to new situations
or contexts beyond the lesson and connect it to their own lives.
8. Assignment- a piece of (academic) work or task. It provides opportunities for students
to learn, practice and demonstrate they have achieved the learning goals. It provides the
evidence for the teacher that the students have achieved the goals.
(Teaching Approaches)
Action-based Approach- emphasizes the activity of the learner. Its core principles include the
requirement that learning should be based on hands-on experiments and activities.
Practical Approach- includes practically of the teacher in teaching his/her lesson in class
Problem Solving Approach- best suits in developing the learners’ ability to discover new ideas
and concepts through reactions and active participation in challenging class situations.
Discovery Approach- is an inquiry-based learning method that takes a constructivist approach
to education, where students are encouraged to construct their own knowledge through a
self-directed learning process—essentially “instructionless” learning.
Integrative Approach- best suits in developing the learners’ ability to acquire knowledge and
skills in more than one learning area in the same teaching time
Inquiry Approach- Inquiry-based learning is a teaching method that encourages students to ask
questions and investigate real-world problems.
Experimental Approach- a process that includes a procedure carried out to support laid down
assumptions. The procedures entail hands-on activities that engage and motivate students to
learn in the science classroom (Doherty, 2011; Safaruddin et al., 2020).

(Steps of Inquiry Approach)

Inquiry- activating a student’s curiosity is a far more important and complex goal than mere
information delivery.
Exploration- an active learning approach which helps children learn through curiosity and
inquiry.
Investigation- used when students are challenged to discover important mathematical or
scientific ideas, procedures, and principles through some kind of inquiry, which can be guided to
open-ended structure.
Discovery- inquiry-based, teachers can give the students a question about a topic and the
students work to discover the facts and make connections in order to learn the material.

(Two type of questions)

Open-ended questions- designed to encourage a full, meaningful answer using your child's own
knowledge or feelings. Open-ended questions typically begin with words such as “why” or
“how” and phrases such as “tell me about…” Open-ended questions do not allow for one-word
answers.
Closed-ended questions- are defined as question types that ask respondents to choose from a
distinct set of predefined responses, such as “yes/no” or among set multiple choice questions.
Portfolios- is a collection of artifacts, such as student learning data, reflections of thinking, and
professional development experiences, which provide evidence of a person's teaching
accomplishments.
Journals- an ongoing written account of observations, reflections, and other thoughts about
teaching, usually in the form of a notebook, book, or electronic mode, which serves as a source
of discussion, reflection, or evaluation.
Concept Mapping- visual representations of information. They can take the form of charts,
graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts.
Questions and Answers- method focuses on asking students to answer sets of questions in
replacement of lecturing. The designed questions should encourage and challenge students to
correct their misconceptions and understand the concept by themselves.
Role Play- give students the opportunity to assume the role of a person or act out a given
situation. These roles can be performed by individual students, in pairs, or in groups which can
play out a more complex scenario.
Visualization- our ability to make visual representations in our minds while learning vocabulary.
It stimulates the imagination, enhances involvement with the text and improves mental
imagery. As a result of our research, visual English learning methods for learning vocabulary
have been outlined.
Think-Pair-Share- a cooperative learning activity that can work in varied size classrooms and in
any subject.
Experiential Learning- Experiential learning is a philosophy and methodology in which
educators purposefully engage with students in direct experience and focused reflection in
order to increase knowledge, develop skills, and clarify values.
Be.

Modeling Method- the teacher engages students by showing them how to perform a skill while
describing each step with a rationale. This provides students with both a visual and verbal
example of what they will be expected to do.
Thematic Instruction- (also called the Project Approach) involves organizing the curriculum
around a theme or a rich and engaging topic that crosses all learning domains—for example,
math, science, art, social skills, fine and gross motor skills, and receptive and expressive
language development.
Direct Instruction- a teacher-directed teaching method. This means that the teacher stands in
front of a classroom, and presents the information. The teachers give explicit, guided
instructions to the students.
Interactive Instruction- refers to the trend in education where students actively engage in
lessons rather than being passive recipients of knowledge.
Guided Instruction- a time for the teacher to provide a task for students to complete in groups.
Project-based Method- is a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to an authentic, engaging,
and complex question, problem, or challenge.
Inductive Method- emphasizes discovery and leads students from specific observations to
general theories. It's a bottom-up approach that encourages active exploration and critical
thinking.
Deductive Method- a traditional approach in which information about target language and
rules are driven at the beginning of the class and continued with examples.
Demonstration Method- a teaching method used to communicate an idea with the aid of
visuals such as flip charts, posters, power point, etc. A demonstration is the process of teaching
someone how to make or do something in a step-by-step process.
Experimental Method- a process that includes a procedure carried out to support laid down
assumptions.

Edward Thorndike developed the first three laws of learning: readiness, exercise, and
effect. He set also the law of effect which means that any behavior that is followed by pleasant
consequences is likely to be repeated, and any behavior followed by unpleasant consequences
is likely to be avoided.
 Thorn dike’s Laws of Learning:

Law of readiness: speaks about learners’ enthusiasm

Law of exercise: about repetition
Law of effect: about learners’ encouragement
Law of primacy: speaks about the opinions of the learner
Law of recency: As per this law, people often remember the most recent things they have learnt
Law of intensity: law states that you have to develop innovative online courses in order to dive
into the learners’ concentration

Level of Cognitive Domain

1. Knowledge Level: At this level the teacher is attempting to determine whether the students can
recognize and recall information.
2. Comprehension Level: At this level the teacher wants the students to be able to arrange or, in
some way, organize information.
3. Application Level: At this level the teacher begins to use abstractions to describe particular
ideas or situations.
4. Analysis Level: At this level the teacher begins to examine elements and the relationships
between elements or the operating organizational principles undergirding an idea.
5. Synthesis Level: At this level the teacher is beginning to help students put conceptual elements
or parts together in some new plan of operation or development of abstract relationships.
6. Evaluation Level: At this level the teacher helps students understand the complexity of ideas so
that they can recognize how concepts and facts are either logically consistent or illogically
developed.

Level of Affective Domain

1. Receiving: Awareness of the need and willingness to hear selected attention, e.g.,
listening respectfully to others, listening for and remembering names of newly
introduced people.
2. Responding: Actively participate in learning, including responding to various appearances.
Learning outcomes may emphasize compliance in response, willingness to respond, or
satisfaction (motivation) in response.
3. Valuing: It is defined as the ability to judge the worth or value of something, including specific
objects, phenomena, behaviors or information, and to express it clearly from simple acceptance
to a more complex state of commitment.
4. Organization: It is defined as comparing and classifying values, resolving conflicts between
them, and creating a unique value system with a primary focus on comparison, relevance, and
integrated values.
5. Characterization: It is defined as the establishment of a value system that controls
learner behavior, which is universal, consistent, predictable, and the most important
feature of learners. Teaching objectives involve individual, social, and emotional patterns
that learners adjust.