Strategy #1
Similarities and difference identification is a strategy used that enables learners to compare and contrast the different elements. This strategy helps in classification, enabling the learners to distinguish between various ideas.
Strategy #2
Note taking and summarising is a teaching strategy that enables the students to keep information for a long time while being able to use it for analysis and presentation purposes. This method of teaching encourages participation through questions and other forms of clarification.
Strategy #3
Provision of recognition and effort reinforcement is a strategy that enables students to understand the link between effort and the recognition they expect. Recognition provides the students with the motivation to continue adding efforts, ensuring that they are able to achieve their goals.
Strategy #4
Homework and practice is a teaching strategy that enables students to practice skills acquired from the previous lectures. This strategy enables the student and teacher to form a communication policy that underlines the time framework and the methods for carrying out the prescribed assignment.
Strategy #5
Nonlinguistic representation as a teaching strategy includes using the following methods to pass a message to the learners: mental images, physical models, pictorial representations, graphical organisers and flow charts.
Strategy #6
Objective setting and feedback provision is a strategy used when learners are expected to develop, personalise and communicate individual objectives. This method also stresses on the student performing a self-assessment to measure success achieved from the lecture.
Strategy #7
Generation and test hypotheses is a strategy that enables teachers to analyse systems while also solving identified problems. This strategy involves the following methods: problem solving, system analysis, decision-making, historical investigation, experimental inquiry and invention. This strategy helps in explaining the importance of coursework by describing the importance of each element. The analysis of this system helps the students in goal development and tackling of any barriers that they may face achievement of the stated goals. This strategy also involves testing the accuracy of the hypotheses and testing other elements to determine whether different solutions will be arrived at.
Strategy #8
Use of cues, organiser and questions is a teaching strategy that is used to ensure focus is maintained on the relevant important data while ensuring students are able to maintain deadlines by having advanced organisers. This strategy helps students compare different scenarios. It is really helpful in topic identification, addressing of available questions, generation of mental pictures by the student, prediction of the next occurrences and answering the asked questions. A summary is then developed for the information learned and the use of this information stated.
Strategy #9
Concept attainment process is a strategy that enables the teacher to develop examples for use in demonstration of available new concepts. Through use of examples and non –examples, the students are able to relate to the intended concept.
Strategy #10
Mental rehearsal is a strategy that focuses on variations and internalisation enabling students to obtain ideas on ways of altering skills and procedures with response to different elements.
With the availability of so many different strategies, teachers can determine what best suites their intended learning concept and apply it to their classroom setting.
