Conventional strategies and its Limitations in Teaching Science

1. CONVENTIONAL
STRATEGIES AND ITS
LIMITATIONS IN
TEACHING SCIENCE
LOURRAINE MARA M. ALZATE

2. Student: If non-living things can’t reproduce, why do they
continue to grow in size; for example rocks?
Teacher: Have you encountered a mother rock and father
rock before?
Student: No, usually only animals have them.
Teacher: Have you observe a rock increasing in size through
time?
Student: NO
Teacher: Have you observe a cat increase in size through
time?
Student: Yes, if you feed them properly, they’ll grow.
Teacher: How can you increase the size of rocks?
Student: By adding more rock parts.
Teacher: Growth in living things happens through
intussusception by eating while accretion happens to non-
living things by addition of parts. 2

3. 3

4. Student: If non-living things can’t reproduce, why do they
continue to grow in size; for example rocks?
Teacher: Have you encountered a mother rock and father
rock before?
Student: No, usually only animals have them.
Teacher: Have you observe a rock increasing in size through
time?
Student: NO
Teacher: Have you observe a cat increase in size through
time?
Student: Yes, if you feed them properly, they’ll grow.
Teacher: How can you increase the size of rocks?
Student: By adding more rock parts.
Teacher: Growth in living things happens through
intussusception by eating while accretion happens to non-
living things by addition of parts. 4

5. 5

6. 6

7. Activity 1.
Focus listing…
7

8. What is the role
of the teacher in
the classroom?
8

9. 9

10. 10

11. Do you always have a
learner-centered teaching
classroom?
A
S
S
E
S
S
Y
O
U
R
S
E
L
F
How would you know that
you entered the world of
conventional teaching?
11

12. Activity 2.
Show me the picture…
12

13. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
13

14. 14

15. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
15

16. www.larrycuban.wordpress.com 16

17. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
17

18. Who
understood
the lesson?
www.cartoonstock.com 18

19. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
19

20. 20

21. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
21

22. www.pininteresst.com 22

23. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
23

24. www.recruitmentmatters.nl 24

25. A
S
S
E
S
S
Y
O
U
R
S
E
L
F
TEACHER-CENTERED
LEARNER-CENTERED
25

26. Abstraction
26

27. Deepening of ideas
• What are the different Conventional
Strategies used in teaching science?1
• What are the limitations of using
conventional teaching strategies in
science?
2
• How can you transform a teacher-
centered classroom to a learner-
centered classroom?
3
27

28. Key Concepts
• Traditional
Method
• Direct
instruction
• Conventional
Strategies and
its Limitation
28

29. TRADITIONAL METHOD
• Conventional education or back to
basics
• Involves instructors and students in
a face to face manner in the
classroom (Li, Y. 2016)
• transforming to less conventional
methods of teaching results is in fear
and reluctance of teachers
29

30. 30

31. 31

32. DIRECT INSTRUCTION
• Structured, sequenced, and led by
teachers/academic content through
lecture or demonstration.
• Effective in identifying learning goals,
organizing and sequencing lessons
32

33. 33

34. CONVENTIONAL STRATEGIES and its
LIMITATIONS
• Lecture and Class Discussions
• Mastery Learning and Q and A
sessions
• Modelling and Problem Solving
• Summarizing and note taking
• Drill, homework and practice 34

35. Activity 3.
Let’s do this…
35

36. CONVENTIONAL STRATEGIES and its
LIMITATIONS
1. Lecture and Class Discussions
2. Mastery Learning and Q and A
sessions
3. Modelling and Problem Solving
4. Summarizing and note taking
5. Drill, homework and practice 36

37. • Why is this strategy not always
applicable for learning?
• To improve your strategy, how will
you execute this in your science
lesson for it to be learner-centered?
37

38.  Time-honored learning
techniques
 Great way to share
large amount of
information
LIMITATIONS?
 Unengaging for
learners
 Less likely to lead deep
understanding of the
materials.
LECTURE
AND CLASS
DISCUSSION
38

40. 40

41. 41

42. FAD
FADH2
CO2 2
(3-carbon)
Acetyl-CoA
Krebs
cycle
Acetyl
(2 carbons)
Coenzyme A
NADH
NAD3 +
3 NADH
ADP
ATP
CO2
NAD+
FLOWCHART
GRAPHIC
ORGANIZERS

43. • Why is this strategy not always
applicable for learning?
• To improve your strategy, how will
you execute this in your science
lesson for it to be learner-centered?
43

44.  Helps assess student
comprehension
 Individualized
instruction and tutoring
to the whole class
learning
LIMITATIONS?
 Cook-book style
 lack of mastery leads to
more time to study a
certain topic
Mastery
Learning
and
Q and A
sessions
44

46. Who
understood
the lesson?
www.cartoonstock.com 46
TEXT, BLOGS, VIDEO SLIDES
PLACARDS

47. 47

48. • Why is this strategy not always
applicable for learning?
• To improve your strategy, how will
you execute this in your science
lesson for it to be learner-centered?
48

49.  Students learn through
observing and
emulating
 Learners visualize and
solves puzzles
LIMITATIONS?
 Lacks of monitoring of
learning
 Based their
understanding on the
idea they observed
MODELLING
AND
PROBLEM
SOLVING
49

50. 50
CONSTRUCTION
LLUSTRATIONS
OPTIMIZE
CHALLENGE

51. • Why is this strategy not always
applicable for learning?
• To improve your strategy, how will
you execute this in your science
lesson for it to be learner-centered?
51

52.  Effective summarizing
leads to synthesizing
information
 Supports and increase
student learning
LIMITATIONS?
 Doesn’t assure student
learning
 Depends on the
learner’s type
SUMMARIZING
AND NOTE
TAKING
52

53. 53

54. 54
REFINE NOTES
FRIENDLY QUIZ BEE

55. • Why is this strategy not always
applicable for learning?
• To improve your strategy, how will
you execute this in your science
lesson for it to be learner-centered?
55

56.  Ways of extending
learning time for
mastering a skill
 Independent practice
with mininal parent
involvement
LIMITATIONS?
 Not every student’s
favorite way to learn
 Timely
DRILL,
HOMEWORK
AND
PRACTICE
56

57. 57

58. 58

59. 59
PROGRESS CHARTS REFLECTIONS

60. CONCLUSION
Topic Traditional approach Alternate approaches
Science
Science class is an
opportunity to transmit
concrete knowledge and
specific vocabulary from
the teacher (or textbook)
to the students. Students
focus on memorizing what
they are told.
"Experiments" follow
cookbook-style procedures
to produce the expected
results.
With Inquiry-based Science a
student might be asked to devise an
experiment to demonstrate that the
earth orbits the sun. The emphasis
changes from memorizing
information that was learned
through a scientific method to
actually using the scientific method
of discovery.
60

61. Will you always have a
learner-centered teaching
classroom?
A
S
S
E
S
S
Y
O
U
R
S
E
L
F
What will you do to
conventional teaching
strategies?
61

62. CONCLUDING STATEMENTS
62

63. Can you ensure that you will
always have a learner-
centered classroom?
63

64. 64
MAKE EVERYDAY AN INTERESTING DAY TO LEARN.

65. References
• Community Training and Assistance Center. (2015).
Student Learning Objectives Instructional Strategic
List: An evidence Based Strategy. Washoe County
School District
• Gill, E. (2013). What Is Your Teaching Style? 5 Effective
Teaching Methods For Your Classroom. California
• Yap, W.L. (2016). Transforming Conventional
Teaching Classroom to Learner-Centred Teaching
Classroom Using Multimedia-Mediated Learning
Module. International Journal of Information and
Education Technology California. Malaysia. 6(2): 1-8
65

66. References
• Conventional education retrieved May 23, 2016 -
www.wikipedia.com
• Messier, W. (2005). Traditional Teaching Strategies
versus Cooperative Teaching Strategies:Which Can
Improve Achievement Scores in Chinese Middle
Schools? US-China Education Review. 2(1): 1-10
• Classroom Bitstrips retrieved May 23, 2016 -
www.pininterest.com
THANK YOU AND GOD BLESS! 
66

67. INTERACTIVE
TECHNIQUES
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