Strategies of Teaching in occupationalth

Strategies of Teaching
Seminar Presentation By : Sanjog Bhat Prabhu
2nd
Year MOT in Neuroscience, (GMC)
Supervisor : Dr. Parag Adsule
Assistant Professor in Occupational Therapy (GMC)

Introduction to Teaching Strategies
• type of strategy used by the teachers in carrying out their teaching
or instructional job.
• The word “strategy” defined as plans and specific ways devised and
employed for the realization of a goal.
• Teaching strategy stands for a generalized plan, way, and means for
carrying out the task of teaching, i.e. more specifically for teaching a
particular lesson.
• Teaching strategy is devised and employed for helping the learners in
the realization of the set of teaching-learning objectives.

Teaching Strategy- Key Facts
• Teaching strategy requires a number of well-planned tactics which
are essential components of a teaching strategy.
• A teaching strategy is always devised and employed in the light of
the needs, interests, and abilities of the learner, the facilities, and
the learning environment.
• Teaching strategy remains open for further modification and
improvement in the light of the feedback received from the learner.

Objectives and Characteristics of Teaching
Strategies
Objectives of teaching strategies:
• To ensure that certain learning will be acquired in as brief a period as
possible.
• To induce students to engage in exchange of ideas.
• To minimize the number of wrong responses on the student’s
attempt to learn as concept, principle, etc.

Characteristics of teaching strategies:
• Developing the desire to do work with the highest measure of efficiency of which
one is capable.
• Developing the capacity for ‘thinking’.
• To expand the range of student’s interests.
• Providing opportunities to students to apply practically the knowledge that has
been acquired by them.
• To transform present ‘bookish school’ into ‘work school’ or activity school or
college.
• interest and training in efficient techniques of learning.
• To be such as they balance the claims of individual work with co-operation and
group work.

Difference Between Methods and Strategies
• Methods and teaching strategies are used interchangeably although
they differ in some respects.
• The term ‘method’ covers both strategy and tactics of teaching and
includes the choice of what is to be taught.
• Methods is a wide term and it includes strategy.
• Teaching strategy is considered as a part of a larger development
scheme of the curriculum.
• Strategies and methods of teaching have the same objective, i.e.
bringing about desirable change in the behavior of the learner.

Teaching-learning Structure
(Methods vs Strategies)

Difference between Teaching Strategies and
Teaching Tactics

Classification of Teaching Strategies
• Teachers may use different types of teaching strategies in different
teaching-learning situations for the effective realization of their
teaching objectives.
• These strategies may be broadly classified as Autocratic and
Democratic teaching strategies.
• Autocratic teaching strategies are content-centered and dominated
by the teacher.
• Democratic teaching strategy is student-centered and democratically
organized.

Lecture Strategy
• Important teaching strategy, provides a guide, large scope to the teacher,
and the cheapest way of disseminating information to a large number of
audience at a time.
• Plays a long role in the development of objectives, learning, and deployment
of cognitive abilities.
• Teacher presents the subject matter orally, highlighting important facts,
providing interpretations, and guiding students to analyze and control their
classroom activities.
• Used extensively at the secondary and higher level of education.
• Is a teacher-centered method and very useful for teaching theoretical
knowledge.

Limitations and Problems of Group Discussion
Strategy
• Group discussion stands for a teaching strategy where the discussion
is held either with a group of students among themselves, between a
group of students and a teacher, or among groups of students.

Limitations:
• Group discussion strategy may fail to achieve the desired instructional
outcome if:
The purpose is not clear.
The group members are not genuinely interested.
There is poor distribution of subject matter.
There is copying of ideas or lack of originality.
Group members may not pay equal attention to others.
One who dominates may overpower others, and some may hesitate
or avoid participating.

Group Discussion Strategy — Guidelines for
Effective Use
1. The teacher or leader should make all instructions clear and definite.
2. Teachers should state the purpose, limitations, and expected outcome.
3. The group members should be briefed about the nature and procedure
of group discussion.
4. Provide clear instructions about participation and time limits.
5. Students should always be encouraged to express their views freely.
6. Teachers should intervene when required.
7. Allow for democratic discussion protocols and proper information
handling.

Conducting an Effective Group Discussion
1. Present the problem/topic and explain its purpose.
2. Provide background information as needed.
3. Present the topic in a neutral and objective manner.
4. Introduce the topic with clear questions to get the students involved.
5. Teachers should guide, not dominate, the discussion.
6. Allow students time to think and respond.
7. Encourage all group members to participate.
8. Summarize the group’s discussions and conclusions at the end.

Disadvantages and Limitations of Group
Discussion
• Some members may avoid contributing or may dominate.
• Discussions may suffer from lack of information, poor participation,
or off-topic talk.
• Absence of proper evaluation of ideas.
• Group decisions may not always be rational or consistent.

 Recommendations:
• Teachers should remain neutral and enthusiastic.
• Encourage contributions from every member.
• Correct mistakes constructively.
• Avoid unnecessary criticism.
• Appreciate good points and new ideas.

Advantages of Group Discussion Strategy
1. Promotes active participation among students.
2. Develops critical and logical thinking and the ability to defend ideas.
3. Provides opportunities to express and clarify one’s ideas and values.
4. Helps develop respect for others’ opinions, tolerance, and patience.
5. Encourages the habit of cooperative work and teamwork.
6. Provides practice in reflective thinking and communication skills.
7. Stimulates interest and enthusiasm for learning.

Problem-Solving Strategy
• Problem-solving strategy provides students the real situation of the
problem, not only in the class but also in life.
• It offers ample and desirable opportunities for the proper
development of reasoning and analytical abilities among students.
• It involves a process that starts with the identification of a problem
and leads to the solution, followed by conclusion and generalization.

Steps and Suggestions for Effective Use of
Problem-Solving Strategy
1. Recognition and delineation of the problem by students or teacher.
2. Collection of data/information for proper understanding of the problem.
3. Formation of hypotheses or possible solutions to the problem.
4. Forming a plan for the probable solution.
5. Testing the hypotheses and probable solutions with available data and
experience.
6. Drawing conclusions and generalization from the solution of the
problem.
7. Application of the solution to new but similar situations and experiences.

Advantages of Problem-Solving Strategy
• Provides desirable opportunities for the proper development of
reasoning and analytical abilities.
• Enables students to face real problems in an actual life situation.
• Prepares students for practical living and the future.
• Helps students to develop the power of critical thinking and drawing
conclusions independently.
• Increases the ability for independent work.

Limitations of Problem-Solving Strategy
• Problem-solving strategy is quite absorbing, interesting, and
purposeful, yet it often demands a lot of time and effort.
• Teachers must be trained and skilled for the effective
implementation of the strategy.
• Lack of laboratory facilities in schools or colleges may prevent actual
realization of objectives.
• Not all types of problems may be tried as real or simulated tasks in
the school or college environment.
• Students sometimes lack required background or skills.

Narration Strategy
• Narration as a teaching strategy stands for presenting a well-ordered
and sequential verbal account of an object or event.
• It can involve story, past experiences, or everyday events.
• Useful for teaching history, geography, and sciences.
• Helps students understand concepts, encourages imagination, and
aids problem solving.

Suggestions for Effective Use of Narration
Strategy
1. Narration should be clear, concise, and logically sequenced.
2. Simple and clear dramatization should be used where possible.
3. Related objects or pictures, models, and like aids should be used
to attract and hold students' interest.
4. Teachers should possess a thorough knowledge of the subject.
5. The pace of narration should be properly matched to the needs
and interest of the students.

Limitations and Defects of Narration Strategy
1. Narration is an art and requires skilled, imaginative teachers.
2. Narration, if not used properly, may turn stereotyped and
mechanical.
3. Not always possible to narrate all points of the subject.
4. Teacher's monotone or lack of interest in narration may make the
process dull.
5. May not provide successful guidance for all types of students and
objectives.

Illustration Strategy
• Illustration as a teaching strategy involves clarifying, explaining, or
illuminating concepts with the help of concrete examples and aids.
• It is used to make lessons more meaningful, clarify difficult concepts,
and stimulate student interest.
• Both verbal and non-verbal illustrations (models, pictures, diagrams,
etc.) can be used.

Purposes and Importance of Using Illustration
1. Helps to clarify theoretical and abstract concepts.
2. Encourages students to comprehend and retain lessons.
3. Stimulates greater interest and enthusiasm in students.
4. Provides concrete experiences for understanding.
5. Promotes meaningful and purposeful learning.
6. Aids in the development and mastery of skills and knowledge.

Suggestions for the Effective Use of
Illustration Strategy
1. Teachers should carefully plan for the use of illustrations suited to the subject
and students’ age, ability, and experiences.
2. The required aids should be prepared and used at the right time in the lesson.
3. Simple, concrete, and locally available illustrations should be preferred over
abstract, expensive, or rare aids.
4. Both verbal and non-verbal illustrations must be used in a balanced way.
5. Proper explanations and good questioning should accompany illustrations to
enhance understanding.
6. The teacher should always use illustrations in a planned manner to avoid
monotony.
7. Only use illustrations when they genuinely help learning and are relevant to
the topic.

Limitations and Precautions with Illustration
Strategy
• Illustration strategy can become monotonous if not used judiciously.
• If overused, illustrations may lose their effectiveness.
• Faulty illustrations or aids may mislead students or hinder
understanding.

Questioning-Answering
Strategy
• The questioning-answering strategy is integral to the teaching-
learning process.
• It involves both teacher and students asking and answering questions
during lessons.
• This strategy helps to keep students attentive and reinforces learning.

Objectives and Effective Use of Questioning-
Answering Strategy
1. Develops interest and attention in students.
2. Stimulates students’ thinking and analytical skills.
3. Helps in evaluating the required knowledge and skills among
students.
4. Encourages initiative and inventiveness.
5. Reinforces learning and checks students’ understanding.

Guidelines for the Effective Use of
Questioning-Answering Strategy
1. Teachers must prepare relevant and graded questions in advance.
2. Questions should be clear, concise, and related to the lesson’s
objectives.
3. Variety in questions should be maintained to avoid monotony.
4. Questions should encourage thinking and not rote memorization.
5. Give students enough time to think and answer.
6. Encourage participation by asking questions to different students.
7. Provide immediate feedback, correct answers, and appreciate
good responses.

Types and Techniques of Asking Questions
• Questions may be asked to an individual, a small group, or the whole
class.
• All students should be given equal opportunity to respond.

• Techniques:
Ask definite, clear, and concise questions.
Give time for students to think before expecting an answer.
Encourage self-confidence by appreciating correct/effortful
answers.
Prevent domination by particular students.
Avoid yes/no or leading questions unless intended for a specific
purpose.
Use probing questions to investigate details and provide deeper
understanding.

Ensuring Maximum Participation in
Questioning
1. All students should be encouraged to think and respond.
2. Questions should be distributed thoughtfully to avoid over-
participation of a few students.
3. Teachers should provide opportunities for students to ask
questions and seek clarifications.
4. Correct answers should be appreciated and reinforced
immediately.
5. If a student cannot answer, the question should be rephrased or
redirected, but encouragement should be provided.

Principles and Advantages of Questioning-
Answering Strategy
1. Develops the capacity for thinking and articulation.
2. Provides opportunities for revision and reinforcement.
3. Stimulates and sustains attention and interest.
4. Enables the teacher to diagnose learning problems or
misconceptions.
5. Discourages passiveness and initiates active participation.
6. Helps in evaluating students’ understanding and progress.

Limitations and Suggestions for Improvement
Limitations:
• Sometimes the questioning strategy may suffer from lack of
preparation, poor planning, or unclear objectives.
• Poorly phrased or irrelevant questions reduce effectiveness.
• Some students may hesitate to participate.
• Overuse may lead to lack of interest.

Maximizing the Use of Questioning and
Illustration Strategies
1. Make careful and planned use of questioning and illustration to
ensure clarity of concepts.
2. Use a proper balance of verbal as well as non-verbal illustrations.
3. Teachers must be clear, concise, and logical in both questioning and
use of illustrations.
4. Use all available aids (visual, concrete, verbal) based on the topic
and students’ abilities.

How to Encourage and Manage Student
Responses in Questioning
• Opportunities for responding to questions should be given properly to
all students in the class.
• The teacher should address the question to the whole class before
asking a pupil to answer it.
• Give some time to students to think and then select a student to
respond.
• If the answer is not correct/incomplete, guide as needed and
encourage further attempts.
• Encourage all students to answer by providing a supportive
environment.

Techniques for Handling Answers and
Reinforcement
• The teacher should not immediately provide the answer if the student
fails; rephrase or redirect the question.
• Correct answers should be appreciated; incorrect or incomplete
answers should be constructively corrected.
• Encourage participative answers rather than one-word or yes/no
answers.
• Use probing and supplementary questions to deepen understanding.

Best Practices for Questioning and Answering
• Avoid calling only on students who always raise hands.
• Vary the pattern so all students are involved and active.
• Listen carefully to responses and give immediate, appropriate
feedback.
• Use reinforcement and praise for student attempts and good answers.

Avoiding Problems and Defects in the
Questioning Strategy
• Questions should not be ambiguous, vague, or unnecessarily difficult.
• Avoid using the same students repeatedly for answers.
• Do not embarrass or ridicule students for incorrect answers.
• Avoid questions that are too easy, leading, or have no educational
value.
• allow “wait time” for student responses.

Demonstration Strategy
• Demonstration as a teaching strategy refers to the visual
presentation of the action and activities or practical work related to
the facts and principles of a delivered lesson by the teacher in the
classroom, aiming to facilitate the task of teaching and learning.
• All students of the class simultaneously gain practical richer
experiences with the common demonstration exhibited to them by
the class-teacher.
• As a result, such demonstrations help them in understanding the
facts and principles in their proper form, practically as well as
theoretically.

Uses and Importance
• Demonstration as a teaching strategy proves quite helpful in the teaching-
learning of almost all subjects of school-curriculum including work
experiences, fine arts, music, dance, games and other co-curricular
activities.
• The use of demonstration strategy helps the teacher much in his teacher
task.
• He can make his student understand and grasp the contents of his lesson
with great care by saving a lot of his time and efforts for achieving the
desired objectives.
• Demonstration puts the necessary zeal and enthusiasm among the
students for teaching the facts and the principles in a proper way.

• Knowledge and experiences so gained help them to remember these
facts and principles for a long time and to act upon them in a
practical way.
• The demonstration also helps in cultivating genuine interest and
attention of students.
• It makes students, active participants in the teaching-learning
process and provides them teaching-learning opportunities.

Limitations and Defects
• All the topics related to various subjects cannot be demonstrated; therefore,
this strategy cannot be part of the whole curriculum.
• The success of demonstration for its use requires competent teachers well
acquainted with the content and procedure related to practical
demonstration.
• The success of demonstration lies in its proper observation and participation
by students.
• Demonstration strategy only demonstrates the action but not actual
opportunities for learning by doing or self-experimentation for the students.
• Demonstration if not tackled properly may lead to wastage of time and
energy of the students and the teacher.

Role-Playing Strategy
• Role-playing is a teaching strategy in which a situation is dramatized
by a group of students by playing specific roles, as desired by the
situation, under the direction of a teacher for deriving useful
educational experiences.
• Represents a spontaneous, unrehearsed life-like presentation of
some situation for gaining insight into a specific problem or deriving
useful educative experiences.

Conditions for Effective Role-Playing
• Students must understand clearly the situation and the roles.
• Roles must be portrayed or played with quality.
• The role or situation must have a real-life utility.
• All members of the group should be closely attached.

Phases or Steps Involved
1. Warming up stage: Concerning creating the problematic situation.
2. Selection of the role-players: Deciding who acts as players or observers.
3. Setting of the stage: Making necessary arrangements.
4. Preparing of the observers.
5. Enacting the story/roles/situation.
6. Discussion and evaluation.
7. Enacting again: Re-enactment if needed.
8. Re-discussion and evaluation.
9. Deriving generalization: Learning lessons applicable to real-life situations.

Advantages
• Provides opportunity to learn about a subject from the inside; students
feel the intensity of the situation.
• Increases students’ interest, motivation, and effects for learning about
a subject or phenomenon.
• Students derive real life-like experiences.
• Provides training in verbal and motor communication.
• Opportunity to imbibe useful values for social participation.
• Opportunity to develop problem-solving abilities.
• Useful for illustrating and explaining phenomena in classroom teaching.

Demerits and Limitations
1. Participants may not understand the problems or situation.
2. Effectiveness is limited if participants do not believe in the
enactment.
3. Students who may enact roles effectively may not always be
available.
4. Expects too much from the teacher, requiring creativity and ability
to plan such activities.

Gaming Strategy
• Gaming is a specially designed teaching strategy in which planned
and organized play way activities and games are utilized for deriving
useful educational purposes.
• Provides experiences in a relaxed, spontaneous, and evaluative
situation, in both simulated and non-simulated situations.
• In a simulated situation, students try to simulate real-life situations
through play way activities.
• In nonverbal transactions, may involve activities like quiz
competitions, puzzle competitions, group problem-solving, and
competitions involving ideas or phenomena.

• Computers and teaching machines provide both simulated and non-
simulated gaming opportunities.
• Group gaming encourages cooperation and reduces frustration
associated with competition.
• Helps students learn rules, problem-solving, and teamwork in an
enjoyable way.

Brain Storming Strategy
• Brain storming implies storming of the brain, i.e., to evolve or
generate a number of ideas and thought-lines as quickly as possible
without paying consideration about their validity and
appropriateness.
• Used with a group to explore a number of ideas, issues, or solutions
within a relaxed and spontaneous evaluation setting.

Purposes of Brain Storming:
• To focus student attention on a particular topic.
• To generate acceptance and respect for individual differences among
learners.
• To encourage learners to take risks, sharing their ideas and opinions.
• To help students realize that their knowledge and language abilities are
valued and accepted.
• To provide a safe atmosphere for students to offer ideas without fear of
judgment or criticism.
• To stimulate the investigation of new ideas and expand thought by
building on others’ contributions.

Practical Classroom Brainstorming:
• Ask for obtaining ideas from group peers; record all without
evaluating initially.
• Emphasize quantity over quality at the idea phase.
• After all ideas, vote or conduct a poll on the best.
• Use a flip chart or board for visual grouping.
• Encourage students to improve or synthesize ideas.

Uses, Applications, and Advantages of Brain Storming
Purposes and Uses:
• Helps establish an open atmosphere for generating ideas freely.
• Helps students respect differing perspectives.
• Facilitates cooperative learning and teamwork.
• Enables clarification and understanding of concepts, principles, or
problems.
• Stimulates creative and divergent thinking.
• Develops students’ social skills and ability to focus on a topic.

Advantages:
• It is an efficient method for teaching where one teacher can focus a
group’s attention within a short time.
• Maintains group interest easily, manages varied abilities.
• Provides a platform for active group work and cooperation.
• Saves time for both the teacher and students.

Demerits of Brain Storming Strategy
• All students or every single group may not be interested.
• If not guided well, discussions may go off-topic or become repetitive.
• Group work may lead to distraction, lack of focus, or dominance by a
few members.
• Some students may hesitate or feel inhibited.
• The teacher may find it difficult to manage and summarize all points
for a solution.

Bulan, P. M. P., & San Antonio, N. R. (2024). Strategies, Facilitators, and Barriers in
Managing Academic Occupational Disruptions: Implications for Occupational Therapy
Education. Acta medica Philippina, 58(10), 23–34. https://doi.org/10.47895/amp.vi0.7813
• This study aimed to determine the strategies, facilitators, and barriers
in managing academic occupational disruptions encountered by
Filipino OT educators.
• Respondents were ninety (90) Filipino OT educators coming from the
different HEIs in the Philippines offering BSOT who completed an
online cross-sectional survey. A 4-point Likert-scale was used to
determine the strategies, facilitators, and barriers in managing
academic occupational disruptions. Descriptive statistics was used for
data analysis.

Conclusion
• Despite the utilization of strategies and presence of facilitators in
managing academic occupational disruptions, Filipino OT educators still
encountered barriers.
• Psychosocial support and needs were also highlighted across strategies,
facilitators, and barriers in managing academic occupational disruptions.
• This prompts for further sustainable development of OT competence to
inform occupational therapy educators on how to minimize academic
occupational disruptions, to mitigate its impact, and to support students’
academic occupations.

Sen SK, Collins ME, Ingram CD. Innovative strategies for occupational
therapy education delivery during corona virus disease 2019 and
beyond: A Perspective. Indian J Occup Ther 2021;53:161-4.
• This perspective provides an insight into what three instructors in a Master of
Science in Occupational Therapy program in the United States did to overcome
these challenges and provide quality education to the students.
• In addition, strategies are provided on how to conduct lectures, laboratories, and
clinical competencies and practicums across eight courses.
• Technologies utilized in the delivery of these courses are provided with an
emphasis on what worked best for different classes. Feedback from the students
validated that the educational format used was beneficial to them in furthering
their knowledge.
• The insights gained from this experience have helped the instructors to improve
their knowledge of technology, increase their flexibility, and design their courses in
innovative ways

Hwang, Na-Kyoung & Shim, Sun-Hwa & Cheon, Hye-Won. (2023). Digital
learning designs in occupational therapy education: a scoping review.
BMC Medical Education. 23. 10.1186/s12909-022-03955-x.
• Methods: We conducted a scoping study that aimed to identify the
digital learning designs used in occupational therapy (OT) education
and review the efectiveness, learner perceptions, clinical skills
integrated, and technologybased learning strategies used to facilitate
learning.
• Four databases were searched using subheadings and terms relating
to digital learning, occupational therapy, and education.
• The included studies were mapped according to the types of digital
learning design, subjects, key clinical skills, and outcomes.

• Results: Twenty-two studies were included in this review, most of which were
qualitative, observational, or mixed studies of the two designs.
• The digital learning designs identified in OT education were flipped, blended,
hybrid, and distance learning, including e-learning and massive open online
courses (MOOC).
• Among the components of clinical skills, professional reasoning and procedural
knowledge were the most integrated into digital learning, and covered various
OT subjects.
• Digital learning designs were reported to be equivalent to or more effective
than the traditional face-to-face (F2F) class in learning outcomes of knowledge
and skill acquisition, enhancing learning participation, refection, and
collaboration between learners.
• Various technologies have been used to promote synchronous or asynchronous
active learning, providing learning strategies such as thinking, refection,
discussion, peer learning group activity, and gamifying online learning

• Conclusions: In OT digital learning, appropriate learning subjects, the
arrangement of clinical skill components that can be well integrated
into digital learning, and the selection of appropriate technologies for
efective learning are important. The results should be confrmed
within an experimental study design

Faria, Isabela & Constantinidis, Teresinha. (2025). The mental health
teaching-learning process in occupational therapy: a literature review.
Cadernos Brasileiros de Terapia Ocupacional. 33. 10.1590/2526-
8910.ctoar391337832.
• Objective The objective of the research was to analyze scientific
productions and identify theoretical-methodological references on
the teaching of mental health in the training of occupational
therapists. Method An integrative review of the literature was carried
out using the descriptors “occupational therapy”, “teaching” and
“mental health” in the Web of Science and Scopus databases of
articles published between 2020 and 2024.

Results
• Five scientific articles were part of the final sample of review, being a
reflection article and the other experimental articles.
• The reflection article (n=1) discussed professional practice based on
the concepts of meaningful occupation focused on autonomy and
social inclusion of users.
• The experimental articles (n=4) described interventions carried out
with students to bring them closer to professional practice, through
the effective inclusion of users in the course and curriculum, and
encouraging the use of virtual reality devices.

• Conclusion Trends were highlighted for carrying out additional
research, such as compliance with global teaching standards and the
evaluation of user integration and the use of simulation technologies
for teaching in the Brazilian reality.

References:
1. BT Basavanthappa , Nursing education ,2nd
edition
2. Bulan, P. M. P., & San Antonio, N. R. (2024). Strategies, Facilitators, and Barriers in
Managing Academic Occupational Disruptions: Implications for Occupational Therapy
Education. Acta medica Philippina, 58(10), 23–34. https://doi.org/10.47895/amp.vi0.7813
3. Sen SK, Collins ME, Ingram CD. Innovative strategies for occupational therapy education
delivery during corona virus disease 2019 and beyond: A Perspective. Indian J Occup Ther
2021;53:161-4.
4. Hwang, Na-Kyoung & Shim, Sun-Hwa & Cheon, Hye-Won. (2023). Digital learning designs
in occupational therapy education: a scoping review. BMC Medical Education. 23.
10.1186/s12909-022-03955-x.
5. Faria, Isabela & Constantinidis, Teresinha. (2025). The mental health teaching-learning
process in occupational therapy: a literature review. Cadernos Brasileiros de Terapia
Ocupacional. 33. 10.1590/2526-8910.ctoar391337832.

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