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Spring 1992 · Vol. 21 No. 1 · pp. 104–5 

Book Review

Strategies and Techniques for Teaching

Sharon K. Zenger and Weldon F. Zenger. Saratoga, CA: R and E, 1990. 177 pages.

Reviewed by Ronald G. Vogt

Drs. Zenger and Zenger describe this work as a quick cookbook approach of many strategies for teaching. It was written to serve primarily as a reference manual for those {105} feeling a need to vary their teaching methods. However, Strategies would also be helpful to new teachers as an introduction to the variety of structures and approaches to instruction.

The book begins by offering “lesson design and micro-teaching guidelines.” The authors offer this section as a tool to access, understand, and use a previously unused strategy. Then follow 61 strategies that can be used for teaching. Among those described are lecture, demonstration, interview, panel discussion, case study, role playing, problem solving, team teaching, cooperative learning, simulation game, chalkboard, questioning, debate, testing [as a method of teaching], recitation, and field trip.

Each strategy is briefly presented in an easily accessible format. For each strategy, the “definition” and “main purpose” are given in a sentence or two. Next come three short sections labeled “How It Works,” “Guidelines for Using,” and “Examples.” In this way each strategy is introduced together with instructions and specific techniques necessary to implement the strategy. Additionally, two more sections are proffered—“Advantages and Disadvantages.” On the average, five advantages and five disadvantages are outlined; these serve the reader well in discerning the appropriateness of use for a particular class, setting, or learning goal. Finally, if more information and ideas are needed for implementing the strategy, a short (yet adequate) section on references concludes the description.

The contribution of the authors in pulling together this material is to supply the teacher with a friendly resource in his or her attempt to develop a repertoire of effective teaching methods. If the authors’ premise holds that “by employing a variety of strategies and techniques, students and teachers are more interested and motivated,” then use of this material by conscientious teachers who think through the purpose of the lesson, the needs of the students, and the instructional setting will have significant rewards.

Ronald G. Vogt, Ph.D.
Psychologist Assistant, L.I.EE. Management Systems
Monrovia, California

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