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SELECTION AND USE OF TEACHING STRATEGIES

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ingrid del olmo

on 25 July 2014

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Transcript of SELECTION AND USE OF TEACHING STRATEGIES

SELECTION AND USE OF TEACHING STRATEGIES
"DIFFERENT FOLKS, DIFFERENT STROKES"
GUIDING PRINCIPLES
1. LEARNING IS AN ACTIVE PROCESS

We learn for ourselves no one could learn for us
Actively engage the learners in learning activities if we want them to learn what we intend to teach
Give varied activities for our students for hands in minds on learning
75% learning by doing
90% learning by teaching
"What I hear I forget,
what I see I remember,
what I do I understand."
You cannot do something if you do not understand it

2. The more senses that are involved in learning the more and better the learning
Seen and heard lessons are learned more than just seen or heard alone
Humans are intensely visual animals the eyes contain nearly 70% of the body’s receptors and send millions of signals along the optic nerves to the visual processing centers of the brain, we take in more information visually than through any of the other senses
Its hard to understand or learn something if we did not see it
More visual aids than audio aids
Audio-visual is more effective
Most effective: multi-sensory aids--- 3 or more senses involved

3. A non-threatening atmosphere enhances learning
Conducive classroom
Physical climate: Proper lighting, ventilation, tidiness and painting of the room
Psychological climate more potent in influence on teaching-learning than physical climate
Positive classroom atmosphere: 1st step cultivate a culture of respect in our schools
Give every learner, teacher and colleague the benefit of the doubt
Respect is to believe in every person’s worth and capacity.
Believe in students capacity, student will most likely succeed, thus they will learn that they are capable of success and will willingly take on more challenges
Success breeds success
Building comfort into learning is essential if we expect students to respond positively and constructively to their education.
Competitive classroom spirit damages attempt in producing a favorable classroom atmosphere, competition may motivate students but is believed to bring more harm than good
Greater learning should encourage more collaboration and cooperation and less competition
If there is Competition, its students competing against themselves
Give allowance for mistakes
The learning process requires the challenge of new and different experiences, the trying of the unknown, and therefore, necessarily must involve the making of mistakes. In order for people to learn, they need the opportunity to explore new situations and ideas without being penalized or punished for mistakes which are integral to the activity of learning.

4. Emotions has the power to increase retention and learning
Tend to remember and learn more those that strike our hearts
More emotionally involved students are in the lessons the greater the impact
Add emotional touch to learning
Without emotional dimension subject would be cold and lifeless
Our own experience validates that we remember for a longer time events that elicit emotion within us
5. Learning is meaningful when it is connected to students’ everyday life
Abstract concepts are made understandable if teachers give sufficient examples relating it to students' experiences
Banking system of education:
Teach today ask them to copy and memorize
Following day test
Deposit information into their heads which are likened to empty receptacles then withdraw the same in test. At end of term teachers withdraw everything in the final examinations and so when students go back for next term their minds are empty again
Teaching by answering pedagogy
Teach lesson, next day start by review of the lesson yesterday, teachers expect students to give answers correctly from memory and pupil who answers is good, pupil who was not able to answer is no good but reflective thought says so what? What if the pupil knows correct answer?
Need for teachers to add meaning to what pupils learn
Pupils see meaning in what they learn when teachers show connectedness of lessons to pupils’ everyday life
6. Good teaching goes beyond recall of information
Teaching should reach levels of application, analysis, synthesis, evaluation to hone student’s thinking skills
Develop creative and critical thinking

7. An integrated teaching approach is far more effective than teaching isolated bits of information
Instructional approach is integrated with multiple intelligences and varied learning styles, research-based and brain-based instructional strategies
If teachers impose their own learning style it may jeopardize learning
Before there’s only linguistic and mathematical or logical MI’s, now there’s 7
Integrated approach incorporates successful, research-based and brain-based instructional strategies
1. Without rehearsal or constant attention, information remains in working memory for only about 15-20 seconds , need for memory aids
2. Learning is a process of building neural networks, that are formed through concrete experience, representational or symbolic learning and abstract learning
3. Brain have difficulty comprehending very large numbers because we have no experiences to hook them to
4. Eyes contain nearly 70% of body’s sensory receptors. The capacity of the long-term memory for picture seems almost unlimited.
5. Information embedded in music is easier to recall than that of prose
Brain-based strategies
1. Involving students in real-life or authentic problem solving
.
Students ask nganung gatuon ta ani unsaon mn nto ni in real life kunu?! Unsaon nmo ning cosine ug sine?!
Then students cannot see the relevance and the practical application of what they’re taught in school
2. Using projects to increase meaning and motivation
3. Simulations and role-play as meaning makers
4. Classroom strategies using visual processing
• A picture is worth ten thousand words
5. Songs, jingles and raps
• Content easily learned when given a tune or rhyme
• Adding movement to music provides extra sensory input to brain
6. Mnemonic strategies
7. Writing strategies
• Students write their own problems and make classmates solve this
8. Active review
9. Hands-on-activities
• “What we have to learn, we learn by doing”
• Concrete experience= long-lasting neural connections

Integrated approach is also interdisciplinary and multidisciplinary
• Ex. Teach science, interrelate and connect topic care for environment with kinds of pollutions and global changes

An instructional approach is also integrated when it includes the acquisition of knowledge, skills and values
10. There is no such thing as best teaching method. The best method is the one that works, the one that yields results

Factors to consider the choice of a teaching method

1.
instructional objective
2.
nature of the subject matter
3.
learners
4.
teacher
5.
school policies

Learner’s level of readiness is a factor we cannot ignore



Placement test
• Learning style of every learner is different
• Educational fieldtrips are hands-on strategy
• Beginning teachers don’t feel confident in using inductive method
Full transcript