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Selection and Use of Teaching Strategies
Transcript of Selection and Use of Teaching Strategies
Guiding Principles in the Selection and Use of Teaching Strategies
1. LEARNING IS AN ACTIVE PROCESS
2. THE MORE SENSES THAT ARE INVOLVED IN LEARNING, THE MORE AND THE BETTER THE LEARNING
Learning is an active process. This means
that we have to actively engage the learners
in learning activities if we want them to
learn what we intend to teach.
For more and better learning appeal
to all he senses of the learner,
The Contribution of Senses to Learning
One research finding confirms this:
Humans are intensely visual animals.
The eyes contains nearly 7% 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
3. EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING
Involve emotion in learning.
Cognitive processing is emotionally
"our own experience validates that we remember for a longer time events that elicit emotion within us" (Wolfe,2001)
4. LEARNING IS MEANINGFUL WHEN IT IS CONCERNED TO STUDENT'S EVERYDAY LIFE.
The meaningfulness and relevance of what we teach
is considerably reduced by our practice of teaching
simply for testing.
5. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION
Good thinking concerns
skills to develop creative
and critical thinking.
As teachers, our teaching should reach the levels of :
6. AN INTEGRATED TEACHING APPROACH IS FAR MORE EFFECTIVE THAN TEACHING ISOLATED BITS OF INFORMATION
An instructional approach is integrated when it considers the
VERBAL LEARNING STYLES
An integrated approach incorporates multiple intelligences learning styles, research-based and brain-based instructional strategies.
some research findings about the brain:
1. Without rehearsal or constant attention, information remains in working memory for only about 15-20 seconds. This implies the need for memory aids.
2. Learning is a process of building neutral
networks. This network is formed through
concrete experience,representational or
symbolic learning, and abstract learning.
Involving students in real-life or authentic problem solving
2. Using projects to increase meaning and motivation
3. Simulations and role plays as meaning makers
4. CLASSROOMS STRATEGIES USING VISUAL PROCESSING
HIERARCHICAL TOPICAL ORGANIZER
EPISODE PATTERN ORGANIZER
CONCEPT PATTERN ORGANIZER
TIME SEQUENCE PATTERN IN-ARBITRATION
PROCESS/CAUSE-EFFECT PATTERN FOR NEGOTIATION
5. SONGS, JINGLES AND RAPS
Content can be more
easily learned when
they give it a tune
or make it into
6. MNEMONICS STRATEGIES
These assist students in recalling
7. WRITING STRATEGIES
Makes students write their
own word problems and make
them ask their classmates to
8. ACTIVE REVIEW
Instead of the teacher conducting the review, students are given their turn. Review days are planned and organized to give enough time for students to prepare for the holding of a review.
9. HANDS-ON ACTIVITIES
"What we have to learn to do, we learn by doing."
a. AN INTEGRATED APPROACH IS
ALSO INTERDISCIPLINARY AND
b. AN INSTRUCTIONAL APPROACH IS
ALSO INTEGRATED WHEN IT INCLUDES THE ACQUISITION OF KNOWLEDGE, SKILLS AS WELL AS VALUES.
10. THERE IS NO SUCH THING AS BEST TEACHING METHOD. THE BEST METHOD IS THE ONE THAT WORKS, THE ONE THAT YIELDS RESULTS.
1. Instructional Objective
2. The nature of the subject matter
3. The learners
4. The teacher
5. School Policies
"A picture is worth ten
Lucena, Robert M.
Suyom, Frecilia G.