21117473 Selection and Use of Teaching Strategies

SELECTION AND USE OF TEACHING STRATEGIES

Orenciana, Alyssa C. Sarenas, Ma. Teresa C.

MAIN OBJECTIVES

At the end of the discussion, the students should be able to:

Identify the eight guiding principles

Give examples of brain-based strategies

Appreciate the importance of the guiding principles in teaching strategies

Create their own graphic organizer

8 Guiding Principles in the Selection

and Use of Teaching

Strategies

1. LEARNING IS AN ACTIVE PROCESS.

Give students opportunities to participate in classroom activities

Give varied activities to our students for “hands-on-minds-on” learning.

What I hear, I forgetWhat I see, I rememberWhat I do, I understand

2. THE MORE SENSES THAT ARE INVOLVED IN LEARNING, THE MORE AND THE BETTER THE LEARNING.

“Humans are intensely visual animals…We take in more information visually than through any of the other senses” – Wolfe, 2001

“multi-sensory aids”.

3. A NON-THREATENING ATMOSPHERE ENHANCES LEARNING.

“Building comfort into learning is essential if we expect students to respond positively and constructively to their education.” – Harvey F. Silver, 2000

Competition.

4. EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING.

Add emotional TOUCH to learning.

5. LEARNING IS MEANINGFUL WHEN IT IS CONNECTED TO STUDENTS’ EVERYDAY LIFE.

Relate to their experiences.

6. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION.

HOTS

Develop creative and critical thinking

7. THERE IS NO SUCH THING AS BEST TEACHING METHOD. THE BEST IS THE ONE THAT WORKS, THE ONE THAT YIELDS RESULTS.

Factors to consider:

Instructional objective Nature of the subject matter Learners Teacher School policies

8. AN INTEGRATED TEACHING APPROACH IS FAR MORE EFFECTIVE THAN TEACHING ISOLATED BITS OF INFORMATION.

Consider MI and LS

Interdisciplinary and multidisciplinary

Incorporates MI, LS, research-based, and brain-based instructional strategies

RESEARCH-BASED Vocabulary

Comparing, contrasting, classifying, analogies, and metaphors

Summarizing and note-taking

Homework and practice

Cues, questions, and advanced organizers

Nonlinguistic representation.

BRAIN-BASED

1. Involving students in real-life or authentic problem solving (Corruption)

2. Using projects to increase meaning and motivation. (Group activities)

3. Simulations and role plays as meaning makers

4.Classroom strategies using visual processing. (graphic organizers)

5. Songs, jingles, and raps. (Alphabet song)

6. Mnemonic strategies

7. Writing strategies. (poem making, letter writing)

8. Active review. (before exams)

9. Hands-on-activities.

GRAPHIC ORGANIZERS

an instructional tool used to illustrate a student or class‘ prior knowledge about a topic or section of text

classify ideas

structure writing projects

problem solving

decision making

planning research and brainstorming.

SPIDER MAP

SERIES OF EVENTS CHAIN

CONTINUUM SCALE/TIMELINE

COMPARE/CONTRAST MATRIX

PROBLEM-SOLUTION OUTLINE

NETWORK TREE

THE END