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 forget What I see, I remember What I do, I understand

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

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“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

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Competition.

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

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Add emotional TOUCH to learning.

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

Relate to their experiences.

6. GOOD TEACHING BEYOND RECALL INFORMATION. 

HOTS



Develop creative and critical thinking

GOES OF

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  Incorporates

and multidisciplinary

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

 Vocabulary  Comparing,

metaphors

RESEARCH-BASED contrasting, classifying, analogies, and

 Summarizing  Homework  Cues,

and note-taking

and practice

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

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decision making

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planning research and brainstorming.

SPIDER MAP

SERIES OF EVENTS CHAIN

CONTINUUM SCALE/TIMELINE

COMPARE/CONTRAST MATRIX

PROBLEM-SOLUTION OUTLINE

NETWORK TREE

THE END