21117473 Selection and Use of Teaching Strategies
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Transcript of 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