SELECTION AND USE OF TEACHING STRATEGIES

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

M AIN 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.

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

THE

Humans are intensely visual animalsWe 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 and multidisciplinary

Interdisciplinary

Incorporates

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

 Vocabulary
Comparing,

RESEARCH-BASED

contrasting, classifying, analogies, and metaphors and note-taking

Summarizing Homework

and practice

Cues,

questions, and advanced organizers

representation.

Nonlinguistic

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