Unit Iii

Unit III
Chapter 3 Selection and Use of Teaching Strategies
“Different folks, different strokes.”
Focus Questions:
 What principlesshould guide us inthe selection anduse of teachingstrategies?
 What are theimplications ofthese principles tothe teaching-learning process?
Guiding Principles in the Selectionand Use of Teaching Strategies
1.Learning is an active process.This means that we have to actively engagethe learners in the
learning activities if we want themto learn what we intend to teach.
2. The more senses that are involved in learning,the more and the better the learning.Humans are
intensely visual animals. Theeyes contain nearly 70 % of the body’s recceptoreand send millions of
signals along the optic nervesto the visual processing centers of the brain... Wetake in more
information visually than through any ofthe other senses” (Wolfe, 2001)
3. Emotion has the power to increase retention and learning.We tend to remember and learn more
those that strike our hearts!
4 . Learning is meaningful when it is connected to students ’everyday life. Abstract concepts are
made under stable when we give sufficient example srelating to the students’ experiences.
5. Good Teaching goes beyond recall and information Good thinking concerns itself with higher-
order-thinking skills to develop creative and critical thinking. Ideally, our teaching should reach the
levels of application, analysis, synthesis, and evaluation to hone students’ thinking skills.
6. An integrated teaching approach is far more effective than teaching isolated bits of information.
Corpuz and Salandanan (2003) claim that an instructional approach is integrated when it considers
the multiple intelligences (MI)and varied learning styles.
An integrated approach incorporates successful, research-based and brain-based instructional

strategies. An integrated approach in corporates research findings about
 Some research findings about the brain ( Wolfe, 2001):
1. Without rehearsal or constant attention, information remains inworking memory for only about
15-20 seconds.
2. Learning is a process of building neural works. The three levels of learning are concrete,
symbolic and abstract (CSA).
3. Our brains have difficulty comprehending very large numbers because we have nothing in our
experience to hook them to.
4. The eyes contain 70 % of the body’s sensory receptors and send millions of signals every
second along the optic nerves to the visual processing of the brain.
5. There is little doubt that when information is embedded in music or rhyme, its recall is easier
than when it is in prose.
Brain-based Srategies1.
1. Involving students in real-life or authentic problem-solving

2. Using projects to increase meaning and motivation
3. Simulations and Role-plays
4. Classroom strategies using visual processing
5. Songs, jingles, and raps
6. Mnemonic Strategies assist students in recalling important information
7. Writing strategies-Make students write their own word problems and make them ask their
classmates to solve them
8. Active review- Students are given the chance to interview
9. Hands-on-activities- “What we have to learn to do, we learn by doing.
There is no such thing as best teaching method. The best method is the one that works,
the one that yields results There is no single best method.
1.Instructionalobjective
2. The nature of the subject matter
3. The learners
4.Theteacher
5. School policies
For Elaborative Learning
1. Illustrate with symbols or with drawings each of the seven-teaching strategy -related principles.
Present your symbols to the class and explain the symbol of each.
2. Choose two or more principles of teaching in this chapter. Compose a rap or a jingle that
captures the essence of these principles.
3. Imagine that you were assigned by your teachers to explain this lesson on teaching strategy-
related principles to three classmates who were the absent. Teach it to your three classmates.
4. By means of a graphic organizer, give the characteristics of an integrated approach.
5. Which graphic organizer can you introduce or create?

Unit Iii - Chapter 3 - Selection and Use of Teaching Strategies

Uploaded by

Copyright:

Available Formats

Unit Iii - Chapter 3 - Selection and Use of Teaching Strategies

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Iii - Chapter 3 - Selection and Use of Teaching Strategies

Uploaded by

Copyright:

Available Formats

Chapter 3 Selection and Use of Teaching Strategies

“Different folks, different strokes.”

 What principlesshould guide us inthe selection anduse of teachingstrategies?

 What are theimplications ofthese principles tothe teaching-learning process?

Guiding Principles in the Selectionand Use of Teaching Strategies

An integrated approach incorporates successful, research-based and brain-based instructional

 Some research findings about the brain ( Wolfe, 2001):

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

2. The nature of the subject matter

4. By means of a graphic organizer, give the characteristics of an integrated approach.

5. Which graphic organizer can you introduce or create?

You might also like