A presentation made for the Jose Rizal Graduate School for Teaching Reading,Writing and Literary Appreciation. Includes strategies for teaching reading.
6. • Teaching tenure
• Credentials
Experience
• Talents/ specialization
• General
experiences/training
Aptitude and
Achievement
7. Teacher-centered
The dissemination of rules, facts and action
sequences in the most direct way possible.
Presentation and Recitation
Teacher-Student interaction
8. Appropriateness of DIRECT INSTRUCTION:
1. Disseminate information not found in books
or workbooks.
2. Arousing student interest.
3. Achievement of mastery and over learning
of fundamental facts, rules and action
sequences.
10. What is STUDENT RESPONSE?
1. Non-evaluative – Indirect corrections to
encourage participation.
2. Convert Responses: Encourages student
engagement because of the non-
threatening environment.
3. Comprehension Check
14. Student-centered.
The teacher is merely a facilitator and
supporter from being the lecturer or director.
Student interest and curiosity is the main
focus.
16. • Conclusions, generalizations,
pattern of relationships
• Observation of specific facts
and relation to other
circumstances.
Inductive
• Results of principles or
generalizations after being
applied in specific instances.
• Testing generalizations to see if
they hold true.
Deductive
17. •Accurately related
to the topic or
subject.
Criterial
• Can be
discriminated as it
is unrelated.
Non-
criterial
18. Promotes self-learning.
Not the same as informal learning.
Study by visiting libraries and educational
websites and use classroom learning as a
compliment to their personal study.
Shift of learning responsibility from teachers
to students.
20. Use of classroom dialogue for lesson
discussion.
Detailed group discussions.
Content appreciation and interpretation.
Productive yet encourages learner
independence.
21. • Clearing parts of
the text that are
unclear
• Summarization of
the text.
Students then
provide
comments.
• Class discussion.
Inquiries and
answers come
from students.
• Making
judgments and
predictions
Predicting Questioning
ClarifyingSummarizing
22. Where two or more students attempt to learn
something together.
Learners benefit from each other’s skills and
resources.
A community in which they could learn from
individual and shared experiences or take on
roles (leader, teacher, etc).
32. • New information + existing
schema
• Interpretation; supplying
of missing information.
Assimilation
• Adjusting of prior
knowledge
• Acceptance of new or
radical information
Accommodation
36. Reading fluency is the most advanced of all
stages of reading and is primarily the main
goal of all learners who are improving their
reading abilities.
Literal and Interpretative centered learning.
37. Borich, Gary D. (2004). EffectiveTeaching Methods:
Fifth Edition. New Jersey: Pearson Education Inc.
Mukalel, Joseph C. (2003). Creative Approaches to
ClassroomTeaching. New Delhi: Discovery Publishing
House.
Reading as a Complex Cognitive Process. Retrieved on:
October 7, 2012
http://www.palomar.edu/reading/r110hybrid/Module
%201/mod1.1ReadingProcess.htm
Understanding the Reading Process. Retrieved on:
October 7, 2012.
http://academic.cuesta.edu/acasupp/AS/302.HTM
38. Kurland, Daniel J. (2000). What is CriticalThinking?
Retrieved from http://
http://www.criticalreading.com/critical_reading.htm
Buela, Hernane (2010). General Strategies andTeaching
Techniques [PowerPoint slides]. Retrieved from
http://www.slideshare.net/hernanebuella/general-
methods-and-techniques-of-teaching
Teaching Methods (n.d.). Retrieved October 5, 2012 from
Wikipedia: http://en.wikipedia.org/wiki/Teaching_method
Traits of an EffectiveTeacher. Retrieved on: October 6,
2012. http://www.school-teacher-student-motivation-
resources-courses.com/goodteacher.html
Stages of Reading Development. Retrieved on: October 7,
2012. http://www.readingrockets.org/article/51574/