Guidelines in the Selection of Teaching Strategies

SELECTION AND USE
OF TEACHING
STRATEGIES
Prepared by:
JOSELINE MANUEL-SANTOS,
Ph.D.

GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING STRATEGIES:
1. Learning is an active process.
 We have to actively engage the learners in learning
activities if we want them to learn what we intend to
teach.
 Hands-on-minds learning
 Research shows
 75% retention rates in learning by doing
 90% retention rates learning by teaching others

2. The more senses that are involved in learning,
the more and the better the learning.

3. A non-threatening atmosphere
enhances learning.
 Physical
classroom
condition:
Proper lighting
Good ventilation
Order
Tidiness
painting of the
room

 Psychological climate:
personality of a
teacher
rapport between
students and the
teacher
relationship among
students

Steps on how to create a positive classroom
atmosphere:
1) Cultivate culture of respect
2) Believe in our student’s capacity
3) Make our students feel they belong to a
community of learners with shared goal or purpose
4) Encourage more collaboration and cooperation
and less competition
5) Give allowance for mistakes

4. Emotion has the power to increase retention
and learning.
 bring emotion into the classroom
 recognize the power of emotion to increase
retention

5. Learning is
meaningful when it is
connected to the
students’ everyday life.
 The meaningfulness
& relevance of what
we teach is
considerably reduced
by our practice of
teaching simply for
testing.
 “answering

6. Good teaching goes
beyond recall of
information
 teaching should reach
the levels of application,
analysis, synthesis, and
evaluation to hone our
student’s thinking skills.

7. An integrated
teaching approach is far
more effective than
teaching isolated bits of
information.
 considers the Multiple
Intelligences (MI) &
varied learning styles
(LS) of students

 An integrated approach incorporates successful, research-
based and brain- based instructional strategies.
 Some research findings about the brain (Wolfe, 2001):
1) Without rehearsal or constant attention, information
remains in working memory for only about 15-20 secs.
2) Learning is a process of building neural networks.
3) Our brains have difficulty comprehending very large
numbers because we have nothing in our experience to
‘hook’ them to.
4) The eyes contain nearly 70% of the body’s sensory
receptors & send millions of signals every second along
the optic nerves to the visual processing of the brain.
5) There is little doubt when information is embedded in the
music or rhyme, its recall is easier than when it is in prose.

Some research findings about the brain (Wolfe, 2001):
1. Without rehearsal
or constant
attention,
information remains
in working memory
for only about 15-20
secs.

2. Learning is a
process of building
neural networks.

3. Our brains have
difficulty
comprehending very
large numbers
because we have
nothing in our
experience to ‘hook’
them to.

4. The eyes contain
nearly 70% of the
body’s sensory
receptors & send
millions of signals
every second along
the optic nerves to
the visual processing
of the brain.

5. There is little
doubt when
information is
embedded in the
music or rhyme, its
recall is easier than
when it is in prose.

Brain- based strategies:
1) Involving Students in Real-life or Authentic
Problem-Solving
2) Using Projects to Increase Meaning & Motivation
3) Simulations & Roleplays as Meaning makers
4) Classroom Strategies Using Visual Processing
o Visuals are powerful aids in retention as well as in
understanding.

5) Songs, jingles & raps
6) Mnemonic Strategies
7) Writing Strategies
8) Active Review
9) Hands-on activities

An integrated approach is also interdisciplinary
and multidisciplinary. Touch the other aspect of
life outside the school.
An instructional Approach is also integrated
when it includes the acquisition of knowledge,
skills as well as values. Relate your subject with
other subjects.

8. There is no such thing as best teaching
method. The best method is the one that works,
the one that yields results.
 Factors to consider in the choice of teaching method:
a) Instructional objective;
b) Nature of the subject matter;
c) The learners;
d) The teacher; &
e) School policies.

1. GRAPHIC ORGANIZER
Used to arrange information on
a page so that the relationships
among the concepts are made
clear visually

WHY USE THEM
“The difference between good and
poor learners is not the quantity of
what the good learner learn, but
rather the good learner’s ability to
organize and use information.”
-Smith, 1986

GRAPHIC ORGANIZERS CAN BE USED FOR
SEQUENCING

COMPARING AND CONTRASTING

ANALYZING

HUMAN INTERACTION

EVALUATING

NOTE TAKING AND SUMMARIZING
Summing It Up!
Assess on going learning

NEW-KNEW-Q
 Students will be able to demonstrate
their new learning, what they already
knew and their question about the
given assignment.

NEW-KNEW-Q
 With the use of sticky notes, the students will
write:
 one important thing they learned from doing their
assignment
 one important thing they already knew about their
assignment
 one important question that will lead to new learning

NEW-KNEW-Q
 Prompts for students to use:
I learned something new…
I already knew that….
I wonder about…
I have a question about….
I’d like to know more about….

NEW-KNEW-Q
 The teacher will call a student to read
what he/she has written.
 After reading, the teacher will ask if there
are other students who have the same
questions and answers.
 (In this way, the teacher will be aware in
what part of today’s lesson will be
emphasized.)

CONCEPT MAPPING
 Concept maps are graphical tools for
organizing and representing knowledge.
 They include concepts, usually enclosed
in circles or boxes of some type, and
relationships between concepts indicated
by a connecting line linking two
concepts.

CONCEPT MAPPING
 The teacher will ask students to bring out
pieces of papers and writing materials.
 The student will write significant terms
which are related to the lesson.
 The teacher will ask the students to
connect terms that are related to each
other and explain why.

CLUSTER ANALYSIS
 Cluster analysis or clustering is the
task of grouping a set of objects in
such a way that objects in the same
group (called a cluster) are more
similar (in some sense or another) to
each other than to those in other
groups (clusters).

CLUSTER ANALYSIS
 The teacher will post on the board
the descriptions of each type of
computer.
 Students will cluster the descriptions
based on the types of computers.
 Discussion will follow.

SENTENCE COMPLETION
 The teacher will ask the students to complete
the sentence:
 Now, I know that _____________________________________.

SHOW ME EMO
 Students will be able to show a HAPPY  or
SAD  face to represent their TRUE or FALSE
answer
 The teacher will distribute  /  post cards to
group of students.
 Questions answerable by yes or no will be asked?
 Students will raise  if the statement is TRUE and
 if FALSE.

PLACEMAT AND ROUND ROBIN
This activity is designed to allow
for each individual’s thinking,
perspective and voice to be
heard, recognized and explored.

 Form participants into groups of eight (8).
 A ½ Manila paper for each group will be used.
 Ask each group to draw the diagram on the paper.
 The outer spaces are for each participant to write
their thoughts about the topic.
 Write at the center the topic assigned to the group.
 Conduct a Round Robin so that each participant can
share their views.

 Each member of the group has to write personally their view on
the paper.
 The representatives of the group report the work of the whole
group.
 Activity Proper (10 mins.)
 Reporting (25 mins.; 5 mins. per group + additional info by the
teacher)
 Distribution of topics:
 Grp1&2. Keyboard
 Grp3&4. Mouse
 Grp5&6. Monitor
 Grp7&8. Printer

HOT SEAT
 A person on a “hot seat” responds to
the questions of the group
members.
 This activity can be used for
reviewing a topic or checking
understanding after discussion

HOT SEAT
 Process description
Decide on a topic
Explain the goal of the activity
Form a semi-circle with the chairs, leaving
one chair on the top of the circle empty
Ask someone to have a seat on the hot seat
Ask questions!

ABOUT-POINT
 About-Point is a silent reading strategy
where students pause at logical points
and complete this phrase:
 This section is about
__________________________; and the point
is_____________________.

ABOUT-POINT
 Students will look for their partner.
 Ask each partner to develop and complete
the sentence about the environment of
Adobe Photoshop.
 Partners will recite the completed sentence.
 Discuss the about-points developed by the
students.

FACE THE FACT
I am happy/confused/sad because ____________________________.

STAND RIGHT
 The teacher will read a true or false
statement.
 The students will stand if they think the
statement is true and remain seated if the
statement is false.
 Someone has to explain why it is so.

MEMORY GAME
 This game is best used at the start of discussion
where students do not have any idea about the
content of the lesson.
 By merely letting them play memory game
wherein the contents are the discussion for the
day, they will be able to comprehend the lesson
by remembering each item to match to the
correct partner.

MEMORY GAME
 Parts/icons of the layer panel and their
definition will be scattered on the table.
 Content of the table are covered with numbers.
 Upon opening of two matched cells, dicussion
will follow.
 The usual memory game will be played until all
cells on the table are opened.

STROLL PAIR SHARE
 The teacher presents a list of 30 objects.
 In this variation, speaking participants discuss
the topic posted by the teacher while pairs
move around the room.

HANGAROO
Blank cards are presented to the
class. Clues are provided one at
a time. Students guess mystery
words by giving letters. Every
wrong letter may cause their
death in the game.

BOX OF WORDS
 The teacher makes a list of
commonly mispronounced words.
 Each word is written on a card.
 The cards are then put in a box.
 The class is divided into teams. The
team getting the most number of
correctly pronounced words wins.

NIGHTS AT THE MUSEUM
Students make a living gallery
of characters. Tour guides
must explain the scene in
every station.

GALLERY WALK
 After the given time, the group managers will post their manila
paper around the classroom.
 Each group will be given a group to critique about the chosen
topic and graphic organizer based on assigned instructional
strategy.
 Group 1 will critique Group 2
 The reporters will be the ones to report their observations on the
work of the other groups
It is a collaborative activity wherein students have to post their output
and let other students read and give comment.

A PICTURE PAINTS A THOUSAND WORDS
 Students give their one word title for
the picture.
 Each member of the group provides
his/ her entry title.
 The group will choose one and
explain their best title for the picture.

3-2-1
 This strategy provides a structure for
students to record their own
comprehension and summarize their
learning.
 It also gives teachers the opportunity
to identify areas that need re-
teaching, as well as areas of student
interest.

3-2-1
 3 - After the lesson, have each student
record three things he or she learned
from the lesson.
 2 - Next, have students record two things
that they found interesting and that
they’d like to learn more about.
 1 - Then, have students record one
question they still have about the
material.

3-2-1
 Use Three-Two-One at any time during a lesson
to encourage students to think about their
learning:
 As a Check for Understanding during any
portion of the lesson
 During class discussions as a way for students
to record their thoughts
 As a closing activity so that students can review
what was learned in the lesson
 As an exit ticket at the end of the class period

https://www.whatihavelearnedteaching.com/80-sponge-
activities/

SPONGE IDEAS
 No matter how well you plan out the day, there
are going to be times when you have to quickly
and creatively fill up a five- to ten-minute gap
in the schedule.
 That's where come into
 Sponge activities soak up those in-between-
minutes with easy-to-implement challenges
that motivate students to stretch their minds in
new directions.

SPONGE IDEAS
 Most of the activities can be done
independently, in teams, or as a class,
depending on your needs.
 As the year continues, you'll develop many
sponge activities of your own based on the
lessons you are teaching.
 Until then, these ideas will keep students
involved and learning when there are
unexpected minutes to fill.

SPONGE IDEAS - GRADES K–2
 When I say a number (day of the week, month...), tell
what comes next (before).
 What number comes between 2 and 4, 13 and 15, 31
and 33, 49 and 51...?
 Name or list words that rhyme with (red, mom, bug,
box... ).
 Name, draw, or list animals that live in the desert,
jungle, farm, forest, mountains....
 Name, draw, or list kinds of foods, dinosaurs, plants,
holidays, cars...
http://www.scholastic.com/teachers/article/classroom-activities-sponge-ideas-grades-
k%C2%965

SPONGE IDEAS - GRADES 3-5
 List all the foods you can think of that you like or don't
like to eat.
 List all the words you can make using the letters in
your name.
 Draw a map of the furniture in your bedroom, living
room, classroom, block...
 List or name one city, country, piece of clothing, type
of food, animal, etc. that begins with each letter of the
alphabet
 List or name synonyms or antonyms for nice, said, bad,
mean, pretty and other simple descriptive words.
k%C2%965

SPONGE IDEAS – GRADES 6-8
Students Take Turns "Teaching" End-of-Day Mini-
Lesson
 To wrap up the day, teacher turns over the class to one
of her students.
"I call on someone at random, and ask him or her
to go to the board and in two minutes or less, re-
teach something they learned during the day.”
 Students will be called Mr. or Ms. and ask questions as
the student re-caps the lesson.
 Encourage the other students to ask questions so the
‘teacher' can field them."

Math Race to Reach Target Number
 The teacher will give a particular target number.
 She will also give a set of random numbers.
 Students will use any of the five numbers and any
combination of math operations
 (addition, subtraction, multiplication, division) to write
an equation that gets them as close as possible to the
target number.
 The student with the equation that comes closest to
the target number wins!

Math Race to Reach Target Number
 Example:
Target number: 1,050
Random Numbers: 5, 87, 24, 13, 9
Sample answer: (87 x 13) - (24 x 5) = 1,011

Creative Ways to Line Up
 Students have to line up in some sort of unusual order
— sometimes by height (big to small, small to big), by
shoe size, maybe alphabetical order by middle name.
 They have to figure out the correct order by
themselves, with no help from the teacher.
 The teacher has to figure it out without talking!
 Since the students can't leave until they have the
correct order, they have learned to work well with one
another."

SPONGE IDEAS – IN RANDOM
 Dismiss students by color of eyes, hair, month of birth,
season of birth, beginning letter of name, type of pet,
etc.
 Expand a Sentence. Give students a very simple
sentence (e.g., The child ran.). Include insert marks
where you want students to add words and underline
words that they may change to something more
exciting. Make it into a silly sentence.
 Play Four Corners. Label each corner of your room,
agree, disagree, somewhat disagree, somewhat
agree. Make a statement and have students move to
the corner that matches their response to the
statement.https://www.whatihavelearnedteaching.com/80-sponge-activities/

 Progressive Writing: Give each student a piece
of paper and give them three minutes to start a
story. Some students may need some story
starters, like, “Once up a time”. After three
minutes, have students pass their papers to
another student. Or, collect the papers and
redistribute them to a different table
group. Continue writing for another three
minutes. Repeat until the paper has writing
from many students. Return the paper to the
original student.
https://www.whatihavelearnedteaching.com/80-sponge-activities/

 Pictionary – One student draws a picture while
the rest try to guess it. Play as a whole class or
in teams.
 I’m going on a picnic – Say, “I’m going on a
picnic and I’m going to bring ___”, where the
item name matches the first letter of your
name. For instance Sara can bring
sandwiches. Don’t tell students the
pattern. Have students ask if they can go on
the picnic. Answer yes or no, depending on
whether or not they find the pattern.https://www.whatihavelearnedteaching.com/80-sponge-activities/

 Clock Partners. Tell to the students that
classmate in front are their 12:00 partner,
classmate at their back will be their 6:00
partner, classmate in both sides are their 3:00
and 9:00 partners. In the middle of the
discussion if you want them to have some
interactions, ask them to turn to a partner and
discuss. Ex. Turn to your 12:00 partner; turn to your
3:00 partner. This activity will make it sure that
students in class communicate to different
people in the classroom.
https://www.whatihavelearnedteaching.com/80-sponge-activities/

VISUAL HARVESTING
 a unique and creative approach that
stimulates our minds, enhances our
conversations and the group experience.
 Thoughts, ideas, energy and experiences
are harvested real-time on large visual
displays.

VISUAL HARVESTING
 The use of pictures and text enables participants
to clearly see connections and possibilities.
 The display provides a group memory that is
easy to understand and to share with others.
 The aim is to amplify how well people work
together and support and boost people in their
thinking in order to accomplish their goals.

TWO TRUTHS AND A TALE
 Think of three statements about yourself.
 Two of the statements must be true.
 The other statement should be false.
 Don’t tell which of the three statements is false.
The class will be the one to guess.
 You will be given 2 minutes and be ready for
your sharing.

GUESS WHO
1. Give the students a piece of paper and ask them to
write at least four facts of information about
themselves; dreams, zodiac sign, hobby, among
others.
2. Tell the students to fold their individual piece of
paper and pass it in front of the class.
3. One by one, the students will be asked to get a piece
of paper.
4. Once the students have a chance to look at their
classmates and the information sheet one is holding,
he/ she will guess whose information ties up the
person’s personality he/ she guesses. As the
students do, each one explains why the guess is for

MILLING
asking the whole class to
individually ask for something to
look for like one whose birthday
is in June, or whose sister’s name
has Maria, or whose mother’s
name begins with G.

B I N G O
Someone who
has lived in
another country.
Someone who
has a job and is
also studying.
Someone who
has a hidden
talent.
Someone who
hates eating
spaghetti.
Someone who
has never seen a
Harry Potter film.
Someone who is
left handed.
Someone who
has more than
three siblings.
Someone who is
single and
available
Someone who
likes reading
comics.
Someone who
loves to dance.
Someone you've
never met before.
Someone who
has the same
birth-month as
you.

Someone who
doesn’t have
Facebook.
Someone who
plays tennis.
Someone who
doesn't like
dessert.
Someone who
wants the course
they are taking
Someone who is
forced to take the
course
Someone who
would like to shift
course in the
future.
Someone who
visited a theme
park in other
country.
Someone who is
the eldest child in
the family.
Someone who is
the youngest
child in the family.
Someone who is
the only child in
the family.
Someone who
would like to go
abroad to work.
Someone who is
in a relationship.

GOSSIP
 The teacher starts the message by
whispering it to one student.
 This message is passed from player
to player in the same manner.
 The last player tells the group what
he/ she heard. The other students
tell where the message was changed.

THE BLINDFOLD WALK
Student 1 guides blindfolded
student 2 toward him/ her
through a maze of obstacles
while he/ she remains
stationary at one end.

PICTURE DICTATIONSStudent 1 directs student 2
to duplicate a drawing by
means of series of
instructions.
Students work back- to-
back.

ACTIVITY:
 Watch the video of a classroom demonstration in
Filipino.
 Try to replace some of the strategies that the
teacher used with something innovative or
something from what you have learned from our
discussion.
 You may do the demonstration critiquing with a
partner.
 You will be called in random, so all of you have a
chance to share your answers.

THANK YOU VERY MUCH!!!
CONTACT INFO.
Email: joselinesantos16@gmail.com
Facebook: Lhen R Manuel

Guidelines in the Selection of Teaching Strategies

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