The document discusses various teaching strategies and approaches. It begins by outlining 5 guiding principles for selecting strategies: 1) learning is active, 2) involving multiple senses enhances learning, 3) emotion increases retention, 4) meaningful learning connects to students' lives, and 5) teaching should go beyond recall to develop higher-order thinking. It then describes direct/expository approaches like lecture and demonstration methods. Indirect/guided approaches discussed include inquiry-based learning, problem-solving, and project-based learning. A variety of teaching methods are suitable depending on objectives, content, and learners. An integrated approach using multiple strategies is most effective.
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
This is a slide presentation for ED 11 that talks about the existing policies on ICT in international and national level, as well as the safety issues of ICT and the uses of ICT in teaching and learning.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Included in this slides are the steps in making an ePortfolio using a platform such as a google site. Another topic in this lesson is Gibb's reflective cycle
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
This is a slide presentation for ED 11 that talks about the existing policies on ICT in international and national level, as well as the safety issues of ICT and the uses of ICT in teaching and learning.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Included in this slides are the steps in making an ePortfolio using a platform such as a google site. Another topic in this lesson is Gibb's reflective cycle
This presentation discusses about different approaches and methods in teaching. It explain the teaching approaches, which define as a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.
It also discusses the teaching strategy It is a long term plan of action designed to achieve a particular goal. Also, it provides information about teaching method that explain about a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. While teaching techniques provide information about certain technique. It is a well-defined procedure used to accomplish a specific activity or task.
Principles are important for the governing of actions and the operation of techniques in any field of education. ... For the individual, a principle, when it is understood and accepted, serves in important ways to guide his reflective thinking and his choice of activities or actions
Inquiry Approach and Problem Solving Method.pptxshesubaru
Inquiry Approach
What is the Inquiry Approach?
The steps in the Inquiry Approach
Instructional Characteristics of Inquiry Approach
Outcomes of Inquiry Teaching
How to Facilitate Inquiry Teaching
Problem Solving Method
Advantages of Problem Solving Method
Guidelines for Its Effective Use of Problem Solving Method
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. GUIDING PRINCIPLES IN THE
SELECTION AND USE OF TEACHING
STRATEGIES
1. Learning is an
active process
to actively engage the
learners in the learning
activities if we want
them to learn what we
intend to teach.
As the saying goes:
“What I hear, I forgot
What I see, I remember
What I do, I understand”
3. 2. The more senses that are involved in
learning, the more and the better the
learning.
Implies the use of a teaching methodology that makes use
of more visual aids than mere audio aids.
Senses to Learning
“Humans are intensely
visual animals….We take
in more information
visually than through any
of the other senses”
“Humans are intensely
visual animals….We take
in more information
visually than through any
of the other senses”
4. 3. Emotion has the power to increase
retention and learning.
We tend to remember and learn more
those that strike our hearts! Let us add
an emotional TOUCH to learning.
4. Learning is meaningful when it is
connected to students’ everyday life.
The meaningfulness and relevance of
what we teach is considerably reduced by
our practice of teaching simply for
testing.
5. 5. GOOD TEACHING GOES BEYOND RECALL OF
INFORMATION
develop creative and creative thinking
should reach the levels of application,
analysis, evaluation and synthesis to hone
students’ thinking skills
6. AN INTEGRATED TEACHING APPROACH IS FAR MORE
EFFECTIVE THAN TEACHING ISOLATED BITS OF
INFORMATION
Consider MI and LS
Incorporates MI, LS, research-based ,and
brain-based instructional strategies
6. INTELLIGENCE EXAMPLES OF CLASSROOM
ACTIVITIES
Verbal Linguistic Discussion, debates, journal writing, conferences, essays, stories,
poems, storytelling, listening activities, reading
Logical- Mathematical Calculations, experiments, comparisons, number games, using
evidence, formulating and testing hypothesis deductive and
inductive reasoning
Spatial Concept maps, graphs, charts, art projects, metaphorical thinking,
visualization , videos, slides, visual presentations
Bodily- Kenisthetic Role- playing, dance, athletic activities, manipulative, hands-on
demonstrations concept miming
Musical Playing, music, singing, rapping, whistling, clapping, analysing
sounds and music
Interpersonal Community- involvement projects, discussions, cooperative
learning, team games, peer tutoring, conferences, social activities,
sharing
Intrapersonal Student choice, journal writing, self evaluation, personal
instruction, independent study, discussing feelings, reflecting
Naturalist Ecological fieldtrips , environmental study, caring for plants and
animals, outdoor work, pattern recognition
7. An integrated approach incorporates successful,
research-based and brain-based instructional
strategies.
Research findings about the brain; (Wolfe, 2001)
1. Without rehearsal or constant attention, information
remains in working memory for only about 15 to 20
seconds.
2. Learning is a process of building neural networks.
This network is formed through concrete experience,
representational or symbolic learning, and abstract
learning.
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 percent 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
8. BRAIN-BASED STRATEGIES
1. Involving students in real-life or
authentic problem solving.
2. Using projects to increase meaning
and motivation.
3. Simulations and role plays as
meaning makers.
It is simply the engagement of
strategies based on body /mind/brain
research.
9. 4. CLASSROOM STRATEGIES USING
VISUAL PROCESSING
“A picture is worth ten thousand
words”
Visuals are powerful aids in
retention as well as in
understanding.
10. 6. Mnemonic Strategies
Assist students in recalling important
information
7. Writing Strategies
Use of incomplete statements
8. Active Review
Review days are planned and organized
9. Hands-on-activities
Concrete experience is one of the way to
make long-lasting neural connections
11. 10. There is no such thing as best teaching
method.
The best method is the one works, the best on
that yields the results.
Factors to consider in the choice of
Teaching Method:
•Instructional Objectives
•The nature of the subject matter
•The Learners
•The Teachers
•School Policies
13. TEACHING APPROACH, STRATEGY, METHOD AND
TECHNIQUE
Teaching Approach - set of principles, belief
or ideas about nature of learning which is
translated into the classroom
Teaching Strategy - long term plan of
action designed to achieve a particular goal
Teaching Method - a systematic way of
doing something
Teaching Technique - well-defined
procedure used to accomplish a specific
task; teacher’s particular/personal style
14. APPROACHSTRATEGYMETHODTECHNIQUE
EXAMPLES of TEACHING APPROACH
Teacher-centered- the teacher is the only
reliable source of information
Teacher-dominated- teacher does what
he/she planned without considering
learners’ interest, concern, and situation
Subject-matter centered- subject matter
gains primacy over that of the learner;
sticking to syllabus or lesson plan
Learner-centered- learner shares something
he/she knows; teacher makes adjustment in
her plans to accommodate learner’s interest
and concern.
15. Constructivist- students are expected to
construct knowledge and meaning by
connecting it to their past experiences
Banking approach- teacher deposits
knowledge to “empty” minds of students
Integrated teaching approach- teacher
connects what he/ she teaches to the
other lesson of the same subject
(intradisciplinary) or connects lesson with
other subjects (interdisciplinary and
multidisciplinary)
Disciplinal- limits teacher to discuss
lessons within the boundary of her subject
Collaborative- welcomes group work,
teamwork and partnership
16. Interactive - learner interact with their
teacher, classmate and learning
materials
Individualistic - students work by
themselves
Direct teaching approach - directly tells
or shows what is to be taught
Research-based- anchored in findings
Whole child approach - holistic way of
teaching
Metacognitive - goes beyond cognition
Problem-based - focus on problems;
17. DIRECT/ EXPOSITORY APPROACH
I. DIRECT INSTRUCTION/ LECTURE METHOD
Direct Instruction
- helps students acquire procedural knowledge
- use for lessons that are factual and not
controversial
Procedural Knowledge
- refers to skills needed while performing the
task
18. CHARACTERISTICS OF DIRECT INSTRUCTION
METHOD
1. Teacher-directed
2. Each step must be mastered (students
gain know “how” rather than know “what”
3. Taught in a step by step fashion
4. Assessment of learning can be easily
measured
5. Learning through “imitation” or
“behavioral modeling”
6. Can also be use to teach fact, principles
and laws
19. STEPS IN DIRECT/ LECTURE METHOD
In teaching SKILLS……….
1. Provide rationale
2. Demonstrate the skill
3. Guided practice
4. Check understanding and provide
feedback
5. Assess learning
20. GUIDELINES FOR ITS EFFECTIVE USE
In teaching Skills……….
1. Give ample time for practice
2. Students must be included in planning stage
3. Describe the testing situation and specify the level of
performance expected
4. Divide complex skill into sub skills
5. Design own teaching strategy
6. Carefully rehearse all steps
7. Assign practice for short periods of time
8. Provide feedback and encouragement
9. Construct good performance-based test
21. STEPS IN DIRECT/LECTURE METHOD
In teaching facts, principles and
laws……..
1. Introduction
2. Present your lesson
3. Explaining, illustrating and giving concrete
examples
4. Application of lesson
5. Check understanding and provide
feedback
22. GUIDELINES:
1. Be sure to explain it correctly, clearly
and adequately
2. Use visual aid
3. Illustrate laws and principles with
concrete examples
4. Present facts meaningfully
23. II. DEMONSTRATION METHOD
◦ shows how a process is done is done while the students
becomes the observers
◦ employed in lessons that use sophisticated equipment and
technical know-how
ADVANTAGES:
Follows a systematic procedure
The use of expensive equipment can be maximized
Possible wastage of time, effort and resources will
be avoided
Not a trial-error learning
Findings are reliable and accurate
Value of confidence is developed among
demonstrators
24. GUIDELINES for its EFFECTIVE USE:
BEFORE
1.Demonstrator must be well selected
2.Make sure materials, equipment and tools to use
are easily available
3.Demonstrator must try the activity several times
before the real demonstrator
4.Observer must be prepared and motivated
5.Be ready with on the spot revision
6.Arrange the observers where they will be fully
observe what is going on
7.Pointers or questions may be given to focus
students attention
25. DURING
1.Place must be quite
2.Extreme care must be taken in performing
some delicate steps
3.The activity must not be interrupted
4.Students are allowed to take down notes
AFTER
1.Post-demonstration discussion
2.Examination of the observed data
3.Have an analysis of trends, patterns or
uniform occurrence that can help in arriving at
conclusion
4.Summary and conclusion of the activity
5.Assess learning
26. INDIRECT/GUIDED/EXPLORATORY/APPROACH
Indirect instruction method is best used
when the learning process is inquiry-based,
the result is discovering and the learning
context is a problem. This come as ;
1. Inquiry Method/ Discovery Method
2. Problem-solving method
3. Project method
27. INQUIRY METHOD
Sometimes termed “discovery”, “heuristic”
and “problem-solving” is defined simply as a
teaching method which is “modeled after
the investigative processes of scientist”.
What are the steps in the Inquiry Method?
1.Define the topic or introduce the questions
2.Guide students plan where and how to
gather data, information
3.Students present findings through graph,
charts, PowerPoint presentation, models,
and writing.
28. INSTRUCTIONAL CHARACTERISTIC OF
INQUIRY/DISCOVERY METHOD
1. Investigate processes such as inferring,
hypothesizing, measuring, predicting, classifying,
analyzing and experimenting, formulating
conclusions and generalizations are employed
2. The procedure in gathering information is nit
prescribed by the teachers.
3. The children are highly motivated to search, hence
active participation is the best indicator of
inquisitiveness.
4. The answers arrived at are genuine products of
their own efforts
5. Focused questions before, during and after are
critical ingredients that provide direction and
sustain action.
29. OUTCOMES OF INQUIRY TEACHING
1. It’s emphasis is on the process of gathering
and processing of information
2. It’s dependence on first-hand experience
with objects and phenomena occurring in the
environment is certainly in agreement with
the most often cited theory of Piaget on
intellectual development.
3. The inquiry approach which predominantly
allows some degree of freedom develops
initiative and divergent thinking.
4. A deep sense of responsibility is developed
when learners are left to manage their own
learning, be it in pursuit of answers, mastery
of content or simply solving a problem that
confronts them instantly.
30. 5. Educators strongly believe that facts
and
concepts that learners discover by
themselves become stored as part of
their
permanent.
6.Experiencing success in inquiry
-based/discovery lessons builds up the
learner’s feeling of confidence
7.Participation in inquiry activities
strengthens learner's intellectual
capabilities.
31. HOW TO FACILITATE INQUIRY TEACHING
1. Arrange for an ideal room setting.
2. Choose tools and equipment that can easily be
manipulated.
3. The materials to be used or examined must lend
themselves easily to the processes to be employed and
end product desired.
4. The questions/problems to be answered should originate
from the learner’s, followed by the formulation of
hypothesis.
5. The procedure should likewise be planned by them
6. At the completion of the activity, requires an evaluation of
the steps undertaken as to its effectiveness and the clarity
of the results.
7. All, the teacher himself should internalize her/his changed
role to that of a guide, facilitator and counselor rather the
traditional authority who not only determines the material
to be learned but also dictates how it should be learned.
32. PROBLEM SOLVING METHOD
A teaching strategy that employs the scientific
method in searching for information.
The process of working through details of a
problem to reach a solution.
It may include mathematical or systematic
operations and can be a gauge of an
individual’s critical thinking skills.
33.
34. This method is the most effective in developing skill
in employing the science processes
The scientific method can likewise be used
effectively in other non-science subjects.
The student’s active involvement resulting in
meaningful experiences serves as a strong motivation
to follow the scientific procedure in future
undertakings.
Problem-solving develops higher level thinking skills.
A keen sense of responsibility, originality and
resourcefulness are developed, which are much
needed ingredients for independents study.
35. The students become appreciative and
grateful for the achievement of scientists
Critical thinking, open-mindedness and
wise judgement are among scientific
attitudes and values inculcated through
competence in the scientific method
The students learn to accept the opinions
and evidence shared by others.
37. Is an educational enterprise in which
children solve a practical problem over
a period of several days or week.
Is a teaching method that requires
the students to present in concrete
form the results of information
gathered about a concept, principle
or innovation.
38. It is a Teaching method that
emphasizes “learning by doing”
Constructing projects develops the
students’ manipulative skill.
Planned design of the project tests the
student’s originality in choosing the
materials to be used.
39. It can be employed among students
who are weak in oral
communications.
It instils the values of initiative, industry
and creativity.
Workings on a project in groups develop
the spirit of cooperation and sharing of
ideas.
40. THE END….
REPORTERS:REPORTERS:
JEAN CLAUDE CABARJEAN CLAUDE CABAR
RUTHFLORESRUTHFLORES
MARY ANNE MAYOSMARY ANNE MAYOS
LIZLY ANN MENDAROZLIZLY ANN MENDAROZ
KATHRENA TORIOKATHRENA TORIO
Editor's Notes
Intro ….Here are some guiding principles in the selection and use of appropriate teaching strategies.......
1. SO, IN THIS PRINCIPLE WE HAVE TO GIVE OUR students opportunities to participate in classroom activities
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Active learning is a student centered approach in which the responsibility for learning is placed upon the student, often working in collaboration with classmates. In active learning teachers are facilitators rather than one way providers of information. The presentation of facts, so often introduced through straight lecture, is deemphasized in favor of class discussion, problem solving, cooperative learning, and writing exercises (graded and ungraded). Other examples of active learning techniques include role-playing, case studies, group projects, think-pair-share, peer teaching, debates, Just-in-Time Teaching, and short demonstrations followed by class discussion.
Give varied activities to our students for “hands-on-minds-on” learning.
- meaning
what is seen and heard are learned more than what are just seen or just heard.
The graph shows the contribution of the five senses lo learning
3. LEARNING THAT INVOLVES THE EMOTIONS AND PERSONAL FEELINGS, AS WELL AS INTELLECT , IS INFLUENTIAL AND LASTING..SO, WHEN EMOTION IS INVOLVED IN LEARNING YOU CAN EASILY RETAIN THE KNOWLEDGE ABOUT WHAT YOU KNOW IN A CERATIN ACTIVITY OR TOPIC…YOU CAN RELATE THE GOOD & BAD EFFECT IF YOU HAD EXPERIENCED IT..
The more emotionally involved our students become in our lesson he greater the impact.
Without emotional dimensions our subject matter will remain cold and lifeless.
4.Student’s learn and remember new information best when it is linked to relevant prior knowledge. Sa pamamagitan nito , student’s now build familiariaty with the topic and able to connect the curriculum content to their to their own experince….
LEARNING IS MEANINGFUL IS A SAYING THAT MEANS SHOULD OCCUR EVERYDAY. STUDENTS ARE MORE APT TO ENJOY WHEN LEARNING IS MADE FUN.
Abstract concepts are made understandable when we give sufficient examples relating to their experiences
5.
The following are some research findings cited by Patricia wolfe in her book Brain Matters : Translating Research into Action.
Number 1 is (
This implies the need for memory aids.