MAPEH TEACHING IN ELEMENTARY GRADE

1. Teaching
Strategies in
Teaching Arts
REPORTED BY:
LIANNE MIKEE CERTEZA
BEED - IV

2. Decide on your Delivery Method.
Hook the Students into the Lesson.
Give Clear Directions.
Question, Allow Wait Time, Use Random Selection.
Be Aware of your Pacing, Variety and Enthusiasm.
Use Formative Assessments for Evaluation and Reflection.
DELIVERING INSTRUCTION

3. • A demonstration is the process of teaching someone how to make or
do something in a step-by-step process. As you show how, you “tell”
what you are doing.
• Whole class instruction brings your classroom together as one large
group. It's usually the time that you'll introduce a new concept or
encourage a large-scale discussion. Your lessons in this setting are
usually designed to reach the average student.
DEMONSTRATIONS & WHOLE GROUP
INSTRUCTION

4. • Small group instruction is an opportunity for teachers to provide
additional teaching and practice often needed for struggling students
to master important skills or understand key concepts (e.g., phonemic
awareness skill of manipulating ending sounds, or operations with
whole numbers or rational numbers).
• One to One Instructions ensures the students interacts with the
teacher individually, so that each can learn and understand concepts
at their own pace and in their own way.
SMALL GROUP & ONE TO ONE
INSTRUCTION

5. • Collaborative teaching, sometimes called cooperative teaching or
team teaching, involves educators working in tandem to lead, instruct
and mentor groups of students. Collaboration most often occurs
among professionals from various disciplines including core
subjects, special education, elective courses, library science or
guidance programs. On some occasions, teachers from the same
department or grade level may team teach to target multiple levels of
learning or provide a greater variety of supervised activities for
students to practice skills. Collaboration can be implemented across
all instructional levels and subject areas.
COLLABORATIVE & INDEPENDENT
LEARNING

6. • Independent learning is a method or learning process where learners
have ownership and control of their learning – they learn by their own
actions and direct, regulate, and assess their own learning. The
independent learner is able to set goals, make choices, and decisions
about how to meet his learning needs, take responsibility for
constructing and carrying out his own learning, monitor his progress
toward achieving his learning goals, and self-assess the learning
outcomes.

7. • Technology merely provides the tools to be used for
authentic learning. It is a means, not an end. Technology provides
educators with the opportunity to move from simply streamlining the
way things have always been done to really imagining things they
would like to do.
TECHNOLOGY AS A TEACHING TOOL

8. • This chapter emphasizes a research base for understanding the effects of
the physical environment on the play of children. The physical environment
for play includes the space in which play occurs, the materials that are
present in the space, and how the space and materials are arranged.
Environmental factors that affect children's play are discussed, specifically
the effects of specific types of play materials and equipment in indoor
(classroom) and outdoor (playground) settings. Since TV is a pervasive
influence in children's lives and even considered an environmental threat, a
discussion about the effects of TV viewing on children's play is included. The
last part of the chapter is devoted to guidelines for creating optimal play
environments.
Topics discussed include: human ecology and the physical environment,
children's classification of activities and play objects, gender differences in
the physical environment, and characteristics of physical play environments
(play context and props, spatial density, spatial arrangement and use,
characteristics of playground environments, play materials, realism and
structure of play materials).
PHYSICAL ENVIRONMENT & PLAY

9. • Teachers can use brainstorming as a thinking strategy to help students
generate questions, ideas, and examples and to explore a central idea
or topic. During brainstorming, students share ideas that come to mind
and record these ideas without making judgements about them. When
introducing a topic, teachers can use brainstorming
sessions to determine what students already know or wish to learn,
and to provide direction for learning and reflection. Brainstorming
stimulates fluent and flexible thinking and can also be used to extend
problem-solving skills.
BRAINSTORMING

10. • During a student–teacher conference, students can report on their
progress, consider problems and solutions, and note strengths and
areas for improvement. Teachers can discuss students’ work with pairs
or small groups of students in order to facilitate learning. Conferences
therefore require an inviting and supportive atmosphere to encourage
open discussion, as well as a high level of trust between participants.
Conferences provide teachers with an opportunity to guide and
support learners and a forum for students to demonstrate their
learning through discussion, sketchbooks, or portfolios.
CONFERENCE

11. • Cooperative-learning techniques allow students to work as a team to
accomplish a common learning goal. For example, a group of students
may work together to prepare a drama, dance, or music performance,
to create an art work, or to
complete a research project. In addition to the final product produced
by the group, an important aspect of the
cooperative-learning process is having each group member examine
how the group functioned in its task and evaluate his or her own
contribution to the group process. Discussions, journal entries, and
self-evaluation checklists are some ways in which students can reflect
on the group work process and their part in it.
COOPERATIVE LEARNING

12. • Discussion is a cooperative strategy through which students explore
their thinking, respond to ideas, process information, and articulate
their thoughts in exchanges with peers and the teacher. Discussion
can be used to clarify understanding of concepts, ideas, and
information. Emphasis is placed on talking and listening to each other.
Through discussion, students can make connections between ideas
and experience, and reflect on a variety of meanings and
interpretations of texts and experiences.
DISCUSSION

13. • Experimenting is central to the arts, and is frequently used in making
connections between the concrete and the abstract. Experimenting
requires that students investigate, test, explore, manipulate, solve
problems, make decisions, and organize information in hands-on
ways. Experimenting also encourages students to use cooperative
skills effectively in interpreting and communicating findings.
Experimenting enhances student motivation, understanding, and
active involvement and can be initiated by the teacher or the student.
EXPERIMENTING

14. • This is a method of instruction in which students use the materials and
equipment available in the classroom in ways of their choosing. The
teacher observes and listens while students are exploring, and
provides guidance as needed, using information gathered from
assessment. For example, the teacher may pose a question, prompt
deeper thinking, or introduce new vocabulary.
FOCUSED EXPLORATION

15. • This is a key instructional activity that is initiated by
students, using the materials available in the classroom in
ways of their choosing. Teachers observe and listen as part
of ongoing assessment while students are exploring freely,
but do not guide the exploration as they do during focused
exploration.
FREE EXPLORATION

16. GRAPHIC or VISUAL ORGANIZER
• The use of visual supports is an especially powerful teaching strategy.
Graphic organizers, often also referred to as key visuals, allow
students to understand and represent relationships visually rather than
just with language, providing
helpful redundancy in making meaning from a text. Graphic organizers
can be used to record, organize, compare, analyse, and synthesize
information and ideas. They can assist students in accessing prior
knowledge and connecting it to new concepts learned as well as
consolidating their understanding. Examples of common graphic
organizers
include the following: timeline, cycle diagram, T-chart, Venn diagram,
story map, flow chart, grid, web, and problem-solution outline. The use
of a graphic organizer is extremely helpful when carried out initially as
a class or group brainstorming activity. The graphic organizer provides
a way of collecting and visually presenting information about a topic
that will make it more comprehensible for students.

17. •This is a key instructional activity that is initiated by
the teacher. On the basis of assessment information,
the teacher may pose a series of questions, provide
prompts to extend thinking, ask students to
demonstrate a familiar concept in a new way,
encourage students to try a new activity, and so on.
GUIDED ACTIVITY

18. •
Jigsaw is a cooperative group activity in which a different segment of a
learning task is assigned to each member of a small group (the “home”
group). All home group members then work to become an “expert” in
their aspect of the task in order to teach the other group members.
Jigsaw activities push all students to take equal responsibility for the
group’s learning goals. In the arts, jigsaw activities can be done in
creating/performing, listening, and reading formats.
In a jigsaw activity in creating/performing, each student becomes a
member of an “expert” group, which learns a particular arts skill.
Experts then return to their home groups to share information and
demonstrate the skill. Each expert must ensure that all members of the
home group understand the information and the method of performing
the skill. A similar procedure can be followed for a jigsaw listening
activity or a jigsaw reading activity.
JIGSAW

19. • This is a thinking process first described by Edward di Bono, who
recognized that the mind can perceive issues from many angles and is
thus able to generate many creative solutions, even unorthodox ones.
Lateral thinking involves
reviewing a problem or challenge from multiple perspectives, often
breaking up the elements and recombining them in different ways,
even randomly. Use of lateral thinking methods develops skills in
bringing positive and negative aspects of a problem to the fore and
evaluating the whole picture.
LATERAL THINKING

20. • Teachers can demonstration a task or strategy to students,
and may “think aloud” while doing it to make the process
clearer. By imitating the model, students become aware of
the procedures needed to perform the task or use the
strategy.
MODELLING
11/4/2020
10:21 AM