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teaching strategies.pdf
- 1. INSTRUCTION AND LEARNING PROCESSES HenryC. Balabal Jr. Resource Speaker
- 2. INSTRUCTION AND LEARNING PROCESSES Interactionbetween the learners and teachers. Learner-centered, participatory, and inclusive instruction and learning processes involve the larger community in providing and supporting education.
- 3. INSTRUCTIONAL PLANNING Planning ofwhat and how will student learn, it should also include both short term and long- term goals.
- 4. WELL PLANNED INSTRUCTION Maximizesacademic learning time. Actively engages learners in meaningful activities; and Emphasizes proactive and positive approach.
- 5. BY FAILING TO PLAN,YOU ARE PREPARING TO FAIL -BENJAMIN FRANKLIN
- 6. REVISITING THE DAILY LESSONLOG (DLL) DepEd Order No. 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
- 7. DAILY LESSON LOG DepEdOrder No. 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
- 8. I. OBJECTIVES The objectivesstates what the teachers intend to teach and serve as guide for instruction and assessment
- 9. OBJECTIVES A. Content Standards Thelearners demonstrate understanding of gravity and friction affect movement of objects. B. Performance Standards The learners should be able to produce an advertisement that demonstrates road safety. C. Learning Competencies/ Objectives Write the LC code for each The learners should be able to infer how friction and gravity affect movements of different objects. (S6FE-IIIa-c-1) D. Unpacked Competency At the end of the lesson, the learners should be able to: a. Explain desirable and undesirable friction; b. Distinguish desirable and undesirable effects of friction; and c. Produce an advertisement that demonstrates road safety.
- 10. II. CONTENT The topicor subject matter Example: The Taximan Story (for literature) Context Clues Law of Motion
- 11. III. LEARNING RESOURCES Referencesand other learning resources that the teacher will use for the lesson.
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- 13. IV. PROCEDURES This partof the DLL contain ten (10) parts
- 14. A. REVIEWING PREVIOUS LESSONOR PRESENTING THE NEW LESSON/S
- 15. LINK TO EXISTINGKNOWLEDGE, USE WARM-UP ACTIVITIES OR PROVIDE A “HOOK” TO GET STUDENTS INTERESTED IN THE TOPIC
- 16. B. ESTABLISHING APURPOSE FOR THE LESSON
- 17. SET SMART GOALSFOR THE LESSON
- 18. C. PRESENTING EXAMPLES/INSTANCES OFTHE NEW LESSON
- 19. I DO (TEACHER) EXPLICITTEACHING AND MODELLING OF CONCEPT/SKILL
- 20. D. DISCUSSING NEW CONCEPTSLEADS TO THE FIRST FORMATIVE ASSESSMENT
- 21. GUIDED/SHARED LEARNING WE DO (TEACHERAND STUDENTS)
- 22. E. DISCUSSING NEW CONCEPTSLEADS TO THE SECOND FORMATIVE ASSESSMENT
- 23. OPPORTUNITIES FOR PRACTICE YOU DO(STUDENT)
- 24. F. DEVELOPING MASTERY WHICHLEADS TO THE THIRD FORMATIVE ASSESSMENT
- 25. INDEPENDENT PRACTICE YOU DO(STUDENT)
- 26. G. FINDING PRACTICAL APPLICATIONSOF CONCEPTS AND SKILLS IN DAILY LIVING
- 27. VALUING APPLICATION OF LESSONTO REAL LIFE SITUATIONS
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- 32. V. REMARKS Re-teaching, lackof time, transfer of lesson to the following day in cases of class suspension
- 33. VI. REFLECTIONS Reflect andassess effectiveness
- 34. ELEMENTS OF EFFECTIVE TEACHING Identifyingclear lesson and clear objectives while carefully linking activities to them which is essential for effectiveness.
- 35. ELEMENTS OF EFFECTIVE TEACHING Creatingquality assignments, which is positively associated with quality instruction and quality student work.
- 36. ELEMENTS OF EFFECTIVE TEACHING Planninglessons that have clear goals, are logically structured and progress through the content step-by-step.
- 37. ELEMENTS OF EFFECTIVE TEACHING Planningthe instructional strategies to be deployed in the classroom and the timing of these strategies.
- 38. ELEMENTS OF EFFECTIVE TEACHING Usingadvance organizers, graphic organizers, and outlines to plan for effective instructional delivery.
- 39. ELEMENTS OF EFFECTIVE TEACHING Consideringstudents’ attention spans and learning styles when designing lessons.
- 40. ELEMENTS OF EFFECTIVE TEACHING Systematicallydeveloping objectives, questions, and activities that reflect higher level and lower level cognitive skills as appropriate for the content and the learners.
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- 72. INSTRUCTIONAL METHODS Act Outthe Story
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- 81. INSTRUCTIONAL METHODS 4 picsone word
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- 86. INSTRUCTIONAL METHODS Tableau See ifstudents can apply content in a new way Create extensions for students who demonstrate mastery See if students can evaluate information and draw conclusions
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- 99. LEVEL OF QUESTIONING •First level – Literal Comprehension •Second level – Interpretation / Inferential Comprehension. • Third level – Evaluation / Critical Reading • Fourth level – Integration / Application to self or life •Fifth level – Creative Reading
- 100. ATTENTION GRABBERS Techniques intendedto direct attention of learners to the teacher.
- 101. ATTENTION GRABBERS Teacher: Areyou ready to listen? Learners: ready to Learn! Teacher: Are you ready to learn? Learners: Ready to listen!
- 102. ATTENTION GRABBERS Teacher: 1,2,3eyes on me Learners: 1,2 eyes on you 2X Teacher: Ready to rock? Learners: Ready to roll!
- 103. ATTENTION GRABBERS Teacher: Macaroniand cheese, everybody? Learners: Freeze
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