Selection and Use of Teaching Strategies - eductech2 - home和使用的教学策略eductech2回家的选择.pptVIP

SELECTION AND USE OF TEACHING STRATEGIES Orenciana, Alyssa C. Sarenas, Ma. Teresa C. MAIN OBJECTIVES At the end of the discussion, the students should be able to: Identify the eight guiding principles Give examples of brain-based strategies Appreciate the importance of the guiding principles in teaching strategies Create their own graphic organizer 8 Guiding Principles in the Selection and Use of Teaching Strategies LEARNING IS AN ACTIVE PROCESS. Give students opportunities to participate in classroom activities Give varied activities to our students for “hands-on-minds-on” learning. What I hear, I forget What I see, I remember What I do, I understand 2. THE MORE SENSES THAT ARE INVOLVED IN LEARNING, THE MORE AND THE BETTER THE LEARNING. “Humans are intensely visual animals…We take in more information visually than through any of the other senses” – Wolfe, 2001 “multi-sensory aids”. 3. A NON-THREATENING ATMOSPHERE ENHANCES LEARNING. “Building comfort into learning is essential if we expect students to respond positively and constructively to their education.” – Harvey F. Silver, 2000 Competition. 4. EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING. Add emotional TOUCH to learning. 5. LEARNING IS MEANINGFUL WHEN IT IS CONNECTED TO STUDENTS’ EVERYDAY LIFE. Relate to their experiences. 6. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION. HOTS Develop creative and critical thinking 7. THERE IS NO SUCH THING AS BEST TEACHING METHOD. THE BEST IS THE ONE THAT WORKS, THE ONE THAT YIELDS RESULTS. Factors to consider: Instructional objective Nature of the subject matter Learners Teacher School policies 8. AN INTEGRATED TEACHING APPROACH IS FAR MORE EFFECTIVE THAN TEACHING ISOLATED BITS OF INFORMATION. Consider MI and LS Interdisciplinary and multidisciplinary Incorporates MI, LS, research-based, and brain-based instructional strategies RESEARCH-BASED Vocabulary Comparing, contrasting, classifying, analogies, and metaphors Sum