Guiding principles in the Selection and Use of Teaching Strategies

1. Guiding Principles in
the Selection and Use
of Teaching Strategies
Prepared by: Mary Jane T. Hugo
BSE III- General Science

2. Research findings cited by Patricia Wolfe in
her book Brain Matters: Translating Research
Into Action (2001).
Research findings about brain (Wolfe, 2001):
1. Without rehearsal or constant attention,
information remains in working memory for only
about 15 to 20 seconds.
7. An integrated approach incorporates
successful, research- based and brain-
based instructional strategies

4. 2. Learning is a process of building neural
networks. This network is formed
through concrete experience,
representational or symbolic learning,
and abstract learning. The three levels
of learning are concrete, symbolic, and
abstract.

5. Concrete Level
You see a small, furry, four-legged animal and
your father tells you it is an animal called dog.

6. Symbolic Level
• If you are older and your parents no longer take you
to the zoo , you have your way of expanding the
neural network of animals. Later you see pictures of
animals in a book that your mother reads to you.
You quickly match the name of the animal to its
picture. Your repeated exposure to the animals book
can make the more exotic animals much more
meaningful than if you have never visited the zoo.

7. Abstract level
• If you are older and your parents no longer
take you to the zoo or buy you a picture
books, what is your way of expanding the
neural network of animals? It’s never seen,
whether real or imaginary.

8. 3. Our brains have difficulty
comprehending very large numbers
because we have nothing in our
experience to “hook” them to.

9. 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.

10. 5. There is little doubt that when
information is embedded in music or
rhyme, its recall is easier than when it is
prose.
Example: If you are asked to write the
Pambansang Awit, I bet, you have to sing
the song in order to remember the lyrics.

11. Brain-Based
Strategies

12. 1.Involving students in real-life or
authentic problem solving.

13. 2.Using projects to increase meaning
and motivation.

14. 3.Simulations and role plays as
meaning makers.

15. 4. Classroom strategies using visual
processing.
Visuals are powerful aids in retention as well
as understanding.

16. Graphic OrganizersExamples of graphics given by Robert J.
Marzano et al, (2001) in their book, Classroom
Instruction that Works.

17. Network Tree

18. Analogy

19. Hierachical Topical
Organizer

20. Hierachical Topical
Organizer

21. Web Organizer

22. Episode Pattern Organizer

23. Concept Pattern Organizer
ConceptCharacteristic
Example
Example
Characteristic
Example
Characteristic
Example
Example
Example

24. Time-Sequence Pattern
Organizer
Step 1: A dispute between two parties .
Step 2: Both parties agree to have another person
listen to their arguments and make a decision for
them.
Step 3: The court appoints an arbitrator.
Step 4: In a setting much less formal than a trial,
the arbitrator listens to both sides.
Step 5: The arbitrator makes his or her final
decision, and the parties must abide by it.

25. Process/Cause-Effect Pattern
for Negotiation Organizer

26. Content can be more easily learned when they give it a tune or make it
into rhyme
Adding movement to the music or rhyme provides an extra sensory input
to the brain and probably enhances learning
Example: Teach Grade 1 pupils to end a sentence with a period with
this song sang to the tune of Row, Row, Your Boat.
Stop. Stop, stop the words
With a little dot
Use a period at the end
So they’ll know to stop
5. Songs, jingles and raps

27. 6. Mnemonic Strategies
Assist students in recalling important information.
Examples:
We remember the number of days of each mont
by counting the peaks and valleys of our knuckles.
StalaCtites are found on the ceiling while
stalaGmites are found on the ground.

28. 7. Writing Strategies
Make students write their own word problems and
make them ask their classmates to solve them or by
the use of incomplete statements.
Examples are : I think calculators…; Factoring is easy
if…; I am hard up in…;

29. 8. Active Review
Instead of the teacher conducting the review, students
are given their turn.
Review days are planned and organized to give
enough time for students to prepare for the holding
of a review. It also strengthens synapses.

30. 9. Hands-on-activities
Concrete experience is one of the best ways to
make long-lasting neural connections.
Aristotle said: “What we have to learn to do,
we learn by doing.”

31. 9. An integrated approach is also
interdisciplinary and multidisciplinary.
For example, if you teach science, you interrelate and
connect the topic care for environment with the kinds
of pollution and global climatic changes within the
science subject itself. This is interdisciplinary
If your content in science is used to teach grammar and
values in the languages, this is multidisciplinary.

32. An instructional approach is also integrated
when it includes the acquisition of
knowledge and skills as well as values.

33. 10. There is no such thing as best teaching
method. The best method is the one that
works, the one that yields results.
There are factors to consider I the choice of teaching
method. These factors are
(1) The instructional objective
(2) The nature of the subject matter
(3) The learners
(4) The teacher
(5) School policies