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
 1. 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

 IncorporatesMI, LS, research-based,

and brain-based instructional strategies
 RESEARCH-BASED
 Vocabulary

 Comparing, contrasting, classifying, analogies, and

metaphors

 Summarizing and note-taking

 Homework and practice

 Cues, questions, and advanced organizers

 Nonlinguistic representation.
 BRAIN-BASED

1. Involving students in real-life or

authentic problem solving (Corruption)

2. Using projects to increase meaning and

motivation. (Group activities)

3. Simulations and role plays as meaning

makers
4.Classroom strategies using visual processing. (graphic
organizers)

5. Songs, jingles, and raps. (Alphabet song)

6. Mnemonic strategies

7. Writing strategies. (poem making, letter writing)

8. Active review. (before exams)

9. Hands-on-activities.
 GRAPHIC
ORGANIZERS
 an instructional tool used to illustrate a student or
class‘ prior knowledge about a topic or section of text

 classify ideas

 structure writing projects

 problem solving

 decision making

 planning research and brainstorming.

SPIDER MAP
SERIES OF EVENTS CHAIN
CONTINUUM SCALE/TIMELINE
COMPARE/CONTRAST MATRIX
PROBLEM-SOLUTION OUTLINE
NETWORK TREE
THE END