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Lecture Notes
Lecture Notes
Teaching strategies refer to methods used to help students learn the desired course contents
and be able to develop achievable goals in the future. Teaching strategies identify the different
available learning methods to enable them to develop the right strategy to deal with the target
group identified.
An integrated teaching strategy is permeated by the multiple intelligences, the varied learning
styles and daily experiences of the learners. Its use also means empowering learners to become
"lifelong learners and active makers of meaning".
This was popularized by advocates of value clarification like Charles E. Merrill. The proponents
of this integrated teaching strategy asserts that the teaching-learning process should touch the
facts-level, the, concepts-level and values level.
On the concepts level, these fragmented and meaningless facts are viewed and organized into
concepts fewer than the facts.
On the values level, the knowledge acquired are related to the student's life.
Strategies
But with Gardner's MI Theory, we are introduced to six (6) more intelligences, namely: (1)
bodily-kinesthetic, (2) spatial, (3) musical, (4) intrapersonal, (5) interpersonal, and (6)
naturalist intelligences. All these intelligences are represented in every classroom since every
learner has all the intelligences with just one or two that are dominantly expressed. The ideal is
for every learner to have a balance developmet of all the eight intelligences.
Intelligences as Dispositions
or write effectively
(poet, journalist,
novelist, copywriter,
editor)
Spatial Intelligence colors, shapes, visual representing ideas create visually (artist,
puzzles, symmmetry visually, creating photographer,
lines, images mental images, engineer, decorator)
noticing visual and
details, drawing and
visualize accurately
sketching
(tour guide, scout,
ranger)
Musical Intelligence tone, beat, tempo, listening, singing, create music (song
melody, pitch, sound playing an writer, composer,
instrument musician conductor)
and
As to learning style, introduced by Silver and Hanson (1998), namely: (1) sensing-thinking
(mastery style), (2) sensing feeling (interpersonal style), (3) intuitive-thinking (understanding
style), and (4) intuitive-feeling (self-expressive style)
To understand Silver's learning style profile, a brief introduction is in order. We perceive the
world either by our five senses or by intuition or by a combination of both, which is ideal. But
some take the world more through their senses then with their intuition. Others perceive the
world more by intuition and less by the five senses. Those who perceive the world by just
sensing "like to live and work in the here and now. They are motivated by practicality and
usefulness, they generally have a realistic outlook on life and they like to operate according to
procedures and toward definite goal." (Silver, 2000). On the other hand, intuitives "trust their
own insights, go where their inspiration and vision take them, and often feel constrained by
procedures. They like flexibility and the freedom to explore possibilities and ideas." (Silver,
2000)
Styles as Dispositions
Integrated teaching also incorporates successful, research based instructional strategies into
teaching. Brain-based instruction is the application of teaching-learning principles based on
findings about the brain and learning.
The following are some research findings cited by Patricia Wolfe in her book Brain Matters:
Translating Research Into Action.
1. Without rehearsal or constant attention, information remains in working memory for only
about 15 to 20 seconds. This implies the need for memory aids
2. Learning is a process of building neural networks. This network is formed through concrete
experience, representational or symbolic learning and abstract learning. There are three levels
of learning, namely: concrete, symbolic and abstract. This implies that teaching strategies
make the students experience the concrete through field trips, use of realias (real things) or
through actual experience in solving authentic problems in the community. From the concrete
level of learning we go higher to the symbolic and to the abstract levels.
3. Our brain have difficulty comprehending very large numbers because we have nothing in
our experience to "hook" them to.
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. The capacity
of the long-term memory for pictures seems almost unlimited. Several studies show how well
the mind processes and remembers visual information. The expressions "I never forget a face",
" I see what you mean", "I can picture but I can't recall the name" attest to this finding.
5. There is a little doubt that when information is embedded in music or rhyme, its recall is
easier than when it is in prose. If you were asked to write the Pambansang Awit, I bet, we
have to sing the song in order to remember the lyrics.
Brain-based Strategies
At times activities are not feasible, so simulation which are not real events, are our resort.
Content can be more easily trained when they give it a tune or make it into rhyme through their
personally composed songs, jingles and raps.
6. Mnemonic Strategies
7. Writing Strategies
Make students write their own word problems and make them ask their classmates to solve
them.
8. Peer Teaching
9. Active Review
Instead of the teacher conducting the review, students are given their turn.
Concrete experience is one of the best ways to make long lasting neural connections.