UNIT III

SELECTION AND
USE OF TEACHING
STRATEGIES
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING STRATEGIES

1. Learning is an active process.

We have to actively engage the learners in learning activities if
we want them to learn what we intend to teach.
Hands-on-minds-on learning.

As the saying goes:

“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.
 The graph below shows the contribution of the five senses to learning.
 Implies the use of a teaching methodology that makes use of more visual aids
than mere audio aids.
The Contribution of the Senses to Learning

“Humans are intensely visual

animals. The eyes contain nearly 70
percent of the body’s receptors and
send millions of signals along the
optic nerves to the visual processing
centers of the brain…We take in
more information visually than
through any of the other senses”
- Wolfe, 2001
3. A non-threatening atmosphere enhances learning.

 The physical classroom condition includes proper lighting, ventilation,

order, tidiness, painting of the room.
 The psychological climate is an offshoot of our personality as a teacher,
our rapport between us and our students/pupils, the relationship between
and among us teachers and among our students.

 Steps on how to create a positive classroom atmosphere:

• Cultivate a culture of respect
• Believe in our students’ capacity
• Make our students/pupils feel they belong to a community of learners
with a shared goal or purpose
• Encourage more collaboration and co-operation and less competition
• Give allowance for mistakes
 “Building comfort into learning is essential if we expect students to respond
positively and constructively to their education”
- Harvey F. Silver. (2000)

“The learning process requires the challenge of new and different experiences, the
trying of the unknown, grid, therefore, necessarily must involve the making of
mistakes. in order for people to learn, they need the opportunity to explore new
situations and ideas without being penalized or punished for mistakes that are
integral to the activity of learning.”
- Pine and Horne (1994)
4. Emotion has the power to increase retention and learning.
 The more emotionally involved our students become in our lesson the greater
the impact.

“Our own experience validates that we remember for a longer time events that
elicit emotion in us.”
- (Wolfe, 2001)

5. Learning is meaningful when it is connected to students' everyday life.

 The meaningfulness and relevance of what we teach is considerably reduced by
our practice of teaching simply for testing.
 They see meaning in what they learn when we, teachers, show the
connectedness of our lessons to their everyday concern, to their daily life.
6. Good teaching goes beyond recall of information.
 Teaching should reach the levels of:
• Application
• Analysis
• Synthesis
• Evaluation
 to hone our students’ thinking skills.

7. An integrated teaching approach is far more effective than teaching isolated

bits of information.
 Instructional approach is integrated when it considers the multiple
intelligences (MI) and varied learning styles (LS) of students. -
Corpuz and Salandanan (2003)
 AN INTEGRATED APPROACH INCORPORATES SUCCESSFUL, RESEARCH-
BASED AND BRAIN-BASED INSTRUCTIONAL STRATEGIES

 The following are some research findings cited by Patricia Wolfe in her book Brain
Matters: Translating Research Into Action (2001). Some research findings about the
brain (Wolfe, 2001):
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. 
3. Our brains 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.
5. There is little doubt that when information is embedded in music or rhyme, its
recall is easier than when it is in prose.
 BRAIN-BASED STRATEGIES

1. Involving Students in Real-Life or Authentic problem Solving

2. Using Projects to Increase Meaning and Motivation

3. Simulations and Roleplays as Meaning Makers

4. Classroom Strategies Using Visual Processing

 “A picture is worth ten thousand words.”
 Visuals are powerful aids in retention as well as in
understanding.
 Below are examples of graphics given by Robert J. Marzano
 FIGURE 7
GRAPHIC ORGANIZERS FOR CLASSIFICATION
(COLUMNS FORMAT)

Vegetables Fruits Grains Meats Dairy

Carrots Apple Wheat Chicken Soy Milk

Eggplant Orange Corn Beef Milk

Potato Banana Rice Pork Yogurt

Pumpkin Avocado Oats Butter

Cabbage Papaya Millet Cheese

 FIGURE 8
GRAPHIC ORGANIZERS FOR CLASSIFICATION
(WEB FORMAT)
 FIGURE 9
DESCRIPTIVE PATTERN ORGANIZER
 FIGURE 10
TIME SEQUENCE PATTERN ORGANIZER
 FIGURE 11
EPISODE PATTERN ORGANIZER
 FIGURE 12
CONCEPT PATTERN ORGANIZER
 FIGURE 13
TIME-SEQUENCE PATTERN IN ARBITRATION
 FIGURE 14
PROCESS/CAUSE-EFFECT PATTERN FOR
NEGOTIATION
5. Songs, jingles, and raps
 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.” (Wolfe, 2001)

6. Mnemonic Strategies
 assist students in recalling important information.
7. Writing Strategies
 Use of incomplete statements.

8. Active review
 Review days are planned and organized.

9. Hands-on-activities
 Concrete experience is one of the best ways to make long-
lasting neural connections.
 “What we have to learn to do, we learn by doing.”
- Aristotle
 An integrated approach is also interdisciplinary and multidisciplinary.
(Touch the other aspect of life outside the school)

 An instructional approach is also integrated when it includes the acquisition of

knowledge, skills as well as values. (Relate your subject to other subjects.)

10. There is no such thing as best teaching method. The best method is the one that
works, the one that yields results.

 Factors to consider in the choice of TEACHING METHOD:

• Instructional Objective
• The nature of the subject matter
• The learners
• The teacher
• School policies