Selection and

Use of
Teaching
Strategies
Racheil Mae Albangco
Ma. Carmela Bacay

Different folks,
different strokes

Guiding Principles
in the Selection and
Use of Teaching
Strategies

1. Learning is an active
process
We have to actively engage the learner
in learning activities if we want them to
learn what we intend to teach
We have to give our students
opportunities to participate in classroom
activities
We have to 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 on learning,
the more and the better
the learning

What is seen and heard are learned

more than what are seen or just heard

The Contribution of the Senses to

Learning
TasteSmell
Touch

Hearing

Sight

Humans are intensely visual

animals We take in more
information visually than
through any of the other
senses
Wolfe,200
1

3. Emotion has the

power to increase
retention
and
learning
The more intense the arousal, the stronger
the imprint.
Let us not feel afraid to bring in emotion
into our classrooms
Let us add an emotional touch to learning

 Our own experience

validates that we remember

for a longer time events
that elicit emotion in
us
Wolfe,200
1

4. 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 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

5. Good Teaching goes

beyond recall or
information
Good
thinking concerns itself with higherorder-thinking skills to develop creative
and critical thinking.

Most teachings are confined to recall of

information and comprehension

 Ideally our
teaching should
reach the levels
of application,
analysis,
evaluation and
synthesis to
hone our
students
thinking skills

Ev
alu
ati
on
Synthesis

Analysis

Application

Comprehension

Knowledge

6. An integrated teaching
approach is far more
effective than teaching
Corpuz andbits
Salandanan
(2003) claim
isolated
of information
that an instructional approach is
integrated when it considers the Multiple
Intelligences (MI) and varied learning
style, respectively

Researched-based
Strategies

 1. 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 neutral network.
This networks is formed through concrete experience,
representational or symbolic learning, and abstract
learning.

A
This finding implies that teaching strategiesbs
tr
that make the students experience the
ac
concrete through the actual experience
t
Symbolic

in solving authentic problems in the

community are effective

Concrete

 3. Our brains have difficulty

comprehending very large numbers
because we have nothing in our
experience to hook them to.
4. The capacity of the long-term memory
for pictures seems almost unlimited.
5. There is little doubt that when
information is embedded in music or
rhyme, its recall is easier than when it is
in prose

based
Strategi
es

1.Why do we need to study this?

2.Where are we going to use
these?
3.Are these needed in finding a
job?
4.Will these make us rich?

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

2. Using Projects
to increase
meaning
and motivation

3.Simulations and
role plays as
meaning makers

A picture is worth
ten thousand words

4. Classroom
strategies using
visual processing.

The Contribution of the Senses to

Learning
TasteSmell
Touch

Hearing

Sight

Graphic
Organizers for
Classification
Robert J. Marzano

Categories

For Analogy

Hierarchical Topical Organizer

Fact

Topic
Fact

Fact

Web
Topic
Theme
Concep
t

Episode Pattern Organizer

Cause

Effect

Episode

Per
son
s

Per
son
s

Per
son
s

Concept Pattern Organizer

ST
EP
#1
STE
P#
2
STE
P#
3
STE
P#
4
STE
P#
6

Time Sequence Pattern in

Arbitration

Process/Cause-Effect Pattern
for Negotiation
Party #
1

Attorney

Problem
between 2
parties

Party #2

Shares
importan
t facts

Settlement

5. Songs, jingles,
and raps

6. Mnemonic
Strategies

7. Writing
Strategies

8. Active Review

9. Hands-onactivities

What we have to
learn to do,
we learn by doing
-Aristotle

 An integrated approach is also

interdisciplinary and
multidisciplinary
An instructional approach is also
integrated when it includes the
acquisition of knowledge, skills as
wells as values

10. There is no such

thing as the best
teaching method.
The best method is
the one that works

Factors to consider in the

choice of a teaching
method

1. Instructional Objectives
2. The nature of the subject matter
3. The learners
4. The teacher
5. School Policies