Research- Based

Teaching and Learning

in the 21 Century
st

STEPHANE JULIATA MANULAT

1. Setting Objectives and Providing Provide students with a direction
Feedback for learning and information about
how well they are performing
relative to a particular learning
objective so they can improve
their performance.

2. Reinforcing Effort and Providing Provide students with abstract

Recognition tokens of recognition or praise for
their accomplishments related to
the attainment of a goal.
3. Cooperative Learning Provide students with opportunities
to interact with one another in
ways that enable their learning.
4. Cues, Questions and Advance Enhance students ability to
Organizers retrieve, use and organize what
they already know about a
topic.

5. Non-linguistic Representations Enhance students ability to

represent and elaborate on
knowledge using mental images.

6. Summarizing and Note Taking Enhance students ability to

synthesize information and
organize it in a way that
captures the main ideas and
supporting details.
7. Assigning Homework and
Providing Practice
8. Identifying Similarities and
differences
9. Generating and Testing
Hypotheses
Extend the learning opportunities
for students to practice, review
and apply knowledge.
Enhance students understanding
of and ability to use knowledge by
engaging them in mental
processes that involve identifying
ways in which items are alike and
different.
Enhance students understanding
of and ability to use knowledge by
engaging them in mental
processes that involve making and
testing hypotheses.
 THE NINE CATEGORIES OF
RECAP INSTRUCTIONAL STRATEGIES
1. Setting Objectives and Providing Feedback
2. Reinforcing Effort and Providing Recognition
3. Cooperative Learning
4. Cues, Questions and Advance Organizers
5. Non-linguistic Representations
6. Summarizing and Note Taking
7. Assigning Homework and Providing Practice
8. Identifying Similarities and differences
9. Generating and Testing Hypotheses
 The nine (9) categories can be divided into three (3) groups: 1)
creating a positive environment for learning, 2) helping students
develop understanding and 3) helping students extend and apply
knowledge

Creating the Environment for Learning

Goodwin (2011) describes teachers who create a conducive environment for

learning as warm and empathetic and establish a sense of community within
the classroom where they respect students and students respect them and one
another.

Essential in creating a favorable learning atmosphere is a growth mind-set

where teachers words and actions make it clear that student achievement
depends on hard work and effort and is not cast in stone by past performance.
(Dean, et al, 2012)
 Setting Objectives
Four recommendations for setting
objectives
Set learning objectives that are specific
but not restrictive.
Communicate the learning objectives to
students and parents.
Connect the learning objectives to
previous and future learning.
Engage students in setting personal
learning objectives. Make them own the
learning objectives.
 Providing Feedback
Recommendations from Ceri B. Dean, et al. (2012)
Provide
feedback to make students understand
what was need to do next.
Provide feedback in time to meet students needs.
Feedback should be criterion-referenced.
Feedback should make students see their
performance in relation to the expected outcome
or the learning target and not in relation to the
classmates performance.
Engage students in the feedback process. This way,
they are made to reflect on their own performance
and exchange feedback with peers.
 Reinforcing Effort

Teach student that SUCCESS is within their

control because it comes as a result of their
effort not because of other people or of luck.

Providing Recognition

Promote a mastery-goal orientation

Providepraise that is specific and aligned
with expected performance and behaviors.
 Cooperative Learning

In the layers of a complex world, the students

of today need to possess not only intellectual
capabilities but also the ability to function
effectively in an environment that requires
working with others to accomplish a variety of
tasks. - Thomas Friedman (2006)
Learning atmosphere is more favorable when
students work together rather than compete
and work against one another.
 Elements
Element of the Cooperative Learning Purpose
Positive Interdependence
Face-to-face promotive Interaction
Individual and Group Accountability
Interpersonal and Small-Group Skills
Group Processing
Model
Ensure that success by individual
promotes success among other group
members.
Individuals encourage and activate
efforts to achieve and help one another
learn
Ensure that all members contribute to
achievement of the goal and learn as
individuals
Ensure that all members clearly
understand effective group skills
Promote group and individual reflection
for maintenance of group effectiveness
and success.