Guiding Principles in the

Selection and Use of

Teaching Strategies
3 kinds of strategies:
Carousel Brainstorming
Two Minute Talks
Think - Pair – Share
Talking Drawings
Possible Sentences
Anticipation/Reaction Guide
 The First Word
 Walk Around Survey
 Three Step Interview
In the Hot Seat

1) Activating Strategies – activate students’

prior knowledge through the use of engaging
strategies designed to focus learning.
RAFT (R-ole of Writer; A-udience to whom the product is
being directed; F-ormat of the product being created; T–
opic of the product)
Dump and Clump
Collaborative Listening and Viewing Guide
3 x 3 Vocabulary
Frayer Model
Concept Mapping
Venn Diagram
Semantic Feature Analysis
Four Corners
Power Notes

2) Cognitive Strategies – provide a structure for

learning that actively promotes the comprehension and
retention of knowledge through the use of engaging
strategies that acknowledged the brain’s limitations of
capacity and processing
Shaping Up Review
Exit Slips
Four-Two-One
Final Countdown
Word Sorter
Challenge Envelopes
Vanity Plates
Four Box Synectics
Learning Frames
ABC Review
3) Summarizing Strategies – Promote the retention of
knowledge through the use of engaging strategies
designed to rehearse and practice skills for the purpose
of moving knowledge into long-term memory.
A learner must be actively engaged in the
learning process. Let them be engaged in
the activity for them to participate using
the “hands-on-minds-on” learning

Prin 1. Learning is an active

process.
What is seen and heard are learned more
than what are just seen or just heard. The
use of teaching methodology that makes
use of more visual aids than mere audio
aids is far more effective. Use a
combination of 3 or more senses multi-
sensory

Prin 2. The more senses that are involved in

learning, the more and the learning.
 We tend to remember and learn more
those that strike our hearts. More
emotionally involved, the greater the
impact. Our own experience validates
that we remember for a longer time
events that elicit emotion in us.

Prin 3. Emotion has the power to

increase retention and learning.
 They see meaning in what they learn when
we, teachers, show the connectedness of
our lessons to their everyday concern, to
their life.

Prin 4. Learning is meaningful when it

is connected to students’ everyday life.
Good thinking concerns itself with higher-
order-thinking skills to develop creative and
critical thinking.

Prin 5. Good teaching goes beyond

recall of information.
Instructional approach is integrated when
it considers the multiple intelligences (MI)
and varied learning styles (LS) of
students.

Prin 6. An integrated teaching approach is far more

effective than teaching isolated bits of information.
Interrelate or connect the topic to another
topic (interdisciplinary) or even in other
topics (multi-disciplinary)

Prin 7. An integrated approach is also

interdisciplinary and multidisciplinary
A learner must be actively engaged in the
learning process. Let them be engaged in
the activity for them to participate using
the “hands-on-minds-on” learning

Prin 8 Instructional approach is also integrated when

it includes the acquisition of knowledge, skills and
values.
Instructional Objective – the enumeration of instructional
objective, using the 3 domains, is a guide for teachers on what
strategy to use
Nature of the subject matter – employing a strategy that would
not fit on the subject matter is more of a waste of time
Learners – level of readiness is a factor that should not be
ignored. MI and LS of learners is another thing to bear in mind.
A repertoire of strategies is a big help.
Teacher – confidence of the teacher to use strategy generates an
active participation on the part of the learners. If the teacher is
uncertain with its implementation then use it, if not then do not
attempt.
School policies – check school’s policy in the conduct of
activities, do not insist in its usage
Prin 9. There is no such thing as best
teaching method. The best method is
the one that works, the one that yields
results.
 Research-based Brain-based
1. Need for memory aid 1. involve students in real-life
2. Build neural networks 2. Use projects to increase meaning and
(concrete, symbolic, motivation
abstract) 3. Simulations and role plays give
 Realia meaning to makers
 field trips 4. Classroom strategies must use visual
 actual experiences processing. (graphic organizers)
3. hook students in the 5. Songs, jingles, and raps are learned
learning experiences when given a tune.
4. the capacity of the 6. Mnemonic strategies assist students
long-term memory for in recalling important information
pictures is unlimited. 7. writing strategies when they use their
5. information is own words
embedded in music or 8. Active review strengthen students
rhyme for simple recall synapses (recap) Let them do it
9. Hands-on activities make a long-
lasting neural connections.
DIFFERENT APPROACHES
AND METHODS
TEACHING APPROACH It is a set of principles, beliefs, or ideas
about the nature of learning which is translated into the
classroom. (Teacher’s own philosophy, nature of education,
role of the teacher and the role of a student)
 
TEACHING STRATEGY It is a long term plan of action designed
to achieve a particular goal.

TEACHING METHOD It is a systematic way of doing
something. It implies an orderly logical arrangement of steps.
It is more procedural.

TEACHING TECHNIQUE It is a well-defined procedure used to
accomplish a specific activity or task. (Teacher’s style/trick or
Teacher’s personal style of teaching)

Definition of Terms:
 Interactive – let learners interact with each other
Innovative – introduce new methods; do not overuse one
teaching method
Integrative – connect your lesson or other disciplines to
one another
Inquiry-based – T asks questions and S look for an answer
Collaborative – make learners work together
Constructivists – L construct knowledge and meaning
using past experiences
Varied – have a repertoire of methods
Experiential – hands-on, minds-on, hearts-on
Metacognitive – make learners think beyond cognition and
thought processes
Reflective – let students reflect on what they have learned

Characteristics of teaching methods

TEACHER-CENTERED APPROACH - The teacher is perceived to be the only reliable
source of information in contrast to the learner-centered approach.. T dominated
Research-based; whole child approach; metacognitive; problem-based; T engagement
L; SM focus L; Ind number Grp
LEARNER-CENTERED APPROACH - L is an important resource who has the capability
of sharing. L’s talk is more than T’s talk. In which it is premised on the belief that the
learner is also an important resource because he/she too knows something and is
therefore capable of sharing something.
TEACHER DOMINATED APPROACH - In this approach, only the teacher’s voice is
heard. He/she is the sole dispenser of information. - T is the sole dispenser of
information
DIRECT/EXPOSITORY APPROACH - Direct Instruction/Lecture Discussion – aimed
at helping students acquire procedural knowledge. Procedural knowledge are skills
needed in the performance of a task. It is used for lessons that are factual and non-
controversial. (characteristics)
Demonstration Method – employs a sophisticated equipment and technical know-how.
Class is focused on the activity and concentration on the subject. It follows a
systematic procedure. Students’ skills are adjudged
INDIRECT/EXPLORATORY APPROACH - 1) Inquiry method –2) Problem Solving
Method 3) Project Method 4) Cooperative Learning 5) Peer Tutoring/Peer Tutoring 6)
Partner Learning 7) Deductive Method (directly) vs Inductive Method
(investigates/indirectly)
1) INTERACTIVE APPROACH - an interactive classroom will have more student
talk and less teacher talk. Students are given the opportunity to interact with
teacher and with other students.
2) CONSTRUCTIVIST APPROACH The students are expected to construct
knowledge and meaning out for what they are taught by connecting them to prior
experience.
3) BANKING APPROACH The teacher deposits knowledge into the “empty”
minds of students for students to commit to memory. L are empty receptacles
4) INTEGRATED APPROACH It makes the teacher connects what he/she
teaches to other lessons of the same subject (intradisciplinary) or connects
his/her lessons with other subjects thus making his/her approach interdisciplinary
and multidisciplinary. intradisciplinary.
5) DISCIPLINAL APPROACH It limits the teacher to discussing his/her lessons
within the boundary of his/her subject.
6) COLLABORATIVE APPROACH It will welcome group work, teamwork,
partnerships, and group discussion. welcomes group work, team work,
partnerships, group discussions
7) INDIVIDUALISTIC APPROACH - T makes the students work on themselves
only It wants the individual students to work by themselves.
8) DIRECT TEACHING APPROACH The teacher directly tells or shows or
demonstrates what is to be taught. T directly tells/shows/demonstrates what is to
be taught
9) INDIRECT,GUIDED APPROACH - T guides the learner to discover things for
him/herself. T facilitates the learning process by allowing the learner to be
engaged in the learning process with his/her guidance.
RESEARCH-BASED APPROACH As the name implies, teaching
and learning are anchoredon research findings.
WHOLE CHILD APPROACH The learning process itself takes into
account not only the academic needs of the learners, but also their
emotional, creative, psychological, spiritual, and developmental
needs
METACOGNITIVE APPROACH - an approach that makes our
students think about thinking
PROBLEM-BASED APPROACH - an approach that makes our
students think about thinking process of working toward the
understanding of the resolution of a problem. This involves 3
steps
#1: T and S select a topic based on Ss interests, curriculum
standards and local resources;
#2: T finds our what the students already know and helps them
generate questions to explore; and
# 3: S share their work with others in a culminating activity

Other teaching approaches cited in education literature are (Research and Whole Child):
Guiding Principles in the
Selection and Use of
Instructional Materials
1. All instructional materials are aids to
instruction. They do not replace the teacher

2. Choose the instructional material that

best suits your instructional objectives

3. If possible, use a variety of

tools
4. Check out your instructional material
before class starts to be sure it is
working properly
5. For results, abide by the general utilization
guide on the use of media given below:
Make sure you know how to manipulate the
material
Prepare introductory remarks, questions or
initial comments
Provide conducive environment
Explain the objectives of the lesson
Stress what is to be watched or listened
State what they will be expected to do with
the information
Prepare for an experience where review or
summary is expected.