MARTINEZ-IVY-H._EdM-200-Teaching-Strategies-and-Approaches.pptx

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1. III. TEACHING STRATEGIES AND APPROACHES IVY H. MARTINEZ Presenter

2. C. Inquiry-Based Learning Based on John Dewey’s philosophy that education begins with the curiosity of the learner, inquiry in the classroom places the responsibility for learning on the students and encourages them to arrive at an understanding of concepts by themselves.

3. C. Inquiry-Based Learning Lee et al. (2004) defined inquiry-based learning as an “array of classroom practices that promote student learning through guided and increasingly, independent investigation of complex questions and problems, often for which there is no single answer”.

4. C. Inquiry-Based Learning a learning process that engages students by making real-world connections through exploration and high-level questioning. encourages students to engage in problem-solving and experiential learning.

5. There are four types of inquiry-based learning: The Structured Inquiry Approach The Open-Ended Inquiry Approach The Problem-Based Inquiry Approach The Guided Inquiry Approach

6. The Structured Inquiry Approach a sequential process that helps students learn how to ask questions and investigate real-world problems.

7. 2. The Open-Ended Inquiry Approach a more free-form approach. students are given the freedom to explore their interests and ask questions about the topic they are studying.

8. 3. The Problem-Based Inquiry Approach a problem-solving approach. students are given a real-world problem to solve.

9. 4. The Guided Inquiry Approach a teacher-led approach. The teacher guides the students through the inquiry process and helps them to ask questions and find solutions to real-world problems.

10. What are the Benefits Inquiry-Based Learning? 1. Encourages critical thinking. 2. Improves problem-solving skills. 3. Encourages creativity. 4. Improves communication skills. 5. Connects learning to the real world. 6. Helps students understand complex topics. 7. Encourages engaged learning.

11. Examples of Inquiry-Based Learning: Science Experiments Field Trips Classroom Debates Projects Group Work

12. D. Explicit Instruction a teacher-centered strategy that requires educators to make the desired achievable learning goals and outcomes clear to the children through a range of strategies. is systematic, direct, engaging, and success oriented.

13. D. Explicit Instruction Rosenshine (1987) described this form of instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.”

14. Why Use Explicit Instruction? Students get opportunities to practice. It uses data collection and analysis. It lightens the “cognitive load”.

15. Explicit Teaching Framework

16. Implementing the Strategy: The Three Steps of Explicit Instruction According to Gauthier , Bissonnette , and Richard (2013), explicit instruction can be divided into three sequential steps:

17. Implementing the Strategy: The Three Steps of Explicit Instruction Modeling or “I DO Method” Teachers lead instruction as students observe.

18. Implementing the Strategy: The Three Steps of Explicit Instruction 2. Guided Practice or “WE DO Method” Teachers guide instruction as students participate.

19. Implementing the Strategy: The Three Steps of Explicit Instruction 3. Independent Practice or “YOU DO Method” Students practice the new skill or strategy, collaboratively or independently.

20. E. Differentiated Instruction Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in a same way or share the same level of ability.

21. E. Differentiated Instruction is the process of tailoring lessons to meet each student’s individual interests, needs, and strengths. gives students choice and flexibility in how they learn and helps teachers personalize learning.

22. Howard Gardner’s Multiple Intelligences

23. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: 1. Content What the students needs to learn or how the student will get access to the information. 2. Process Activities in which the student engages in order to make sense of or master the content.

24. 3. Products Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit. 4. Learning Environment The way the classroom works and feels.

25. Differentiated Instruction Strategies to Try 1. Create Learning Stations 2. Use Task Cards 3. Target Different Senses 4. Use Think-Pair-Share Strategies 5. Make Time for Journaling 6. Gallery Walk

26. THANK YOU FOR LISTENING!