Post on 04-May-2023
Effective Teaching Strategies
In Teaching-learning process
------------------------
A Research paper
presented to
Ms. JanneneLiekaCeniza
________________
In Partial Fulfillment
For the requirements of English 12
Writing in Discipline
_______________
By
Alcantara, Richard
Robin, Vanessa
Pogoy, Ronald
Montalla, Noel
Padilla, Rubelyn
Cuyo, Andrew
Montesclaros, Grace
Tauy, Christine
BSEd-TLE 1-A
2nd semester, SY: 2014-2015
ACKNOWLEDGEMENTS
The researchers would like to express their innermost gratitude
and appreciation through the efforts and services rendered by the
following people that make this work possible.
To Anita Urbano, who let her time and effort in facilitating the
data and helping out in the statistical treatment.
To our parents who give moral and financial support, and
encouragement with this study is being worked on.
In the same manner, we would like to acknowledge the freshmen
students who been gracious enough in accommodating data gathering.
Lastly, we owe everything to GOD ALMIGHTY who makes everything
possible.
-The Researchers-
TABLE OF CONTENTS
Title page---------------------------------------------------------------------------------------------------- i
Acknowledgement------------------------------------------------------------------------------------------iii
Table of Contents------------------------------------------------------------------------------------------
Chapter I Introduction
Background of the study--------------------------------------------------------------------
Statement of the Problem-------------------------------------------------------------------
Theoretical and Conceptual Framework------------------------------------------------
Significance of the study--------------------------------------------------------------------
Scope and Limitation of the study---------------------------------------------------------
Definition of terms-----------------------------------------------------------------------------
Chapter II Review of Related Literature and Studies
Related Literature------------------------------------------------------------------------------
Related Studies---------------------------------------------------------------------------------
Chapter III Methodology
Research Design--------------------------------------------------------------------------------
Research Locale---------------------------------------------------------------------------------
Respondents of the Study--------------------------------------------------------------------
Research Instruments-------------------------------------------------------------------------
Data Gathering Procedures------------------------------------------------------------------
Methods of Scoring-----------------------------------------------------------------------------
Statistical Tools----------------------------------------------------------------------------------
1
CHAPTER I
INTRODUCTION
Background of the study
Education is a vital tool for us to strive for economic
development. We educate o0urselve because of our dreams and goals in
life. Doctors, engineers and nurses many other professions are
possible because of educators. Educators transmit information to
learners they are responsible for the teaching learning- process.
Understanding teaching starts from developing of able concept of
teaching that goes beyond analyzing teaching mythology and describing
the various activities that go into the process. For that matter
educators in particular realized the need for investigating facet of
teaching with the end in view of improving it. Such a process entails
a knowledge of what has to be an improve which can be than by a
through analyses of records of action in a classroom situation.
More than understanding what teaching is professional in the
field recognizes the need for evaluating teaching. A teacher must know
what teaching is since his concept of teaching guides his behavior.
His understanding of teaching serves as guide to all activities he and
the learner will engage in. In other words, what patterns of behavior
are adapted are determined by individuals concept of his role. In the
same way ones concept of teaching impacts on the performance of a
teacher based on the appropriateness of the activities designed to
carry out specific objectives.
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In teaching, the learner is the core of the teaching process. It
is from him that revolves all activities related to activities. He is
the person who receives instruction from a teacher. In educating them
it is advisable to employ different strategies.
The researchers come up with this kind of research in
order to determine and to know the different teaching strategies that
is necessary and applicable in the teaching learning process.
Teaching ever since has been regarded as a noble profession it is
one which can be rewarding and fulfilling no matter the adds,
especially for people who regard it as a calling, more than a
commitment. Many years back, teaching was reserve to the idealists-
the people who have faith in the young, have envisioned a kind of
society and future that will benefit all because education is grounded
on quality
The concept of teaching as an ideal profession has remained
strong through the years, but it has been accentuated by the need for
meeting the challenges of the times which can be addressed through
quality teaching. There is a persistent demand for professional
teachers who will stick by the profession despite the constraints.
However, the prospect of better treatment for teachers have long waned
aggravated by practical problems of raising salaries, enjoying health
benefits, upgrading school facilities, and even in the matter of
expanding opportunities for growth for growth for those who will
choose to remain in teaching.
3
Fortunately, the love for teaching has served as a motivating
factor to teachers who have not left behind the much touted idealism.
Despite the problems attributed to present- day economic moves
teaching has remained inspiring and fulfilling.
The teaching profession demands a total commitment to total
transformation of the learn, a continuous development of his
potentials for a totally satisfying life as a person and a member of
the community. This is the reason why there is so much focus on
quality .teachers that are willing to address and meet the demands of
quality instruction can bring out the best in their pupils and
student.
However, while concern of the overall well-being of the
individuals is emphasized in school in particular, there is no dinging
that the teachers need support system from the parents and the
community. Where these segments are bent on giving their share of the
responsibility , there will be represent and enrichment of all that is
acknowledge act as culture of the society. Teacher play a crucial role
in the continues development of the society as is tries to meet the
challenges of the times. This will be realized if teacher will develop
the rare passion for teaching that it above any other divine
profession.
Teaching is the metical of activities associated to teaching.
Teacher explains,
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asks, review demonstrates, submits requirements, attend official
meetings advises student, and checks on attendance teaching is on act
itself for it involves the common activities in the classroom and the
teaching strategies and techniques, but it focuses on the intent to
make learners by effective into action of teacher and student in the
understanding of a particular subject matter.
Statement of the problem
The main purpose of this study is to determine and identify on
what teaching strategies is much effective to be employ in teaching-
learning process.
Specifically, it sought to answer the following:
1. What are the different teaching strategies to be utilized by the
educators to have an effective teaching-learning process?
2. How the teaching strategies affect the teaching-learning
procedure?
3. Why educators develop an effective teaching technique towards
efficacy of the teaching-learning process?
Significance of the study
This study may be beneficial to the following:
Grade school teachers- They will have a broader understanding on
teaching and its related activities. Since they teach pupils, through
this study they should gain knowledge to the
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different instructional approaches to be employed in teaching for the
effectiveness of their lesson.
High school teachers-As educators of secondary level, they will
be aware of the different techniques to be utilized in their teaching
process, teaching techniques that will make their profession easier
and manageable. Since they are the one that induces ideas to learners,
it is important for them to use a technique which will best work for
him and to his learners.
College instructors- Through this study they can assess
themselves if they are using an effective methods towards imparting
knowledge to their students. This study also provides them an
opportunity to choose on what particular methods they’re going to use
in their discussion process for the efficacy of the teaching-learning
process.
To educators in general-This study provides ideas on how to make
their teaching profession an enjoyable one, rather than as a burden.
Furthermore, this study enhance the credibility of teaching, develops
their teaching strategies to its positive state and improve their
teaching capacity.
Theoretical Framework
Below are some theories in teaching. You do not need to adhere to
each style, nor do you need to teach exclusively using a single style.
The resources below are here to provide guidance, inspiration, and
help you explore your teaching. If you have any questions about the
content in these pages, feel free to consult with a member of the
Teaching Centre about them.
Blooms Taxonomy is way of categorizing and ordering thinking
skills. It was initially introduced by Benjamin Bloom back in 1956.
The purpose of this classification system is to classify and compare
Lower Order Learning Skills from Higher Order Learning Skills. The
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biggest change that occurred in the revised taxonomy is that the
classifications went from nouns to verbs. This helps reminds us that
learning is active, and is not a thing that has already taken place.
The other noticeable difference is the addition of Creating as a
Higher order thinking skill. With the many additions of social media,
web applications and educational technologies, students now have the
ability to create at their fingertips. It is important to be cognizant
of this and include it as a higher order learning skill.
A theory that focuses on stimulus response. When teaching and
utilizing this theory, the student can be thought of as a blank slate.
Then as you teach a concept or fact, the student will respond in a
certain way. You can choose to reinforce the behaviour in a positive
or a negative manner. This positive or negative reinforcement helps to
reinforce what is being taught.
The basis of this theory is that learning occurs when the learner
makes connections between the stimulus and response (what is taught or
experienced in the learning environment versus how the student reacts)
This theory also suggests that learning can depend on learning
identical concepts in new learning situations.
1. Learning requires practice and reward
2. Stimulus/Response connections can be chained together
3. Transfer of learning occurs when learners compare and contrast
their previous experiences.
4. Intelligence is a function of the number of connections learned.
The ability of the student to compare the same element in two
different situations provides them with the opportunity to compare and
contrast the element and make connections between the two situations
regarding the element.
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This theory states that learning is an active process in which the
learner constructs knowledge based on the information they
experience. New information is constructed in relation to prior
knowledge the learner has.
1. Learning should take place in a context and incorporate
experiences that are of interest to the student
2. Learning should be designed so the learner can “fill in the
blanks”.
3. Learning should be structured so that concepts connect to one
another.
4. The main idea behind multiple intelligences is that each learner
may have different forms of intelligence, and each learner has
varying degrees of intelligence in each form. This theory
originated with Howard Gardner’s research.
5. linguistic
musical
logical-mathematical
spatial
body-kinesthetic
intrapersonal
Gardner’s theory suggests that teaching and learning should focus on
the intelligences that the particular learner possesses.
The basis of this theory, is that we do not learn in isolation, but
rather learn from our interactions with others. Cognition, behavior
and environment all contribute to the learners understanding of a
subject.
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1. Learners observe and/or rehearse modeled behaviour. They then
code this modelledbehaviour into words, labels, categories and
images.
2. Modelledbehaviour is most likely adopted if the outcome is
something the learner values
3. Modelledbehaviour is more likely adopted if the model being
observed is similar to the observer in some way, if the model is
admired by the observers, or if the model can add functional
value to the observer's learning.
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Conceptual Framework
Different Teaching Strategies
Level of effectiveness
Figure 1. Schema showing the concepts of the study
Scope and limitation of the study
This study is focused on teaching strategies in effective
teaching-learning process. It is limited on the availability of the
references and resource materials in the library of Eastern Visayas
State University-Ormoc City Campus.
Definition of terms
Strategy.It refers to the technique, method by which the teacheremploy.
Inductive method.A method of teaching in which the teacher starts fromspecific to general.
Deductive method.A method of teaching in which the teacher start fromgeneral to specific; complex to simple.
Demonstrative method.A method in which the teacher demonstrates theactivities to be done to the learners.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Integrate teaching three level strategies. One characteristics of
an effective teaching strategy is that it is integrated. The word
“integrated” comes from the Latin word “integer” which means whole. An
integrated strategy will put together the parts of a while in order to
arrive at a holistic, complete and more accurate view of realities.
Let’s recall the story of the four blind men who were made to touch an
elephant and who after were asked what it was that they touched. The
first who held one ear said it is a fan. The second who touch the body
said it’s a wall the third that held one lea said it’s a column and
the fourth who touch the tail said it’s a rope. Of the four blind men
nobody gave a correct answer because each touched just a part of the
elephant.
That is exactly happens when we study just a part of reading like
when we put a wall to shut science from math, language from values,
music from civics. That is what we do when we teach the subject in
isolation from one another we are far from the truth and we are for
from reality. To arrive closer to what is true we make connection of
the subjects; let us make them interconnected instead of drawing
demarcation lines between and among them. We teach valves, heath,
grammar and math when we teach science. We teach science, values and
math when we teach grammar. After all these math are all part and
parcel of life which is truly the one curriculum. This integrated
strategy is interdisciplinary, the same strategy that the Re-
structured basic education curriculum requirements.
An integrated teaching strategy is permeated by the multiple
intelligence, the varied learning styles and daily experience of the
learners. Its use also means empowering learners to
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become life belong learners and active makes of meaning (DepEd. And
2002 Basic Education Curriculums)
The proponents of this integrated teaching assert that the
teaching learning process should touch the facts level, the concepts-
level, and values level. On the facts level the students learn
isolated facts on the conceptual level the fragmented and meaningless
facts are viewed and organized into concepts fewer than the facts
while on the values level the knowledge acquired are related to the
students life.
Integrated Teaching: Learning Style-Multiple Intelligence-Based
Instructional Strategies. A teaching strategies is integrated when it
is permeated by the concepts of multiple intelligences (MI) and varied
learning styles of the learners. We used to think of intelligence in
terms of linguistic and logical mathematical aspects only. But with
gardener’s MI theory, we are introduced to six (6) more intelligences-
namely bodily-kinesthetic, spatial, musical, intrapersonal,
interpersonal, naturalist intelligences. All these intelligence with
just one or two that are dominantly expressed. The ideal is for every
learner to have a balance development of all the eight intelligences.
If this is the case then we have been unfair to many of our students
for the past years. Np doubt, our teaching and testing strategies in
the past have been biased in favor of the linguistically intelligent
and logically mathematically intelligent students. More often than
that not we taught in words. We also tested by way of words written or
oral. This was to the disadvantage of students whose dominant
intelligences were not linguistic.
As to learning style, I guess we were not then very particular. I
cannot recall hearing about learning style in my high school days,
much less in my elementary years. I was taught about individual
differences and individualizing instruction in my pre service
education in the early seventies but I could not recall having been
introduced to pronounced learning style profile like; sensing-thinking
style (mastery style), sensing-feeling(interpersonal style), intuitive
thinking (understanding style ), intuitive feeling (self expressive
style ).(Silver and Hanson 1998)
Our perception of the world is subjected to judgment by our mind.
Our mind can do this in two ways, through thinking and feeling. When
we judge with our feeling, we tend to be subjective. Instead
connections thar make life rich and meaningful. (Silver, 2000)
To give every student the opportunity to learn the lesson
appropriate to his dominant intelligence and learning style, it is
best that we have a pool oflearning activities and techniques at our
disposal.
Brain compatible instructional strategies. Brain based
instruction on finding about the brain and learning. Some research
findings about the brain: without rehearsal or constant attention,
information remains in working memory for only about 15 to 20 seconds
learning is a process of building neural networks, this network is
formed through concrete experience, representational or symbolic
learning and abstract learning; our brains have difficulty
comprehending very large numbers because we have nothing in our
experience to ‘hook ‘them to. The eyes contain nearly 70 percent of
the body’s sensory receptors and send million of signals every second
along the optic nerves to the visual processing of the brain, the
capacity of the long-term memory for pictures seems almost unlimited;
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 includes involving students in real-life
or authentic problem solving; using projects to increase meaning
makers: classroom strategies using visual processing; songs, jingles,
and raps, Mnemonic strategies ; writing strategies; peer teaching;
active review; and hands on activities (brain matters: Translating
Research into action.
Individualized Teaching strategies. It is oftentimes labeled
self-learning techniques, includes ways of exposing the individual
students to conducive situations wherein they will gain information,
develop skills and values through their own time and effort. Strongly
motivated and guided by the teachers, their interests are aroused and
sustained throughout the learning activity. In the end, their learning
could be described as self directed and spontaneously.
Individualized teaching strategies includes independent study,
interest learning centers, problem solving, journal writing, projects,
collections, special reports, discovery, reading and students
research.
Teaching with media. There is no drab lesson if appropriate media
is used in this presentation properly selected, its impact on the
attention and sustained interest of student has long been recognized
to a point that this wide collection of teaching tools earned the
title ‘sub-strategies “ it is hot surprising to see these materials,
devices and instruments, accumulated in every teachers storehouse. Of
late, more teaching technologies such as recordings, projectors and
computers have been available in some schools.
Audio recordings are used by teachers in connection with speech
rehearsals, drama musical representation, and radio, television
broadcasting. It improves listening skill, easy to operate, safe way
of storing information, can be used for big or small groups, best
used to improve speech skills and it will lessens distraction when we
used with headphones .
Overhead transparencies easily present step-by-step instructions,
enumerations or any sequenced illustrations. Transparencies can easily
be prepared by the teacher or the students. Iit enables the teachers
to maintain eye contact while the transparency is on. It is on
reusable and can be used with large or small groups. Overhead
projectors are easy to operate.
Bulletin boards can present a preview of the lesson to be
presented as a way of motivating the students. The attractive display
can allow a number of students to browse over its contents at the same
time.
Chalkboard is a convenient writing area where illustrations can
instantly be drawn even during a discussion. An eraser can easily keep
it clean and ready for continuous use. Charts, mock-ups, regalia,
video tapes/films, models and pictures are medias applicable in
teaching learning process.
Related studies
Hunter (1980) cited studies conducted by Hunter and McCouts.
Using theCanfield Learning Styles Inventory, they collected data from
1,000 students at SinclairCommunity College in Dayton, Ohio. Important
learning style differences were shownon 12 of 16 profile scales with
respect to age group. Older students preferred reading,organization,
detail, qualitative and listening. Younger students preferred
affiliation withpeers and teachers, iconics, direct experience, and
inanimates. Some studies wereeffective in identifying significant
interactions between preferred learning styles andpreferred teaching
styles while others were not.
Hunter (1979) conducted research at three two-year colleges in
the North CentralAccreditation Region. Subjects consisted of 5
teachers and 285 students within 15courses. Using the Canfield
Learning Styles Inventory and Canfield Instructional StylesInventory,
Hunter found that students preferred listening and direct experience
asopposed to reading.
Zippert (1985) conducted research to investigate whether teaching
strategies thatmatched assessed learning styles of students produced a
higher level of achievement. Thesite of her research was Miles
College--Eutaw, Greene County, Alabama. TheProductivity Environmental
Preference Survey was used to assess learning style preferences. The
College Level Examination Program (CLEP) Social Studies andHistory
examination was used as the measurement of achievement. Subjects
consisted of 30 students. Fifteen students were randomly assigned to
the experimental group and l5were assigned to the control group.
Students in the control group received instructionthrough conventional
methods, whereas instruction was modified to correspond to thelearning
style preferences of students in the experimental group. Zippert
concluded that“students can identify their individual learning
preferences and tend to respond positivelyto teaching methods which
are consonant with their preferred mode of learning”
Charkins, O’Toole, and Wetzel (1985) conducted research at Purdue
University todetermine if there was a link between teaching styles and
learning styles and the effect ofany link on student learning. This
study included 600 students, 20 instructors, and 3teaching/learning
styles. The Grasha-Riechmann Learning Styles Questionnaire wasused to
determine the types of learning styles. It was an ex post facto
design--prior todata collection no controls were instituted. Their
findings indicated that “the larger thedivergence between teaching
style and learning style, the lower the student’s gain in
achievement”. Implications for education as a result of their study
are thatstudents’ achievement should improve by matching students and
instructors who possess similar learning and teaching styles. Because
students react variously to different methods of teaching as a result
of their varied learning styles, “some students may gain,but others
may lose, from using a new teaching method....Researchers may be able
todiscover which types of students gain (or lose) from different types
of teaching methods”when there is a match between learning styles and
teaching styles through studyingbusiness instructors and their
students.Student Achievement as Indicated by Course Grades
Battle (1982) conducted research to “investigate the extent to which
variations ingrade achievement corresponded with variations in total
divergent measures ofinstructional/learning styles in Principles of
Accounting I at Broward Community
Matthews (1995) studied the effect learning style had on grade
point average offirst year students in colleges and universities. The
association of learning style withachievement as measured by grade
point average showed that “Students with thesocial/applied,
independent/applied and social styles had higher grades than did
studentswith other styles.Students with neutral preference had the
lowest grade point averageswhen compared with students in other
categories. Grade point averages in six categories(social/applied,
independent/applied, social, applied, social/conceptual, and
conceptual)differed significantly from the averages in the low
category (neutral preference)”
Raines (1978) conducted research using the Canfield Instructional
StylesInventory and the Canfield Learning Styles Inventory to
determine if significantdifferences existed between the teaching
styles of math instructors and the learning stylesof their students.
Raines also compared the learning styles inventories of students
withvarying levels of grade achievement.
Results of research conducted by Hunter (1979) revealed that only
theorganization method was related to grade. To obtain this result,
Hunter investigated therelationship between preferred learning style
and grades in 15 courses at three two-yearcolleges in the North
Central Accreditation Region. Subjects consisted of five teachersand
285 students. The Canfield Learning Styles Inventory and Canfield
InstructionalStyles Inventory were used.
Scerba (1979) determined that there was no significant
interaction betweenlearning styles, teaching styles, and course grade.
Scerba used the Canfield InstructionalStyles Inventory and the
Canfield Learning Styles Inventory, a posttest achievementmeasure for
mathematics and English, and McKeachie’s teacher/course
evaluationinstrument. Subjects included 500 subjects at Miami Dade
Community College, NorthCampus, who were placed in one of five
teaching style settings as determined by theresults of their Learning
Styles Inventory. Scerba concluded that due to the limitations ofhis
study, the trait-treatment interaction model that was used to predict
interaction effects
was in effective.
Carthey (1993) conducted research to determine the relationship
between learningstyles and grade performance in Principles of
Management, Principles of Economics,Intermediate Accounting, and
Business Law. His subjects included 64 second-yearaccounting students
from Northeast Iowa Community College. The Kolb Learning
StyleInventory was used to determine their learning styles. Students’
final grade pointaverages earned in Principles of Management, Business
Law, Intermediate Accounting,and Principles of Economics were used to
measure academic achievement. The learningstyle variable was reduced
to four styles: Divergers--information was perceivedconcretely and
processed reflectively by learners; Assimilators--experience is
perceivedabstractly and processed reflectively; Convergers--
information is perceived abstractly andprocessed actively; and
Accommodators--experience is perceived concretely andprocessed
actively. The study showed a relationship between students with the
Convergerlearning style and high academic achievement in all courses
under study. According toCarthey, “Individuals with learning styles
(Convergers and Assimilators) that employabstract perception received
the greatest percentage of A grades in all courses when theirresults
were combined and compared to those learning styles (Divergers
andAccommodators) which perceived concretely”
CHAPTER III
METHODOLOGY
This chapter depicts the pertinent aspects of the study,
specifically on the method and procedures that we used. Subject
involved and the technique used in gathering the desired data,
processing as well as the use of appropriate statistical tools
employed in the data analysis.
Research Design
The study utilized the descriptive survey method of research. The
objective of the study is to determine the significant relation of the
teaching strategies to teaching-learning process.
Research Locale
The study was conducted at EASTERN VISAYAS STATE UNIVERSITY-ORMOC
CITY CAMPUS located at Barangay Don Felipe, Ormoc City
Research Respondents
Twenty (20) students enrolled in education were used as
respondents of the study.
Sampling Procedure
The researcher used the simple random sampling where the odd/even
scheme was used in getting the number of respondents of the study.
Research Instrument
The main instrument used in gathering the data was the
questionnaire-checklist to supplement and determine the certain
aspects of the survey.
Methods of Scoring
To ascertain the appropriate scoring and interpretation of data
yielded in this study, the five(5) scales and their corresponding
interpretation is used. These are as follows:
Scale Description5 Most effective4 More Effective3 Effective2 Less Effective1 Not effective
Data Gathering procedure
After the permit was granted, the researchers conducted a survey
by sending out questionnaire-checklist where questions really
congruent to the desired responses.
Statistical Treatment
The gathered data was analyzed, tabulated, and interpreted in
order to gain a clear understanding of the use of the approaches,
methods, and strategies towards teaching-learning process.
The person R and simple percentage are used in the study
1. Simple Percentage
This was used to compare group of objects in equitable basis. It
is calculated by dividing the total number of respondents in
certain items by the number of cases.
FrequencyP= _____________ X 100 Number of case
Bibliography
A. BOOKS
Caroll, Jim B. Principles of Teaching . New Jersey: PrenticeHall Inc…. 1999
Mcland, Reymood C. Method of Teaching . Makati Philippines: MCP PublishyInc; 1998
Brown Edmund.Teaching Profession.Quezon City; QP Publishy. Inc… 2001
SURVEY QUESTIONNAIRE
Please read this questionnaire and answer to the best of your knowledge. Rate the effectives of the following methods by checking onthe column you choose.
Name:
Course:
Year & Section:
Age:
Legend:
5- Most effective 3- Effective 1- Not effective
4- More effective 2- Less effective
Teaching Strategies 5 4 3 2 11. Giving learners opportunities to participate in classroom activities2. Using multi-sensory Aids3. Make our learner’s fell they belong to a community of learners with a shared goalor purpose to reach their potentials.4. Using exposit method when discussing.5. Start explaining from specific to general; simple to complex.6. Explain the lesson starting from generalization to specific; from whole to abstract.7. Let the learners do the activities in their own and let them “learn by doing”.8. Using the imitative method or demonstration method; Demonstrate to the learns the job be accomplish with the execute what have been demonstrated.9. Applying the cooperative learning.