TEACHING STRATEGIES

by: Arianne Camille A. Dolloso

• What are Teaching Strategies?

Teaching Strategy

- they are methods and principles of teaching used to deliver information in the classroom.

THE BEST TEACHING STRATEGIES

Sensory Engage

• All learning begins with perception; Seeing, Hearing, Touching, Tasting, and Smelling.

• Children learn best by using all their senses(Medina,2008; Hendrick & Weissman,2009)

• Most effective means of sensory engagement is First-hand Experience.

* First hand experiences are the best

* It should precede representational or more abstract experience.

* Models are more concrete than pictures; pictures are more concrete than words.
Environmental Cues

• Signal children about expectations using objects or symbols rather than verbal instructions.(Hearron &
Hildebrand,2008).

Examples:

1. A sign on the cracker basket with a hand showing three fingers or the numeral 3 indicates that each
child may the three crackers.

2. Six children are participating in an art activity in which only two pair of scissors is available.

(EC: an unspoken message is that children must share the scissors so that everyone is to have the chance to
use them).
Task Analysis

• Involves identifying a sequence of steps a child might follow to achieve some multi-step behavior such
as Setting the table, Getting dressed, or Completing long division pattern(Essa,2007).
Chaining and Successive Approximation

• It is often use to support children through the steps they have identified as the result of task analysis.

• Both of these strategies consist of building task up a little at a time to support a child in learning a
complex set of behaviors(Malott & Trojan,2008)
 Chaining

-involves introducing a series “chain” of behavior one at a time.

Approximation

-consists of shaping behavior by rewarding children for gradually approximating desired goals.
Scaffolding

• Process of providing and then gradually removing external support for children’s learning.

• Children take more responsibility for pursuing an objective, assistance is gradually withdrawn.(Bodrova
& Leong, 2007)

• Scaffolding process begins with the teacher’s providing maximum assistance and taking primary
responsibility for pursuing the objective.

4 Steps to scaffold the children’s learning

I do…you watch

I do…you help

You do…I help

You do…I watch

Guided Practice and Repetition

• One basic premises of early childhood education is that children learn through repetition.

• Real learning does not occur in a single episode.

• Children need many opportunities to engage concepts, explore ideas, and try out skills to gain mastery.
Behaviour Reflection

• Sometimes called information talk or descriptive feedback.

• Verbal descriptions of children’s actions.(Whiren, Soderman, & Gregory,2009)

• They are non-judgmental statements made to children regarding some aspect of their actions.

• It helps draw children’s attention to certain aspects of an experience that they may only faintly
perceive and expose them to vocabulary that describes their experiences.

• This teaching strategy increase children self-awareness and understanding.