Your teaching strategies should aim to include all types of learner. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students’ needs and more concerned about how well students are prepared to assume future societal roles. Teacher are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate learning into the learning experience, and to use collaborative learning strategies when appropriate.
There are different ways and strategies n improving students learning: (a) Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios, (b) Discussion. There are a variety of ways to stimulate discussion.
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For example, mom teachers begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other teacher find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions. Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating ours expectations.
Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn. (c) Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities all of which require students to apply what they are learning” (p. Xi).
Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. D) Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term ‘Collaborative Learning’ is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Buffer, 1993). Both approaches stress the importance of faculty and student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. (e) Integrating Technology. Today, educators realize that computer literacy is an important part of a student’s education.
Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for teacher and students. Many teachers have found electronic mail to be a useful way to promote student/student or faculty/ student communication between class meetings. Others use list serves or on- line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts. (f) Distance Learning. Distance learning is not a new concept.
We have all experienced learning outside of a trucked classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as ‘any form of teaching and learning in which the teacher and learner are not in the same place at the same time’ (Gilbert, 1995). Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom.
Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, list serves, and interactive software have also been useful additions to the educational setting. Statement of the Problem This study is conducted to determine the different teaching strategies of elementary schools in Pillar District. Specifically, this study aimed to answer the following questions: 1 .
V’/hat are he preferred teaching styles of instructors in each elementary schools of Pillar District? 2. What are the effects of preferred teaching strategies to the students learning and academic performances? 3. Will teaching strategies used produce higher academic achievement to the students? 4. What is the relationship of teaching strategies to students academic performance? Objectives of the Study This study is conducted to find out the answers on the following objectives: 1. To find out the preferred teaching styles of instructors in each elementary schools of Pillar District. . To know the effects of preferred caching strategies to the students learning and academic performances. 3. To know if teaching strategies used produce higher academic achievement to the students. 4. To cite the relationship of teaching strategies to students academic performance. Significance of the Study The study will focus on the different teaching strategies of elementary schools in Pillar District. This will help researchers determined and differentiate different teaching strategies of teaching and its effect to the students/pupils academic performances.
Furthermore, it will help teachers to determine the most effective strategies n teaching. From this, this will give them hints on how to collaborate more on applying different methods for their students/pupils. Scope and Delimitation’s of the Study The study focuses on the different teaching strategies of elementary schools in Pillar District. These includes the five elementary schools in Pillar Districts; Pillar Central School, Adulating Elementary School, San Nicholas Elementary School, Caucasian Elementary School and Carols V. Lopez Elementary School.