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Effective Teaching Strategies Explained

Teaching strategies are methods and principles used to deliver information in the classroom. Some of the best teaching strategies include sensory engagement, using environmental cues, task analysis, chaining and successive approximation, scaffolding, guided practice and repetition, and behavior reflection. These strategies make use of hands-on learning, visual cues, breaking tasks into steps, gradually building skills, providing support that is lessened over time, opportunities to repeat skills, and descriptive feedback to increase children's awareness and understanding.

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65 views2 pages

Effective Teaching Strategies Explained

Teaching strategies are methods and principles used to deliver information in the classroom. Some of the best teaching strategies include sensory engagement, using environmental cues, task analysis, chaining and successive approximation, scaffolding, guided practice and repetition, and behavior reflection. These strategies make use of hands-on learning, visual cues, breaking tasks into steps, gradually building skills, providing support that is lessened over time, opportunities to repeat skills, and descriptive feedback to increase children's awareness and understanding.

Uploaded by

kimberly montes
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

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.

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