Subject: Strategies of Teaching

Authors: Mr. Jaymar D. Arago

Editors: Ms. Leslie C. Garcia
Reviewer:

LESSON 7: RESEARCH-BASED TEACHING

Description of the Lesson:

In this lesson, you will learn about Research-based teaching in terms meaning and background.

Objectives
At the end of the lesson, you are expected to:
a. Discuss Research-based teaching in terms of purpose by means graphic organizer,
b. Defend the importance of applying research-based teaching for nowadays generation, and
c. Make a short research giving at least 2 related studies about the effectiveness of research-based
teaching.

Day 1: Pre-assessment (What I know)

Instruction: Happy morning to you! Before we start our lesson, I would like to test first what you have
already known about our topic for today.
Activity: Hello there! I want you to meet Ms. Roberta, she is a good teacher, he does practice research-
based education. For your own understanding, give at least 5 words that will describe what research-based
teaching is. Write down your answers in the circle provided.

Great job! Now we shall proceed to the most exciting part of your learning experience: The equipping
time. Happy Learning!

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Lesson Content (What’s New)
Instruction: Read, understand and analyze the lesson. Make sure to underline/highlight all the important
information you need to know, because at the end of the lesson, you are required to show your
understanding through post assessment, you will do this at home.
RESEARCH-BASED TEACHING
The Research-based teaching explains that students carry out
research in their courses independently and with an open outcome.
This helps us as teachers to internalize and rehearse research
conducts and methods, skills such as formulating a precise question
and processing and monitoring a research process. Students attain
abilities in dealing with uncertainty, independence, teamwork and
organizational skills.
 The connection of research and teaching via this active
method advances Humboldt's ideal of education in the framework of the development of character.
 This form of teaching and learning focuses on the joint acquisition of new knowledge by lecturers
and students. This requires lecturers to reflect on their role as teachers and learners.
 In order to provide a framework for the exchange and mutual development of ideas in relation to
research based teaching, focus groups were established. New participants who are interested in
incorporating elements of the research their courses or already do so are always welcome to take
part in this exchange.
 It also offers individual consultation on the topic of research-based teaching. We will gladly
support you in designing a framework for independent student research and in the supervision of
the process.

Why Research-Based?
Teachers bring a lot of instinct to their classrooms, but they aren't born knowing what is best for all
students. Educational research helps illuminate what has been shown to be effective so teachers can use
the best methods of instruction in their own classes. Research can be broken down into two categories:
brain science and teachers.
Separate from cognitive science is research based on the experience of teachers. Master teachers
are a great source of educational research. The depth of their experience in the classroom provides
researchers with valuable information about how students act and react to instructional methods and
content.

How Students Learn?

The Educational research was good on how children learn. There are three viewpoints that can
help determine whether a student is using learning strategies or not. The first learning strategy asks the
question, 'How do you remember new information?' There are a range of tools used by active learners that
help them retain information that is new to them. These tactics include:
 Putting key information into your own words
 Making mental images, or pictures, of new information
 Asking questions and making predictions about the next piece of new information
 Recognizing unknown words and seeking out the meaning
 Successful students use all four of these learning strategies to make sense of new information.

And, finally, the third strategy to active learning asks, 'What do you do with your new learning?'
Successful students don't just take in new learning; they use it in expressive ways like:
Writing it in stories, sentences, and paragraphs
 Drawing pictures to connect visuals
 Rereading and checking for errors and monitoring for understanding

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 According to Pear Deck (2019) If you’ve opened this post hoping to read something brand-
new, you might be disappointed. There will be no fancy bells or whistles here.

STRATEGY 1: RETRIEVAL PRACTICE

Retrieval practice is the act of trying to recall knowledge from long-term memory, rather than
constantly feeding it into the brain. “When students pull information out, when they have to think back,”
explains, “they then are better able to remember that information for the long term than if they just kind of
shove it into their heads.

Classroom Application: Instead of assigning homework to give

students practice with course material, give mini-quizzes at the start of
each class that ask 3-5 questions about the prior day’s learning. In her
social studies classroom, Bain used to assign homework most nights, and
found that not only was she spending up to two hours a night grading it,
it also was doing nothing to help students retain information.
 When she replaced homework with mini-quizzes, she got much
better results. “The students started to be able to write down this
information. They were able to retrieve. And that made all the
difference in students being able to retain the information.”
 The new approach also saved her hours of time. “Once I quit
giving that homework and gave them mini quizzes,” she says “it
would take me about a 15-minute analysis after school to see
trends in questions students missed. It gave me a handle on how
the students were doing. So it just turned into such a win-win
situation. I no longer spent all that time at night, the students were retaining information, and I had
a way to check for understanding.”

2. SPACED PRACTICE
In addition to doing regular retrieval practice on material that was
covered recently, it’s also important to revisit old information, asking
students to retrieve information a few days, weeks, or even months
after they learned it.

Classroom Application: Spacing is something that can easily be

added to any retrieval practice by adding a question that asks students
to recall something from an earlier time period in your course.
 When using spacing, warns, teachers should be prepared for some discomfort.

3. INTERLEAVING
Rather than asking students to retrieve similar types of
information in one continuous session, apply the principle of
interleaving, which mixes up content from different areas.
“Students retain and learn more information when they mix it
up,”

Classroom Application: Resist the temptation to let students

“get on a roll” with practice or retrieval, mixing up retrieval
tasks instead.

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4. FEEDBACK-DRIVEN METACOGNITION
“When you study, and you don’t do well,” Bain says, “often it is because you were
studying what you already knew. It feels better. It’s like, oh, I’ve got this. And not
studying what you don’t know. Feedback-driven metacognition is being able to
help students learn how to discriminate between what they know and what they
don’t.”

Classroom Application: Feedback-driven metacognition can be applied during retrieval practice; Bain

does it right after giving her mini-quizzes. “As soon as they were over, I would go over those answers so
the students would know right away if they got them correct or not. The following day, after I had done
my analysis after school and I handed them back, I would go over the questions again and allow them to
retrieve the answers. So they’re not only getting feedback again, but I’m incorporating spacing.”
 Just like the other strategies, implementing this takes very little time. “Being able to present the
information when I go over the answers, it takes, what, 90 seconds perhaps?” Bain says. “But they
have a chance to retrieve and to space. And then when I do a blast from the past “Hey, remember
when we did such and such?  again, either they knew it right away or they had a desirable
difficultly, but they again were testing their metacognition, and then by having a pair and share,
having students discuss, they’ve been able to test their metacognition too.”

You must also click the link below for additional information about 4 strategies of research-based
teaching: https://www.cultofpedagogy.com/powerful-teaching/

Importance of Research-Based Education

Medical professionals cannot ignore the sound conclusions of drug testing or successful surgical
practices when dealing with patient concerns and illnesses. Likewise, professional architects must apply
the foundational principles of engineering when creating a design and subsequent building plans. Just
because an artistic mind can create the idea of a beautiful and innovative building does not mean that it
will be fit to occupy.
The same is true for teachers. Despite the allure of seasonal or topical activities and units, teaching
concepts and providing a positive learning environment cannot be accomplished without a base of sound,
research-based practices.

MUSTS FOR RESEACH-BASED TEACHING TEACHERS

1. Develop research questions based on their own curiosity about
teaching and learning in their classrooms.
2. Systematically collect data and research various methods of
conducting research.
3. Analyze and interpret the data and the research methodology.
4. Write about their own research.
5. Share findings with students, colleagues, and members of the
educational community.
6. Discuss with colleagues relationships among practice, theory,
and their own research.
7. Examine their underlying assumptions about teaching and
learning.
8. Assume responsibility for their own professional growth.
9. Increased sharing and collaboration across departments,
disciplines, and grade levels.
10. Increased dialogue about instructional issues and student
learning.
11. Enhanced communication between teachers and students.
12. Improved performance of students.

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 13. Revision of practice based on new knowledge about teaching and learning.
14. Teacher-designed and teacher-initiated staff development.
15. Development of priorities for school wide planning and assessment efforts.

Photo Sources: Pinterest.com

Review
How did you find the topic? I Hope you learned about the Research-based teaching? Have you ever tried
them?
I strongly suggest that you read again your lesson so you could have better comprehension on the topic. If
there is any question regarding the topics you may reach me through my Phone number, Gmail and
Messenger that was indicated at the last page of this module.

Practice (What is it)

Let us see what you’ve got. Please read the instruction carefully and do what is stated.
Since it is a type of SELF- CHECK activity, you could personally assess your own learning thus working
with integrity is highly recommended. Are you ready?

Part 1. Modified True or False. Write down TATAKRICHWELL if the statement is True If the
statement is false, replace the underlined word.
_______________1. Feedback-driven metacognition can be applied during retrieval practice; Bain does it
right after giving her mini-quizzes
_______________2. Resist the temptation to let students “get on a roll” with practice or retrieval, mixing
up retrieval tasks instead
_______________3. Spacing is something that can easily be added to any retrieval practice by adding a
question that asks students to recall something from an earlier time period in your course.
_______________4. Retrieval practice is the act of trying to recall knowledge from long-term memory,
rather than constantly feeding it into the brain
_______________5. Despite the allure of seasonal or topical activities and units, teaching concepts and
providing a positive learning environment cannot be accomplished without a base of sound, research-
based practices

Part 2. Below is a table, write 5 things on how students learn through research-based teaching. You may
express each through 2 sentences:

1
2
3
4
5
Note: If you are done answering, please message your instructor to get the answer for this self-check.

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Day 2
Happy morning to you Dreamers! Smile! I hope you have got a great morning! It is really a blessing to
wake up every morning!
Let us have a review first! Let us find out if you have already understood the 5 4 strategies that teacher
must have in research based teaching. Write down classroom situation you knew about each strategies
below:

STRATEGIES IN RESEARCH-BASED
CLASSROOM APPLICATION
TEACHING
1. RETRIEVAL PRACTICE

2. SPACED PRACTICE

3. INTERLEAVING

4. FEEDBACK-DRIVEN METACOGNITION

Application (What I Can Do)

Hello there! I wish you enjoy what you’re doing! For this section, I want you to make your own graphic
organizer explaining the purpose and its 4 strategies of research-based teaching including the classroom
applications. Make it simple yet UNDERSTANDABLE. Put it inside the box.

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Valuing/Integration (What’s more).
Activity: Answer the following questions in 3-5 sentences. Please write down your answer in the space
provided.
1. Why do you think you should start practicing research-based teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. As teacher of TVL strand someday, why it is necessary to apply research-based teaching?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How could you say that research-based teaching is accurate to the students nowadays?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

Post-Assessment (What I Have Learned)

Hello there! I believe that you fully understand the lesson about the research-based teaching.

Part 1. I want you to do is to make a very short research paper of chapter 2 alike. Write down at least 2
related studies proving the effectiveness of research-based teaching. It is up to you what will be your
format. Do it in a separate paper. You may use the Criteria below as your guide in making this and for you
to be aware also on how you will be graded.

Did the student…… YES NO

Give 2 related studies without copy pasting it the entire abstract?
Explain each related studies searched?
Make an well-organized paper?
Relate his/her explanation to the present?
Acknowledge the person who make the study?

Part 2. Essay. Answer the following questions below. Write down at least 3-5 sentences to each
questions. Good luck! <3

1. What is research-based teaching? 5 points

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

2. How does research-based teaching work inside the classroom? 5 points

_____________________________________________________________________________________
_____________________________________________________________________________________

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_____________________________________________________________________________________
_________________________________________________________

Note: Congratulations for finishing this! I am So proud of you! Please submit this to your respective
instructor! May your day be filled with kindness! God bless!

REMINDER
1. Please have a separate VIOLET folder portfolio for this subject.
- keep all your notes in this subject
- Keep all your reflections, quizzes and activities
- don’t forget to send me a picture of your post assessment.

2. If you have questions and clarifications regarding the lesson you can send me a message
here:
Contact No: 09190863253 Facebook Messenger: Rci-ched Jaymar D. Arago
Gmail Account:jaymar.arag@gmail.com

Monday and Thursday (Consultation)

From 2:00 to 5:00 in the afternoon God Bless and Stay Safe!!!

REFERENCES:

Internet:
 https://www.perle.uni-kiel.de/en/quality-development-in-teaching/research-based-
teaching#:~:text=Research%2Dbased%20teaching%20means%20that,and%20monitoring%20a
%20research%20process.
 https://www.google.com/search?
q=research+based+teaching&rlz=1C1CHBD_enPH872PH872&oq=research+based+teaching&aqs
=chrome..69i57j69i59l2j69i60l2j69i61j69i60l2.3583j0j4&sourceid=chrome&ie=UTF-8
 http://wwww.pef.uni-lj.si/tepe2008/papers/Toom_etal.pdf
 https://www.researchgate.net/publication/242592694_Exploring_the_essential_characteristics_of_
research-based_teacher_education_from_the_viewpoint_of_teacher_educators

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