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Effective, Comprehensive, Collaborative, Integrative, and Applicable Teaching Strategies

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Definition of Terms: Effective. The appropriate term that denotes and ensures positive outcomes for students who attend education. Comprehensive. The manner of providing clear guidance for determining whether a process or a system is likely to produce positive outcomes for students preparing them for success in school learning and later, in life. This includes the complete and wide-ranging teaching styles and techniques. • Collaborative. The manner of putting together and synthesizing different teaching styles and techniques. This includes the translation of principles and processes into specific instructional strategies to improve literacy and positive outcomes for students. • Integrative. The combination and association of different fields of learning or subject areas through different teaching techniques and strategies. • Applicable. The pertinent and touchable manner of teacher’s teaching efficiency to the individual needs and learning styles of students. This includes the valuing and rationalization of learning. • Strategies. This refers to the plan or approach to ensure positive outcomes or learning.

When can teaching be effective? Everyday, a teacher processes information about many things to support the learning of students . Teachers obtain useful information about each student’s knowledge, skills, and progress by way of observing, documenting, analyzing, and evaluating students’ output. Teachers assess students based on what they taught. They know what to look for and how to support students’ development. In each subject area, teachers see what they can do to teach a particular concept or skill and how this teaching links to specific objectives. Every activity in the class is derived from the specific objectives the teacher formulated. Thus, a very effective planning is required. In the process, goals are clear and shared by all and students are active and engaged. Teachers plan meaningful experiences to engage students’ minds and bodies in learning experiences throughout the day in interest areas, small and large group times, daily routines, and long-term studies. “A teacher had not taught at all if students learned nothing”. The result in an evaluation precisely tells the effectiveness of teaching.

So far, how well did you know? Try doing the activity that follows.

The Comprehensive, Collaborative, and Integrative Teaching
• The Comprehensive approaches to teaching are based on an understanding of the complex social/emotional, physical, and cognitive development of clienteles and are taken into account the way they learn. • A comprehensive teaching provides guidance on the many factors that lead to a high-quality learning and presents all aspects of teaching the learners effectively. This thorough guidance contrasts with approaches that give teachers a rigid script to follow. It addresses teachers’ need to know what to teach and why, and how clienteles learn best. The teachers can respond to the individual needs and learning styles of all of learners.

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A collaborative teaching is described in practical terms so that teachers can understand and explain to others the reasons for their instructional approaches. In the process, a teacher can make overviews of child’s development in terms of learning and the many ways that children are unique, including temperament, learning styles, interests, life experiences, culture, and special needs. To mean collaborative, a teacher must have: strategies for setting up a learning environment—the context for teaching; to select and organize materials and to arrange a classroom; to create a balanced schedule and routines; to build a classroom community--- teach social skills and conflict-resolution strategies; and to handle challenging behaviors.

Integrative
• The content to be taught—the knowledge and skills children are expected to learn in language literacy, math, science, social studies, the arts, and technology. • The content is based on standards in each subject area and correlates well with the learning skills in different fields. • In an integrative teaching, a wide range of instructional strategies can be accommodated so that teachers can take full advantage of multiple opportunities for intentional teaching during large- and small-group times, teachable moments, and long-term studies. • Teachers find out what learners know and can do through determining the new concepts to be learned. • Teachers address all areas of development: social/emotional, physical, cognitive, and language. • Integrative teaching includes all subject-matter areas: language literacy, math, science, social studies, the arts and music, and technology.

The Primary Literacy Strategies
1. Music Smart

2. Picture Smart

Source: NSC

3. Body Smart

4. Word Smart

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5. Self Smart

6. People Smart

7.Number Smart
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8. Nature Smart

Let 100 Flowers Bloom Instructor (Kristen Nicholson-Nelson)

This is primarily drawn on the multiple intelligences to develop every child’s literacy skills in new ways.

More Than One Way to Be Smart
• 1. math-logic intelligence. The ability to use numbers effectively and reason well: Sample skills are understanding the basic properties of numbers, principles of cause and effect, and the ability to predict. (Science experiments,puzzles and games, logical and sequential arrangement of subject matter).

2. verbal-linguistic intelligence
The ability to use words effectively both orally and in writing. Sample skills are remembering information, convincing others to help, and talking about language itself. (note taking, listening to lectures, storytelling, debates).

3. spatial (VISUAL) intelligence
Sensitivity to form, space, color, line, and shape; sample skills include the ability to graphically represent visual or spatial ideas (slides, graphics, organizers).

4. bodily-kinesthetic intelligence
The ability to use the body to express ideas and feelings and to solve problems; sample skills are coordination, flexibility, speed, and balance (hands-on, field trip, role play).

5. musical intelligence
Sensitivity to rhythm, pitch and melody; sample skills are recognizing simple songs and being able to vary speed, tempo, and rhythm in simple melodies (jazz chants, playing recorded music).

6. intrapersonal intelligence
The ability to understand yourself, your strengths, weaknesses, moods, desires, and intentions; sample skills are understanding how one is similar to or different from others, reminding oneself to do something, knowing about oneself as a language learner, and knowing how to handle one’s feelings (selfevaluation, personal journal) .

7. interpersonal intelligence
The ability to understand another person’s moods, feelings, motivations, and intentions; sample skills are responding effectively to other people, problem solving, and resolving conflict (problem solving, project work, humming songs).

8. naturalistic intelligence

This mainly refers to the ability to learn and appreciate nature.