Creative & Innovative Century Learners: Teaching Strategies 21

CREATIVE & INNOVATIVE
Teaching Strategies OF THE

21 CENTURY LEARNERS
ST
SR. TERESITA
Q.CAPURIHAN,SPC 1
WHY EMPLOY CREATIVE
STRATEGIES
allow children to express

themselves freely, show
emotion, relieve tension
and much more.
improve mood as well as

energize children for
further education in other
areas.
Effective Classroom Strategies 2

WHY EMPLOY CREATIVE STRATEGIES
 learn more efficiently

through varied ways
in a creative
approach.
 encouraged to be
more creative and
enjoy the lessons

• Offer fun in learning
difficult input/subject
matter
 Enjoy working and

studying with others
 Build open
communication with
teacher and co-
learners
STRATEGY NO. 1
 Use of real materials
 Connect me (ribbon)
 Measure me (ribbon)
 Write me (ribbon)
 Compare me (ribbon)
 Ask me (ribbon)
 Make me (ribbon)

STRATEGY NO. 2
USE OF REAL
OBJECTS/MATERIALS
Sort me (plant leaves)

Count me (plant leaves)
Compare me (plant leaves)
 Alternate me (plant leaves)
Experiment me (plant leaves)
Sequence me (plant leaves
Measure me (plant leaves-
using a table_

Comparative Measurement of Leaves

Instruction: Choose 2 leaves (Preschoolers) 3 leaves
(Grade1-3) 4 leaves (Grades 4-6)5-7
(Grades 7-10)
1. Write the name of a leaf (if not known just identify as a,b,c..)
at the bottom of the table.
2. Write the numbers from 1-50 at the left side of your table.
3. Measure your chosen leaves with your ruler.
4.Shade the table to identify the length .
Further learning:
a.Write three sentences (Grades 1-3) five sentences (grades 4-7)

a paragraph for Grades 8-10) about your observations & analysis.
b.Review your sentences with the group.
c.Pass your work with group name.

STRATEGY NO.4
USE OF BODY MOVEMENTS
 Hand signals
 Hand movements
 Feet movements
 Arm movements
 Dancing
• Jumping
• Walking
• marching

STRATEGY NO.5
• Jumping
• Walking
• Marching

Strategy No.6
 Dancing(hands and feet movements)

STRATEGY NO.7
Use of Flag lets
1. Signs or symbols for discipline
2. Parade with flag lets.

3. Word flag lets (Read)
4. Color pairing (flag lets)
5. Sort according to colors (flag lets)
6. Word & symbol pairing (flag lets)
7. Name the country, nation, region, city
and town (flag lets)

Making of flaglets
Demo time on
the use of
flaglets

Strategy No. 8
Can you count? Try!

Strategies on Building Vocabulary
Use lots of pictures and labels. The
use of visual reinforcement supports
comprehension and retention.
Teach definitional information When

you read definitions with students, be
sure they understand how to read
pronunciation keys, parts of speech,
etc.
Use repetition. Repeating words as

much as possible helps clarify
pronunciation and provides
opportunities to transfer words from
working memory to long-term memory.

Strategy No. 9
Twenty questions, Who am I?
Write & share.

Strategies No.10
Strategies on Building Vocabulary

Breaking words down into smaller
words.
For example:
invertebrate — in, brat, tea, tear, rate, vertebrae…
photosynthesis — sit, sin, thesis, photos…
temperature — rate, temper, rut, tear, ate

Strategy No.11
Breaking words down into smaller

words.
For example:
invertebrate — in, brat, tea, tear, rate, vertebrae…
photosynthesis — sit, sin, thesis, photos…
temperature — rate, temper, rut, tear, ate…

Strategy No.12
Verb Quiz
Read the sentence and write down which word you think is the
verb.

1. I think about it a lot. ________________________
2. Run fast! _________________________________
3. I eat 3 meals a day. ________________________
4. Let's sing a song. _________________________
5. Jump over the fence. _______________________
6. I often laugh. _____________________________
7. Climb to the top. __________________________
8. Listen carefully. ___________________________
9. Look out the window. _______________________
10. I walk every day. _________________________

Funny Riddles
What has a neck but no head? A bottle

What type of cheese is made backwards? Edam
What gets wetter as it dries? A towel

Why did the boy bury his flashlight? Because the batteries
died.
Which letter of the alphabet has the most water? The C
What starts with a ‘P’, ends with an ‘E’ and has thousands
of letters? The Post Office!
What has to be broken before you can use it? An egg

Anencephalous - Absence of a brain.
Borborygmus - Stomach rumbling.
Brouhaha - An uproar or noisy response.
Canoodle - Hugging and kissing.
Cantankerous - Bad tempered or grumpy.
Crudivore - Someone who eats raw food.
Discombobulate - To confuse someone.
Doozy - Something really good.
Fartlek - A training system for runners.
Flummox - To perplex or bewilder.
Gobbledygook - Meaningless or nonsensical language.
Funny English Words

STRATEGY NO. 13
WRITE A FUNNY CAPTIONS

STRATEGY NO.14
Interview & Record
Time they woke up this morningTime they
went to bed last nightNumber of brothers and
sistersNumber of petsNumber of times out of
the country
Beautiful places have you visited in the Phil.
Food you like to eat
The best place inside your house, why?

KNOWING THE LEARNERS
Today we must see learners in a new context:
First – we must maintain student interest by
helping them see how what they are learning
prepares them for life in the real world.
Second – we must instill curiosity, which is

fundamental

KNOWING THE LEARNERS
 Third – we must be flexible
in how we teach.
 Fourth – we must excite

learners to become even
more resourceful so that
they will continue to learn
outside the formal school
day.”

Scanning Time

Multiple Literacies for the 21st
Century
 The Arts and Creativity
 Financial Literacy
 Media Literacy
 Ecoliteracy

Multiple Literacies for the 21st
Century
 Cyberliteracy
 Physical Fitness and Health
Literacies
 Social/Emotional Literacies
 Globalization & Multicultural

Literacy

Attributes of a 21st century
Classroom
 project-based,
 interdisciplinary,
 differentiated
instruction
 authentic, performance-
based assessments.

WHAT ARE THE POSSIBLE
ANSWERS OF THE BOY?

READ & COPY THE NEW
WORD/S AND LOOK FOR
THE MEANING.

TEACHER CENTERED VS STUDENT CENTERED

STUDENT CENTERED

TEACHER VS STUDENT
BASED CLASSROOM
OUTCOME BASED
TIME BASED
MEMORIZATION OF FACTS WHAT STUDENTS KNOW, CAN DO
KNOWLEDGE, COMPREHENTION, SYNTHESIS, ANALYSIS,

APPLICATION EVALUATION
RESEARCH DRIVEN
TEXTBOOK DRIVEN

PASSIVE LEARNING ACTIVE LEARNING
Learners work collaboratively

LEARNERS CONFINED IN THE MOSTLY OUTSIDE OF THE
CLASSROOM CLASSROOM
TEACHER PROVIDES TEACHER AS FACILITATOR

INFORMATION
TEACHER CONTROL STUDENTS GREAT DEAL OF STUDENT

FREEDOM WITH PROCEDURES

STUDENTS ARE HIGHLY
NO STUDENT MOTIVATION MOTIVATED “LESS DISCIPLINE
PROBLEMS”
“DISCIPLINE PROBLEMS”
INTEGRATED &
FRAGMENTED CURRICULUM INTERDISCIPLINARY APPROACH
GRADES BASED ON WHAT WAS

GRADES AVERAGED LEARNED
SELF, PEER AND OTHER

TEACHER IS JUDGE ASSESSMENTS

SCHOOL NO IMPROVEMENT SCHOOL CONNECTED TO
MEANINGLESS TO STUDENTS STUDENT INTEREST
Performances, projects and
PRINT IS THE PRIMARY VEHICLE
OF LEARNING & ASSESSMENT multiple forms of media are
used for learning and
assessment
DIVERSITY IN STUDENTS IS INSTRUCTION ADDRESS STUDENT
IGNORED DIVERSITY
Multiple literacies of the 21st
LITERACY IS THE 3R’S
century – aligned to living
and working in a globalized
new millennium.
LOOK AT ME, DO YOU WHAT I
AM DOING?
STRATEGY

REACTION ON THIS PICTURE

Classroom Instruction That Works
Identifying similarities and differences

Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues and organizers

Warm-Up
 Which strategy are
you most familiar
with?
 Describe how you

have used this
strategy in your
classroom.
 Think-Pair-Share
 Debrief

Following Best Practices
o Based on current research
o meta-analysis of 2,455 studies
pertaining to instructional practices
o Includes latest knowledge,
technology and procedures
o Research continues through McRel
o Successful across student
populations
o Applies across content areas
and grade levels
Classroom Instruction That Works –
Effect Size
Category Ave. Effect Percentile # of Studies
Size Gain
Identifying similarities and 1.61 45 31
differences
Summarizing and note taking 1.00 34 179
Reinforcing effort and providing .80 29 21

recognition
Homework and practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative learning .73 27 122
Setting objectives and providing .61 23 408

feedback
Generating and testing .61 23 63
hypotheses
Questions, cues and organizers .59 22 1251

Diane Paynter Video Clip
 Importance of 30 years of
research
 Impact the “Essential 9” can

have on student achievement
 If the effect size for

Identifying
Similarities/Differences is
+1.61, resulting in a
percentile gain of 45%, where
would the curve indicating the
average scores of students
be?

Effect Size and the Normal Curve
2% 16% 50% 84% 98% 99.9%

Classroom Instruction That Works
Effect Size
 Effect Size is a unit of measure used

with meta-analysis that expresses
the increase or decrease in student
achievement
 Cohen simplified the range of effect
sizes
 Small: 0.20 to 0.49
 Medium: 0.50 to 0.79
 Large: 0.80 and above

The Instructional Strategy Focus for the
Day
 Identifying similarities
and differences.
 Comparing
 Classifying
 Metaphors
 Analogy
 Summarizing and
Note taking

Using the 9 Instructional Strategies
in Lesson/Unit Planning
Beginning of the Unit/Lesson
1. Clear Learning Goals

(#7 Setting Objectives and Providing Feedback)
2. Students identify and

record their own goals

During the Unit
Phases of Learning
 Blank Lesson Plan Guide
 Introducing New Knowledge

6 possible strategies
 Monitoring Learning Goals

 Practicing, Reviewing and Applying

Knowledge

During the Unit
Introducing New Knowledge
1. Guide students to recall what they

already know about the topics.
(#9 Cues, Questions, Advance Organizers)
2. Provide students with ways of

thinking about the topic in advance.
(#9 Cues, Questions, Advance Organizers)
3. Compare new knowledge with what is

known.
(#1 Identifying Similarities and Differences)

During the Unit
Introducing New Knowledge
4. Have students keep notes
(#2 Summarizing and Note-taking)
5. Non-linguistic representations,
share with others
(#5 Non-linguistic Representations)
6. Have students work individually

and in groups.
(#6 Cooperative Learning)

During the Unit
Practicing, Reviewing and Applying
Knowledge
1. Assign homework that requires practice, review and
application of learning. Give explicit feedback as to
the accuracy of all homework.
(#4 Homework and Practice, #7 Setting Objectives and
Providing Feedback)
2. Engage students in long-term projects that involve

testing and generating hypotheses.
(#8 Generating and Testing Hypotheses)
3. Have students revise the linguistic and nonlinguistic

representations of knowledge as they refine their
understanding. (# 2 Summarizing and Note taking, #5
Nonlinguistic Representations)
During the Unit
Monitoring Learning Goals
1. Feedback and Self-Assessment

2. Students keep track of

achievement and effort expending
toward goals
(#3 Reinforcing Effort and Providing Recognition
#7 Setting Objectives and Providing Feedback)
3. Celebrate legitimate progress

toward learning goals
(#3 Reinforcing Effort and Providing Recognition)

Before you start…
 Be clear about the
learning that you
want your students
achieve.
 Understand which
strategy works best
to accomplish your
learning target.

Categories of Subject Matter Knowledge
 Declarative Knowledge
(Information and Ideas)
 Vocabulary
 Details
 Organizing Ideas
 Procedural Knowledge
(Skills and Processes)
 Skills and Tactics
 Processes

4 Strategies for Similarities and Differences
The process of identifying and
Comparing articulating similarities and differences
among items.
Classifying The process of grouping things into

definable categories on the basis of their
attributes.
Creating The process of identifying and

Metaphors articulating the underlying theme or
general pattern in information.
Creating The process of identifying relationships

Analogies between pairs of concepts (e.g.,
relationships between relationships).
Identifying Similarities and Differences:
Comparing Task, Round 1
 Venn Diagram
 Apples and
Oranges

Characteristic 1 _____________________
Easy to see that items

are very different for this
characteristic…
Characteristic 2 _____________________
…and very similar for

this characteristic.

What are the steps in the comparison process?
COMPARING 1. Select the items you want to

compare.
To
2. Select the characteristics of the
items on which you want to base
your comparison.
3. Explain how the items are similar
and different with respect to the
characteristics you selected.

Our Goals for Student Learning…
 Help prepare for further learning
 Identify critical relationships
 Gain understanding, clear-up

confusion, make new connections
 Change in knowledge structure as a result

of instruction

Identifying Similarities and Differences:
Comparing Task, Round 2
 In Jigsaw Groups:
 Venn Diagram/Comparison Matrix

 Apples and Oranges
 Learning Goal: How does temperature
and length of growing season effect the
nutritional value of fruit?
 How was Round 1 different than Round 2?

What are the steps in the classifying process?
CLASSIFYING 1. Identify the items you want to classify.
Birds Fish Dogs 2. Select what seems to be an important

item, describe its key attributes, and identify
other items that have the same attributes.
3. Create a category by specifying the

attribute(s) that the items must have for
membership in this category.
4. Select another item, describe its key

attributes, and identify other items that have
the same attributes.

CLASSIFYING 5. Create the second category by specifying
(cont’d) the attribute(s) that the items must have
for membership in the category.
Birds Fish Dogs
6. Repeat the previous two steps until all
items are classified and the specific
attributes have been identified for
membership in each category.
7. If necessary, combine categories or split

them into smaller categories and specify
attribute(s) that determine membership in
the category.

Critical questions for
Watching Video Clip
 For the student:
 How do I decide what is
important?
 What should I keep?
 What should I substitute?
 What should I delete?
 For the teacher:

 What strategies do you teach students to help them become
proficient in summarizing?
 To what extent do you think these strategies support them in
identifying what they should keep, substitute, and delete?
 How do you know if engaging in these strategies is really
helping students to deepen their understanding of the content?

Planning for Summarizing
What strategy will I ask students to use?
 Rule-based Summarizing Strategy
 Summary Frames
What knowledge will students be  Narrative or Story
learning?  TRI
 Definition
 Argumentation
What specific information will  Problem/Solution
students need to summarize?  Conversation
 film or video  Group Enhanced Summary Strategy
 Other ___________
 chapter
 lecture
 story Do I need to set aside time to teach
them the
 article strategy? When and how?
 event
How much guidance will I provide them?
 other_______________
How will I monitor how well students are
doing?
A Call to Arms…
Leading Change – What can you do?
Teachers need to have…

• Adequate modeling and
practice
• Feedback
• Allowances for differences in
implementation
• Celebration

END STRATEGY
 SONGS & POEMS ARE

GREAT OPPORTUNITY TO
LEARN BETTER AND TO
DEVELOP BETTER RECALL
OF THE LESSON. TRY!

TUNE: JESUS IS BEAUTIFUL…
 MAKE YOUR OWN LYRICS USING …
- MATH CONTENT
- ENGLISH CONTENT
- SCIENCE CONTENT

TUNE OF “LET IT GO”
 LESSON ABOUT HEROES
 LESSON ABOUT GEOMETRY
 LESSON ABOUT THE WEATHER
 LESSON ABOUT NOUNS
 LESSON ABOUT DIRECTIONS

REFLECT
Teachers teach more

by what they are
than by what they
say.”

BE PROUD YOU ARE A
TEACHER!

Creative & Innovative Century Learners: Teaching Strategies 21

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CREATIVE & INNOVATIVE

Teaching Strategies OF THE

allow children to express

improve mood as well as

Effective Classroom Strategies 2

 learn more efficiently

Effective Classroom Strategies 3

 Enjoy working and

Effective Classroom Strategies 5

Sort me (plant leaves)

Effective Classroom Strategies 6

Effective Classroom Strategies 7

a.Write three sentences (Grades 1-3) five sentences (grades 4-7)

Effective Classroom Strategies 8

Effective Classroom Strategies 9

Effective Classroom Strategies 10

Effective Classroom Strategies 11

2. Parade with flag lets.

Effective Classroom Strategies 12

Effective Classroom Strategies 13

Can you count? Try!

Teach definitional information When

Use repetition. Repeating words as

Effective Classroom Strategies 15

Twenty questions, Who am I?

Write & share.

Effective Classroom Strategies 16

Strategies on Building Vocabulary

invertebrate — in, brat, tea, tear, rate, vertebrae…

photosynthesis — sit, sin, thesis, photos…

temperature — rate, temper, rut, tear, ate

Effective Classroom Strategies 17

Breaking words down into smaller

invertebrate — in, brat, tea, tear, rate, vertebrae…

photosynthesis — sit, sin, thesis, photos…

temperature — rate, temper, rut, tear, ate…

Effective Classroom Strategies 18

Effective Classroom Strategies 19

What has a neck but no head? A bottle

What gets wetter as it dries? A towel

Effective Classroom Strategies 20

Funny English Words

Effective Classroom Strategies 22

Effective Classroom Strategies 23

Second – we must instill curiosity, which is

Effective Classroom Strategies 24

 Fourth – we must excite

Effective Classroom Strategies 25

Effective Classroom Strategies 26

Effective Classroom Strategies 27

 Globalization & Multicultural

Effective Classroom Strategies 28

Effective Classroom Strategies 29

Effective Classroom Strategies 30

Effective Classroom Strategies 31

Effective Classroom Strategies 32

Effective Classroom Strategies 33

MEMORIZATION OF FACTS WHAT STUDENTS KNOW, CAN DO

KNOWLEDGE, COMPREHENTION, SYNTHESIS, ANALYSIS,

Effective Classroom Strategies 34

Learners work collaboratively

TEACHER PROVIDES TEACHER AS FACILITATOR

TEACHER CONTROL STUDENTS GREAT DEAL OF STUDENT