UNIT 2

TEACHING STRATEGIES
by GROUP 2
 CHAPTER 1
INTEGRATED TEACHING-
THREE LEVEL STRATEGY
INTEGRATED
 Comes from the LATIN word “INTEGER” which means
WHOLE.
 An integrated strategy will put together the parts of a whole in
order to arrive at a holistic, complete, and more accurate view
of reality.
 Toarrive closer to what is true we make connections of the
subjects, let us make them interconnected instead of drawing
demarcation lines between and among them.
INTERDISCIPLINARY STRATEGY
 Is an integrated strategy the same strategy that the Re-structured
Basic Education Curriculum requires.

“ the teaching of Filipino… will be enriched through the integration of

vocabulary, values, and competencies from social sciences. Even
with the integration of vocabulary, values and life skills in Filipino, English,
Science, and Mathematics, it is inevitable that these learning areas will
accentuate the development of linguistic and logical/mathematical
intelligences”
 Three Level Strategy
BY CHARLES E. MERRILL Knowledge acquired
Are related to the
Student’s daily life

Fragmented and
meaningless facts
are viewed and organized
into concepts fewer than
The facts
VALUES

CONCEPTS Students learn

Isolated facts

FACTS
 Sample Lesson in Science is developed
with the use of the three-level strategy

LESSON PLAN IN WATER POLLUTION

Objectives:
1. To trace the remote and the immediate causes of water pollution.
2. To describe the effects of water pollution.
3. To propose solutions to the problem on water pollution
4. To launch an anti-pollution drive for the polluted river in the locality.
Subject Matter: Water Pollution
Materials:
Picture on/film on polluted rivers/field trip to a polluted river.
Procedure:
FACTS LEVEL:
Let the children view a video of a polluted river. Ask them to jot down observations or
show pictures of polluted rivers in contrast with clear rivers and ask them to write down what
they see.
CONCEPTS LEVEL:
Pivotal Questions:
- What happens when the water get polluted?
- What causes water pollution?
- How does water pollution affect us?
Activities:
- Come up with a comic strip to present how fishes and plants in the polluted \
river would explain what water pollution is if they could talk.
- If a polluted river could talk, what would they tell you?
Evaluation:
- Present the meaning, causes and effects of water pollution by means of
graphic organizer.
VALUES LEVEL:
Pivotal Questions:
- In what ways do we contribute to water pollution?
- Can we say that the root cause of water pollution is our very own
indifference? How can you fight this indifference?
 - How can we show care for rivers and other bodies of water? What are possible
 Solution to the problem on water pollution?
 - If we continue to pollute the rivers, what would happen?

Activities:
- Small group discussion- Divide the class into groups of five or six and ask them to
discuss their answers to the questions given above. Share your answers to the
class?
- Research on the contributory factors to the river pollution in your area. Come up
with a project on anti-Pollution.
 CHAPTER 2
INTEGRATED TEACHING:
LEARNING STYLE- MULTIPLE INTELLIGENCE-
BASED INSTRUCTIONAL STRATEGIES
INTELLIGENCE AS
DISPOSITIONS
Verbal-Linguistics Intelligence
 LEARNING STYLE
BY SILVER AND HANSON (1998)

• Refers to how well a particular person learns

under specific conditions.
 THE SENSING-THINKING(ST) OR MASTERY LEARNER

PREFER TO LEARN BY: LEARNS BEST FROM:

• Seeing tangible results •Drill
• Practicing what he has learned •Demonstration
• Following directions one step at a •Practice
time •Hands on experience
• Being active rather than passive
• Knowing exactly what is expected
of her , how well the task must be
done and why
 THE INTUITIVE-THINKING (NT) OR UNDERSTANDING LEARNER

 PREFERS TO LEARN BY: LEARNS BEST FROM:

• Studying about ideas and how
things are related •Lectures
• Planning and carrying out a project
or hi own making and interest •Reading
• Arguing or debating a point based
on logical analysis •Logical discussions and debates
• Problem solving that requires
collecting, organizing, and
evaluating data
 THE SENSING-FEELING (SF) OR INTERPERSONAL
LEARNER
 PREFERS TO LEARN BY: LEARNS BEST FROM:
• Studying about things that directly
affect people’s lives rather than •Group experiences and projects
interpersonal facts or theories
• Receiving personal attention and
encouragement from his teachers
•Loving attention
• Being a part of a team-
collaborating with her students •Personal expression and personal
• Activities that help her learn about encounters
herself and how she feels about •Role playing
things
 THE INTUITIVE-FEELING (NT) OR SELF-EXPRESSIVE LEARNER
 PREFERS TO LEARN BY: LEARNS BEST FROM:
• Being creative and using his •Creative and artistic activities
imagination
• Planning and organizing her work in •Open-ended discussions of personal
her own creative ways and social values
• Working on a number of things at one
time •Activities that enlighten and
• Searching for alternative solutions to enhance- myths, human,
problems beyond those normally
achievements, dramas, etc.
considered
• Discussing real problems and looking
for real solutions
 INTELLIGENCE EXAMPLE CLASSROOM ACTIVITIES

Verbal-Linguistic Intelligence (Word Smart) Discussions, debates, journal writing

Logical-Mathematical Intelligence (Math Calculations, experiments, number games

Smart)
Spatial Intelligence (Picture Smart) Concepts, maps, graphs, charts

Bodily-Kinesthetic Intelligence (Body Role-playing, dance, hands-on

Smart) demonstrations
Musical Intelligence (Music Smart) Playing music, singing, analyzing sounds
and music
Interpersonal Intelligence (People Smart) Community involvement projects,
cooperative learning, peer tutoring
Intrapersonal Intelligence (Self Smart) Student choice, journal writing, reflecting

Naturalists Intelligence (Nature Smart) Ecological field trips, environmental study,

caring for plants and animals
 INTELLIGENCE EXAMPLE OF CLASSROOM ACTIVITIES
Mastery Direct instruction
Exercise-practice Drill and repitition
Demonstrations
Competitions
Interpersonal Team games
Experience-personalise Learning circles
Role playing
Personal sharing
Understanding Inquiry
Explain-prove Debate
Essays
Problem solving
Self-Expressive Divergent thinking
Explore-produce Creative art activates
Imagining
 CHAPTER 3
BRAIN-COMPATIBLE
INSTRUCTIONAL STRATEGIES
 Integrated teaching also incorporates successful,
research-based instructional strategies into teaching.

 Brain-based instruction is the application of teaching-

learning principles based on findings about the brain and
learning.
 SOME RESEARCH FINDINGS ABOUT THE BRAIN
1. Without rehearsal or constant attention, information remains in working
memory for only about 15 to 20 seconds.

2. Learning is a process of building neural networks. This network is

formed through concrete experience, representational or symbolic learning,
and abstract learning.

3. Our brains have difficulty comprehending very large numbers because

we have nothing in our experience to “hook” them to.
4. The eyes contain nearly 70 percent of the body’s sensory
receptors and send millions of signals every second along
the optic nerves to the visual processing of the brain. The
capacity of the long-term memory for pictures seems almost
unlimited.

5. There is little doubt that when information is embedded in

music or rhyme, its recall is easier than when it is in prose.
Brain-based Strategies
1. INVOLVING STUDENTS IN REAL-LIFE OR AUTHENTIC
PROBLEM SOLVING.
2. USING PROJECTS TO INCREASE MEANING AND MOTIVATION.

3. SIMULATIONS AND ROLEPLAYS AS MEANING MAKERS.

4. CLASSROOM STRATEGIES USING VISUAL PROCESSING

FIGURE 9. VENN DIAGRAM: PIONEER DAYS AND TODAY
FIGURES for GRAPHIC ORGANIZERS FOR CLASSIFICATION
FIGURE 13. Time Sequence Pattern Organizer
FIGURE 14. EPISODE PATTERN ORGANIZER
FIGURE 15. CONCEPT PATTERN ORGANIZER
Step 1. A dispute origins between two parties.

Step 2. Both parties agree to have

another person listen to their
arguments and make a decision for
them.

Step 3. The court appoints an arbitrator

Step 4. In a setting much less formal

than arbitrator listens to both sides.

Step 5. The final arbitrator makes his or

her final decision, and the parties must
abide by it.
Figure 16 T ime-Sequence Pattern in Arbitration
 Process/Cause-Effect Pattern for Negotiation

A third party
(attorney)works out
the settlement terms

Party One
Behavior

A dispute arises Each side A settlement

between two shares is reached
parties important
facts
Party two
Behavior
• SPIDER MAP
Used to describe a central idea thing (a geographic region), process (meiosis) concept
(altruism) or proposition with support.
Key frame questions: Who is the central idea? What are its attributes? What are its
functions?
Detail

Topic
concept
there
CONTINUOUS SCALE- Used for time lines showing historical events or ages
(grade levels in schools, degrees of something (weight), shades of meaning or rating
scales (achievements) in schools.
Key frame questions: What is being scaled? What are the end points?
How satisfied are you with the following?

satisfied Very satisfied

0 100

Website 91

Customer service 97

Overall 94
COMPARE/CONTRAST MATRIX- Used to show similarities and differences between two
things, people, events, ideas, etc.

Key frame questions: What things are being compared? How they are similar? How they are
different?

QUANTITY JOHN PETER

Teenager, going into Adult, working, about

AGE 9th grade 30yrs old

PHYSICAL LOOKS Handsome, slim and Overweight, short and

dark complexion bald

Very musical, plays

MUSICAL ABILITY piano & guitar Good voice
SERIES OF EVENTS CHAIN
- used to describe the stages of something.

Key frame questions: what is the procedure or initiating event? What are the stages of
steps? How do they led to one another? What is the final outcome?

Mother asks you to wash dishes

You clear the table

You wash the dishes in soapy water

You rinse the dishes in hot water

You dry the dishes

You put the dishes away

PROBLEM/SOLUTION OUTLINE
Used to represent a problem, attempted solutions, and results.

WHO
PROBLEM What
Why

SOLUTIONS ATTEMPTED

Results
SOLUTION 1. 1.
2. 2.

END RESULT
5. SONGS, JINGLES AND RAPS
6. MNEMONIC STRATEGIES

7. WRITING STRATEGIES
8. PEER TEACHING
9. ACTIVE REVIEW
10. HANDS-ON-ACTIVITIES
THANK
YOU!!!
Direction: Write your answers in a one-half crosswise sheet
of paper. Observe correct spelling.

1.Who is the proponent of three level strategy?

2-4 Enumerate the three level of strategy?
In number 5-7, identify the learning styles asked.
5. Being active rather than passive.
6. Being part of a team-collaborating with other students.
7. Being creative and using his imagination.
In number 8-9, Identify the Multiple Intelligences
asked.
8.Classroom activities that involves discussion, debate and
journal writing.
9.Clasrrom activities that include calculations, experiments &
number games
10. Classroom activities that involves ecological field trips,
experimental study & caring for plants and animals.
11-15,Identify the following Brain-based
strategies:
11. Aristotle said: “What we have learn to do, we learn by doing.
12. Students give tune or make rhyme through their personally
composed songs, jingles and raps.
13. It assist students in recalling important information.
14. It is the application of teaching-learning principles based on
findings about the brain and learning?
15. What is the brain-based strategies that says “A picture is worth ten
thousand words”?
Answers:
 1. Charles E. Merrill 9. Logical- Mathematical
 2. Facts 10. Naturalist
 3. Concepts
11 Hand-on-activities
 4. Values
12.Songs, Jingles, and Raps
 5. Sensing-Thinking/ Mastery Learner
13. Mnemonic Strategies
 6. Sensing-Feeling/Interpersonal Learner

 7. Intuitive- Thinking/ Self-Expressive 14 Brain-based instruction

Learner 15. Classroom Strategies Using Visual
 8. Verbal- Linguistic Processing