Learning strategies
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The document discusses various learning strategies including dramatization, demonstration methods, learning laboratories, and direct experiences. Dramatization involves role playing, puppetry, and other forms of interactive theater to actively engage students. Demonstration methods show students how to do something while emphasizing key points. Learning laboratories provide hands-on learning in science, computer, and language facilities. Direct experiences use field trips, community activities, and guest speakers to immerse students in real-world learning outside the classroom.
Learning strategies
- 1. LEARNING STRATEGIES Ma. Blehilda Lota Kristine Joy Alburo Patricia Mae Lopez Armanuel Remojo Reported by:
- 2. DRAMATIZATIONReported by: Ma. Blehilda Lota
- 3. “All dramatization is essentially a process of communication, in which both participant and spectators are engaged. A creative interaction takes place, a sharing of ideas. “ -Edgar Dale
- 4. Dramatization Most significant model of learning and is a basic activity for learning. Children can learn to explore issues, events and connections, by means of drama. Children draw on their knowledge and experience of the real world in order to create a make believe world.
- 5. Forms of Dramatization Formal Plays Pageants Tableau Pantomime Puppets Role Playing
- 6. Formal Plays Formal plays depict life, character or culture or a combination of all three. They offer excellent opportunities to portray vividly important ideas about life. It also refers to theatrical, written or filmed drama that adheres to traditional dramatic
- 7. Pageants These are usually community dramas that are base on local history, presented by local actors.
- 8. Tableau Tableau is a picture- like scene composed of people against a background. A tableau is often used to celebrate Independence day, Christmas and Unite
- 9. Pantomime It is the art of conveying a story through bodily movements only. Pantomime can help develop nonverbal communication, concentration, and the ability to put action and thought together.
- 10. Pantomime It leads the students to focus and increase their attention level to carefully observe the action and guess what the
- 11. Puppets Provides teachers with one of the most inexpensive aids i n the classroom. Allow children to escape into an imaginary world. Work emotional problems.
- 12. Puppets Acts as a mask behind which the child is able to hide. Children learn to co-operate when working in a small group to produce their own puppet play. There are many opportunities for sequencing, organizing, verbalizing, sorting information and gaining self- confidence.
- 13. Role Playing It is an unrehearsed, unprepared and spontaneous dramatization of a “let’s pretend” where assigned participants are absorb by their own roles in the situation describe by
- 14. Role Playing Role playing may also be used to demonstrate less personal but pervasive problems between and among people and groups.
- 15. DEMONSTRATION METHODReported by: Kristine Joy Alburo
- 16. Demonstration It is an act of showing someone how something is used or done.
- 17. Demonstration A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. It is a generally accepted learning theory that the greater the degree of active participation and sensory
- 18. Edgar Dale’s 3 Guiding Principle in Using Demonstration Method 1. Establish rapport. Greet the audience. Make them feel at ease by your warmth and sincerity. Stimulate their interest by making your demonstration and yourself interesting. Sustain attention
- 19. Edgar Dale’s 3 Guiding Principle in Using Demonstration Method 2. Avoid the COIK fallacy (Clear Only If Know). This is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended. To avoid the fallacy, it is best for the demonstrator to assume that his audience knows nothing of a little about what he is intending o demonstrate for him to be very thorough and detailed even to a point of facing the risk of
- 20. 3. Watch for key points. Key points are the ones at which an error is likely to be made. The good demonstrator recognizes possible stumbling blocks to learners and highlights them in some way. What are usually highlighted are the "don’ts" of a process or a strategy. Edgar Dale’s 3 Guiding Principle in Using Demonstration Method
- 21. Brown’s (1969) Questions for Methodical Procedures in Planning and Preparing for Demonstration. 1. What are our objectives? 2. How does your class stand with respect to these objectives? 3. Is there a better way to achieve your ends? 4. Do you have access to all necessary materials and equipment to make the demonstration? 5. Are you familiar with the sequence and
- 22. Several points to observe while performing a demonstration by Dale (1969) Set the tone for good communication. Get and keep your audience’s interest. Keep your demonstration simple. Do not wander from the main ideas. Check to see that your demonstration is being understood. Watch your audience for signs of bewilderment, boredom or disagreement.
- 23. Do not hurry your demonstration. Asking questions to check understanding can serve as a “brake”. Do not drag out the demonstration. Summarize as you go along and provide a concluding summary use the chalkboard, the overhead projector, charts, diagrams, PowerPoint and whatever other materials are appropriate to synthesize your demonstration. Several Points to Observe while Performing a Demonstration by Dale (1969)
- 24. LEARNING LABORATORIESReported by: Patricia Mae Lopez
- 25. Learning Laboratory The Learning Laboratory provides hands-on and interactive exhibits for students and teachers.
- 26. Types of Learning Laboratories Science Laboratory Language Laboratory Computer Laboratory
- 27. Science Laboratory Science Laboratory is a facility that provides controlled conditions in which scientific or technological research, experiments, and measurement may be performed.
- 28. 5 Group of Objectives 1. Skills 2. Concepts 3. Cognitive Abilities 4. Understanding the nature of science 5. Attitudes
- 29. Language Laboratory The laboratory’s collection is designed to assist learners in the acquisition and maintenance of aural comprehension, oral and written proficiency, and cultural awareness. The language laboratory is an audio or audio- visual installation used as an aid in modern language teaching.
- 30. Computer Laboratory attend the institution or for use in curricular computer classes. A computer lab is a place which provides computer services to students who
- 31. DIRECT EXPERIENCESReported by: Armanuel Remojo
- 32. What is Direct Experience? Direct experience refers to built-in opportunities for active engagement in a learning environment which decisively shape individual understandings.
- 33. Direct experience is used to gain understanding and create, change, or refine a mental model.
- 36. Field Trips Community Based Activities Resource Speakers Examples of Direct Experience
- 38. Field Trip This type of experience is to let the students see the actual form or be in the actual place where their knowledge is. The retention of knowledge in this kind of experience is said to be more than great than in classroom
- 40. Tips and Variation for Field Trips BEFORE FIELD TRIP, THE TEACHER SHOULD: Visit the site to find connections to curricula, assess potential problems, and plan how the students could best use their time. Give as much context as possible so that the students will understand what they see. Teachers might consider having the students do something like a journal.
- 41. BEFORE FIELD TRIP, THE TEACHERSHOULD: Create a trip sheet like Stanlee Brimberg’s that prompts students to draw, write responses, answer questions, or find items for a “scavenger hunt” of the location. Set standards of etiquette and respectful behavior. Tips and Variation for Field Trips
- 42. DURING FIELD TRIP, THE TEACHER SHOULD: Build in opportunities for students to view the site or work alone, in pairs, or in small groups. Consider giving some students disposable cameras, small tape recorders, or mandates to record specific information. When the class is Tips and Variation for Field Trips
- 43. AFTER FIELD TRIP, THE TEACHER SHOULD: Allow the students to synthesize their experience creatively. Tips and Variation for Field Trips
- 44. Educational Benefits Derived from a Field Trip 1. The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. 2. Field trip bring us to the world beyond the classroom. 3. Field trip have a wide range of application. 4. It can bring about a lot of realizations which may lead to changes in attitudes
- 45. COMMUNITY BASED ACTIVITIES are exposed to and gather their expected learning and knowledge. Community-based activities are activities/events that involve actual residence; the residents or components of a community, for the learners
- 46. These activities allow student to be observant and be critical thinkers as their tool in assessing what knowledge have they acquired or would be getting in. COMMUNITY BASED ACTIVITIES
- 47. LEARNING OUTCOMES Greater sense of personal efficacy, personal identity, spiritual growth, and moral development. Greater interpersonal development, particularly the ability to work well with others, and build leadership and communication skills.
- 48. SOCIAL OUTCOME Reduces stereotyping and increases greater inter- cultural relationship. It improves social, personal, communal responsibilities.
- 49. Resource Speakers A resource speaker refers to a person who speaks to a group of people and isa person you learn something from.
- 50. Resource Speakers In some other occasions, an invited resource speaker could be the demonstrating teacher himself. The resource speaker may be found more effective as he can provide the class with the necessary know-what and know-how in line with his own expertise and special training.