Premium Essay

Teaching Strategies and Brain-Based Startegies

In:

Submitted By e77iana
Words 1195
Pages 5
ED 107 – Principles of Teaching

Lesson 10: Teaching Strategies
Use of Teaching Strategies
Brain- Based Strategies

Teaching Strategies A teaching strategy is the method used to deliver information in the classroom, online‚ or in some other medium. The goal of a teaching strategy is to facilitate learning‚ to motivate learners‚ to engage them in learning‚ and to help them focus. * Lecture - is the process of teaching by giving spoken explanations of the subject that is to be learned. - is often accompanied by visual aids to help students visualize an object or problem. - provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. - however‚ it minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten. * Case Method - provides an opportunity for students to apply what they learn in the classroom to real-life experiences. - works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives. * Discussion - involves planning on the part of the instructor and preparation on the part of the students.
Example: some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students’ list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). * Collaboration - allows students to actively participate in the learning process by talking with each other and listening to other points of view. - establishes a personal connection between students and the topic of study and it helps students think in

Similar Documents

Premium Essay

Bullying in the Schools and Teacher Perceptives

...CHAPTER TWO Review of Literature Introduction Current educational research on bullying imbedded in bullying programs instruct Educators on how to handle different aspects of bullying episodes and, on how to instill an understanding of student’s perceptions of bullying incidents, however, not all teachers have the same perception of bullying interactions. Everyone comes to the table with their own set of definitions and perspectives based upon their background and upbringing. There is a need to examine these varied perceptions and understandings and how people in schools define and respond to bullying. There are critical gaps in the existing research on this subject and by identifying and understanding teacher perceptions of bullying in this time frame of 2013, response to incidents involving student bullying will provide useful insights while also providing future researchers points of comparison. The purpose of Chapter Two is to support examination of my body of research and to determine similarities and differences in teacher perceptions of bullying in their schools. Background information will be provided to the reader on the kinds of bullying and their definitions, and what affects accompany bullying episodes and current existing attitudes about bullying. Review of the Related Literature Bullying has been come to be defined as the repeated aggressive behavior that can be either physical, psychological to...

Words: 9613 - Pages: 39