Chapter 5 (Research - Based Teaching and Learning in the 21st Century)

CHAPTER 5

Research - Based Teaching and Learning in the 21st Century

Maricel H. Magbanua                                                 BSEd II – ENGLISH

Research- Based Teaching - means that the learners, teachers and the curriculum apply research- based approach in the learning- teaching process with an open outcome.

Nine (9) Categories of Instructional Strategies

1.    Setting objectives and Providing feedback

2.    Reinforcing effort and Providing recognition

3.    Cooperative learning

4.    Cues, questions and advance organizers

5.    Non-linguistic representation

6.    Summarizing and note taking

7.    Assigning homework and providing practice

8.    Identifying similarities and difference

9.    Generating and testing hypotheses

Creating The Environment for Learning

·         Setting Objectives

·         Set learning objectives that are specific but not restrictive.

·         Providing Feedback

·         Provide feedback to make students understand what was correct and what was incorrect and to make clear what students need to do next.

·         Reinforcing Effort

·         Teach students that success is within their control because it comes as a result of their effort and not because of other people or of luck.

·         Providing recognition

·         Promote a mastery-goal orientation. Provide praise that is specific and aligned with expected performance and behaviors.

·         Cooperative Learning

·         Learning atmosphere is more favorable when students work together rather than compete and work against one another.

Elements of Cooperative Learning

§  Positive Interdependence

§  Face-to-Face Promotive Interaction

§  Individual and Group Accountability

§  Interpersonal and Small- group skills

§  Group Processing

Cues, Questions and Advance Organizers

Use explicit clues. This can be done by:

1.    Giving preview of what is to be learned perhaps with the use of pictures.

2.    By explaining the learning outcomes of the lesson/unit and;

3.    Providing a list of guide questions that they should be able to answer at the end of the lesson.

Non-linguistic Representations

An imagery mode of representation. Express using images, sound, touch, and movement.

·         Creating Graphic organizers

·         Making Physical Models and Manipulative

·         Generating Mental Pictures

·         Creating Pictures, Illustrations and Pictographs

·         Engaging students in Kinesthetic Activity

Summarizing and Note Taking

Summarizing- is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.

Reciprocal teaching - refers to an instructional activity in which students become the teacher in small group reading sessions.

Note Taking - is the practice of writing down pieces of information in a systematic way.

Cornell Method - is probably the most useful method of note taking for students at university.

Six (6) Steps of Cornell Note-Taking

1.   Record

2.   Reduce

3.   Recite

4.   Reflect

5.   Review

6.   Recapitulate

Designing Homework and Providing Practice

To ensure that homework works:

Ø  provides students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency and conceptual under

Ø  Provide feedback on homework

Ø  Homework should be directed to the learning outcome or objective. standing or to extend their learning on a topic already learned.

Identifying Similarities and Differences

·         Comparing - is showing similarities and differences.

·         Classifying - is the process of organizing groups and labelling them according to their similarities.

·         Creating Metaphors - it is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but has the same general pattern.

·         Creating Analogies - is the process of identifying relationships between pairs of concepts or between relationships.

Generating and Testing Hypotheses

ü  When students generate and test hypotheses they actually applied principles learned. They deepen their understanding of the principles upon which they base their hypotheses

REFLECTION

Research-based teaching means that students carry out research in their courses independently and with an open outcome.  The demands of the 21st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy.: Research-based teaching means that students carry out research in their courses independently and with an open outcome.  The demands of the 21st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy.

In this Chapter I’ve learned important dimension of student-centered work is to foster the nonacademic skill sets that support college and career readiness. These are variously referred to as “soft skills”, “essential skills,” non-cognitive and metacognitive skills, and a variety of other terms.

We can apply or we can use this tool during teacher-collaboration periods to prompt discussion and inform lesson planning, ensuring their individual teaching (and schools as a whole) supports students in developing 21st century skills and computational thinking strategies.(*(