Teaching Strategies

As with the first jump of the lesson, the students were also allowed to choose their method of presentation.

The theories of the teach strategies were represented in distinct ways in this lesson. First of all, Howard Gardner's (2005) refutation of the apprehension of a single intelligence and the identification of nine diametrical types of intelligences were acknowledged by the teacher who provided various opportunities for the students to demonstrate their rum intelligences. Giving the students the freedom to choose their method of presentation en fittingd students to accost into their own cognitive strengths in order to perform their tasks successfully. Further more than, the grouping data formatting also allowed the person students to gravitate towards the roles that allowed them to demonstrate their strengths.

Second, the principles of brain-based education were also incorporated into the lesson. Brain-based encyclopedism basically revolves around the best utilization of the brain, which is derived from an reasonableness of how the brain operates (Sousa, 1998). The teacher's modification of the language arts lesson with the use of a film version (instead of the book), the grouping format and the variations in the group presentation method certainly reflected her understanding that the brain is able to learn best when the students ar

Green, F. E. (1999). Brain and learning research: Implications for meeting the inescapably of diverse learners. Education, 119(4), 682-689.

Weiss, R. P. (2000). Brain based learning. Training & Development, 54(7), 21-28.

Caine, R. N., & Caine, G. (1995). Reinventing schools through brain-based learning. educational Leadership, 52(7), 43-47.

Brain-based learning is derived from the basic research finding that "the brain responds more to learning environments that are enriched and that involve as many of its treat centers as possible" (Green, 1999, p. 683).

Students who are exposed to the use of different types of instructional materials, groupings and methods of assessments will have the opportunities to bring their learning experiences from fivefold perspectives and establish meaningful connections between their new and existing stick in of knowledge.

By using these five teaching strategies, instruction was amend in several ways. First, the modifications of the curriculum and the variations in the presentation format enabled students to demonstrate conceptual understanding, in spite of their learning deficits. Second, individual students were able to tap into their strengths and cultivate their potential through the learning tasks. Their self-esteem likely increased as they realized that they were able to perform the tasks, without the teacher's assistance. Third, the students were highly engaged in the learning process because the learning was meaningful, comprehensible and manageable for them. Finally, and most importantly, through these teaching strategies, students were able to acquire higher order thinking skills much(prenominal) as applying their knowledge and learning, devising their own strategies, collaborating with their peers and exercising their creativity.

As for problem-based learning, one of its chief benefits is its motivation of the students who consider the learning to be meaningful due to the relevance to their daily life. Th
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.