CHAPTER 5

Researched-Based Teaching and Learning in the 21^st Century

Summary

        The Research-Based Teaching applies research- based approach in the learning- teaching process with an open outcome to meet the demands of the 21^st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy. As a teaching, it has its underlying nine (9) categories of instructional strategies. Setting objectives and Providing feedback, Reinforcing effort and Providing recognition, Cooperative learning, Cues, questions and advance organizers, Non-linguistic representation, Summarizing and note taking, Assigning homework and providing practice, Identifying similarities and difference and Generating and testing hypotheses.  In setting the Objectives, it must not specific but restrictive and engages students to set their own personal learning objectives. In reinforcing effort  and providing recognition, the learners must be able to know that success is within their control because it comes as a result of their effort and not because of other people or of luck. Provide praise based on their performance and behavior. Cooperation learning believes that it is more favorable if the students learn to work together rather than to compete with one another. Its nature is tackled in its underlying elements (Positive Interdependence, Face-to-Face Promotive Interaction, Individual and Group Accountability, Interpersonal and Small- group skills and Group Processing). The teacher can give explicit clues, use inferential questions, wherein they can draw their own conclusion, or even give advance organizers such as expository, narrative, skimming and graphic. Using Non-Linguistic representations may also aid because it easily can be retained in the learner’s mind. This is an imagery mode of representation such as Descriptive Pattern, Time-sequence Pattern, Process/Cause-effect Pattern, Episode Pattern, Generalization Pattern, Concept Pattern, Making Physical models and Manipulative and Generating Mental Pictures. Summarizing is a style in which you only get the the gist, the key ideas, the main points that are worth noting and remembering. A summary frame for story, informal texts are examples of it. Note-taking is the practice of writing down pieces of information in a systematic way. The Cornell method is the most useful method of note taking for students at university. It comes at six steps, Record, Reduce, Recite, Reflect, Review and Recapitulate. Home works are take home activities. It provides students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency and conceptual understanding. There are lessons where the learners are identifying similarities and differences. In those lessons, the learners will be comparing, classifying, create metaphors, and create analogies. In some time, the learners are asked to generate and testing hypothesis. Hypothesis are educated guesses which they can apply in an investigation process.

Reflection

        Research-based teaching is now applied in our teaching-learning process as it envisions the demands of the 21^st century which are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy. It has nine instructional strategies that will serve as a guide for the teacher. The teacher can choose what appropriate technique is suited for a lesson he or she is going to deliver. Research-based teaching integrates research           findings in the lessons which keeps your teaching fresh.            These methods of teaching have been proven to be effective. Also by the use or research-based approach, it will be more interesting, updated, more convincing and persuasive.

          The lesson reminded me that a teacher that should create a positive learning atmosphere that develops through understanding of the lesson not only memory or recall and that he/she gives opportunities to students to extend and apply their learning. The students may not memorize all of the context and maybe some will find it very stressful. To aid them and instill understanding among them, they can focus on what is important by giving explicit cues, asking questions and advance graphic organizers. Also by using non-linguistic representations such as graphic organizers, physical models or manipulative, pictures, mental pictures, illustrations, pictographs and kinesthetic activities, the learners will be able to retain the knowledge and will have a tight grasp of the gist of every lesson. Also the summarizing and note taking, assigning meaningful homework and providing correct practice, identifying similarities and differences and generating and testing hypotheses can

also help. Involving students in active participation on the class activities and by incorporating those following techniques and styles will really help them in understanding the lessons and retain the important points in mind. Learners may find it boring and confusing if we just feed them with contextualized lessons. Using Non-Linguistic representations will give color in our discussion and in delivering our lessons if we use them properly and resourcefully.

        As a teacher, I will do my best to incorporate as approaches and instructional strategies in my discussion everyday as long as it is suited and connected with the topic. Choosing appropriate strategies is very necessary in order for it to be effective, productive and also to meet the goals. If I am going to teach English subject, I can use strategies such as summarizing and note taking, maps and maybe ask them to identify similarities and differences. I find those strategies suited for short stories, novels and some of the lessons which include grammar. Creating hypothesis can be used in Science subjects as well as the research-based approaches.

What are some alternatives if the students cant really cope up with these approach?