Five Teaching Strategies
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The first and last lesson in Part 2 provided a demonstration of how the five teaching strategies—multiple intelligences, brain-based learning, cooperative learning, problem-based learning and differentiation—could be integrated effectively in actual practice. During the first part of the lesson, only the first three teaching strategies were involved. Three groups of students were instructed to analyze themes and characters of the scene of their choice from the film version of "To Kill a Mockingbird." They were given the option of determining how they wanted to present their findings to the rest of the class. Given the opportunity to work with their peers as a team and the freedom to decide their presentation methods, the students were fully engaged in performing the necessary tasks to fulfill the teacher's requirements. Based on the diversity of the types of presentations and the quality of the work, the students were able to demonstrate their cognitive strengths and interests. The last lesson that involved the extension of the class included the additional teaching strategies of problem-based learning and differentiated instruction. In this lesson, students were asked to address a real-life problem in the form of a research question that was derived from their analysis of the themes of the story, "To Kill a Mockingbird." The research questions could deal with money, power, race relations and others. Moreover, to further differentiate the instruction, students
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bers. To complete their assigned task successfully, the students had to allocate their responsibilities appropriately, capitalize on the cognitive strengths of each of the members, and integrate them.
Fourth, problem-based learning was introduced in the last lesson with the students' efforts to address a real-world problem that was derived from the themes of the story. According to Paris and Turner (1995), in problem-based learning, students are given the freedom to select strategies and methods for solving real-world problems, apply their cognitive strengths and skills, demonstrate their initiative and collaborate with their peers (in Pedersen, 2003). In the extension of this lesson, the students who were able to select their research topic (a real-world problem) and the method of their presentation were also given considerable freedom in directing their own learning experience and applying their cognitive abilities.
Finally, differentiated instruction was also an integral component of this lesson. As explained by Hall (2002), differentiated instruction placed the emphasis on acknowledging the diversity of the learners by providing them with considerable autonomy in the learning process, as well as varying curricular req
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Some common words found in the essay are:
Multiple Intelligences, Paris Turner, Howard Gardner's, Kill Mockingbird, Caine Caine, , McGraw-Hill/Dushkin Green, Learning Research, Retrieved August, Web Site, cooperative learning, differentiated instruction, problem-based learning, teaching strategies, brain-based learning, students able, cognitive strengths, lesson students, gardner 2005, avent 2004, choose method presentation, gardner 2005 176, hall 2002 differentiated, lesson students able, apply cognitive strengths,
Approximate Word count = 1476
Approximate Pages = 6 (250 words per page)
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