SlideShare una empresa de Scribd logo
1 de 14
Descargar para leer sin conexión
Querida Dolphin,
Sonia Cadogan,
Sabrina Samuel,
Kellyann Campo
Gabriela Velasquez-George
 Beyond the fun factor, humor can be an effective way to engage students
and activate learning.
 When teachers share a laugh or a smile with students, they help students
feel more comfortable and open to learning. Using humor brings enthusiasm,
positive feelings, and optimism to the classroom.
 “Humor must be used in the classroom,” says Pamela Matway, a sixth-
grade social studies teacher at Sedgwick Middle School, in West Hartford,
Connecticut. “Joke, laugh, dance, sing, shout. I do it all; I think every teacher
should. It helps kids stay focused on the lesson, and sometimes it even helps
them remember ideas and motivates them. So stand up on that desk and tap
dance while you give instructions, talk in an English accent, or sing the
answers to a homework assignment.”
 Teachers can use humor to bring content to life— through games, parody,
or comical voices (or wigs or hats). Students respond to their teacher’s
playfulness and appreciate the effort he or she puts into making a lesson fun.
 WHY IS THE STRATEGY IMPOTANT
 We, as teachers, can make a difference in our students' lives, especially building their self esteem and self confidence
during the whole school year. Adding humor in the classroom, is a nice change and relieves any stress.
 The humor strategy is important in the classroom. Humor is a powerful force. It can encourage an atmosphere of
openness, develop students’ divergent thinking, improve their retention of the presented materials, and garner respect for the
teacher. But like most things in life, it needs to be used in moderation. Too much humor can result in a loss of respect and
inappropriate jokes or jokes at the students’ expense can create a hostile classroom environment. It is important to keep this in
mind when teaching. Laughter isn’t just the best medicine; it’s a valuable teaching tool as well.
 Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature
on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative
understanding.
 "But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that
the students share with each other and the teacher.
 WHICH THEORY SUPPORTS THIS STRATEGY?
 One theoretical explanation for humor – learning relationship is based on thye attention-gaining and holding of humor
(Ziv,1979) . the theory holds that, similar to teacher immediacy 9Kelly & Gorham,1988), humor is arousing, which is related to
memory, which in turn is related to learning outcomes. The attention – gaining model advanced initially by Ziv (1979) has been
the main theory used to explain the humor – learning relationship in the classroom ( Wazner & Frymier, 1999, Ziegler ,1998).
 Ways in which this strategy can be used:
 a. Self-directed humor – It is best not to use students as the subject of
humor. Instead, teachers should use themselves. For example, in discussing a
previous decade, a teacher might bring in photos of herself with big hair.
 b. Funny headlines or quotes – Students or teachers can bring in funny
headlines or quotes connected to the content. For example, a science teacher
could borrow a headline from the Tonight Show, such as: “Total Lunar Eclipse
Will Be Broadcast on Norwoods Public Radio.”
 c. Movie clips and media entertainment – While it might be too time
consuming to show an entire movie, a movie clip to illustrate a point in class
can energize students.
 d. Class symbols – Another way to incorporate humor is to create a class
symbol – such as a fictitious character – to serve as the object of humor. This
prevents the teacher or the students from being the subject of jokes.
What it is: Definition
 This strategy refers to the use of real life objects, practical hands-on experience
and models to assist in teaching abstract concepts.
Why use the strategy: Theological Framework
 Teachers should provide students with manipulatives and have students engaged
in hold and molding clay or other objects. (Jensen, 2008)
 Students understanding of mathematical ideas is broadened when concrete
representations are used. (Coggins, Kravin, Coates & Carrol, 2007)
 Manipulatives are valuable resources for assisting even high school students in
accelerating their mathematics ability. (Curtain-Phillips, 2008)
 Manipulatives provide a strong foundation for students mastering concepts in
measurement, decimals, percentages, probability, statistics and number relations.
(Access Center, 2004)
 Students in the early grades should be allowed to use manipulatives for as long as
the students feel they are needed. (Checkley, 1999)
Lesson Plans
Class: Standard 1
Subject: Mathematics
Topic: 3D Shapes
Objectives: After being placed given models of different 3D shapes to observe, students should
be able to:
-Identify the different types of 3D shapes by stating the names of the shapes.
-Describe the characteristics of each 3D shape.
-Identify real life objects that are identical to the 3D shapes.
Materials: Chart showing the different 3D shapes, models of 3D shapes, toilet paper, medicine
box, bop spray, cup, bottle of cheese, balls.
Activities: Place students in groups and give each group a 3D shape model to observe and
discuss among themselves. Each group will be given a chance to observe each 3D shape model.
The teacher will engage the students in a discussion about the 3D shapes, outlining the
characteristics of each shape, such as number of sides, edges and faces. The teacher will give
each group different real life objects and the groups will discuss among themselves which 3D
shapes the real objects resemble. Each group will present what they discussed and use a chart
about 3D shapes to judge the presentation.
 This strategy focuses on helping students understand
new and complicated concepts by comparing it to
those they already know.
 It is an important strategy as it takes into consideration
how the brain works, “Metaphors uses something
familiar to explain something unfamiliar” (Jones, 2008)
 Ways in which this strategy can be used:
 Example 1 - Class – Std 1
 Subject - mathematics
 Topic – Multiplication
 Tell students that multiplication is repeated addition, so instead of
adding 5, 4 times, we multiply 5 by 4
 Example 2 Class – Std 1
 Subject – Composition
 Topic- Essay writing
 Tell students that a good story is just like a sandwich, it has a
foundation (the bun on the bottom), the extra trimmings(lettuce, cheese,
onions etc) and the end (which is d bun on top)
 Example 3 - Class –Std 5
 Subject – Music
 Topic – Notes
 Tell students that the notes make up a whole just as fractions make up a
whole, for instance, a quarter note would take up only 1 beat as it
represents only ¼ of the entire/ whole note
 Mastropieri and Scruggs (1998) define mnemonics
as a systematic procedure for enhancing memory.
 Mnemonics are exciting memory strategies that
reinvent boring information so that it can be easily
remembered.
 Mnemonics are important because:
• They serve as a tool to improve memory and
promotes retention
• It adds interest to studying and makes it easier on
both the teacher and student.
• It pushes learners to be active and enjoy learning.
Mnemonics can be used to teach almost every topic.
For example, if a teacher wants to reinforce appropriate
classroom behaviour during a teaching session, he/she
can use this mnemonic: SLANT
S= Sit up
L= Lean forward
A= Ask Questions
N= Nod your head
T= Track the teacher
Information Video Information Video
 Movement is exploratory and can shift a classroom
climate from controlled to more open-ended. This
can feel risky at times. With the proper
management, however, movement can stimulate
greater creativity, communication, and ease in
learning.
WHY IS MOVING IMPORTANT IN THE CLASSROOM
1. Our bodies are designed to move.
2. Some people think best when they are moving.
3. To engage diverse types of learners fully – kinesthetic learners or sleepy ones!
4. To deepen understanding.
5. To experience a subject from a new perspective, using kinesthetic intelligence.
6. To develop creativity.
7. To foster community.
8. To rest, recuperate and refocus.
9. To invigorate the body – exercise for health.
10. To have fun!
Learning can be both fun and physical. Group Games and Structured Movement
Activities promote both fun and learning for the student as well as promote a positive
environment for the classroom. Group games are a great way for an educator to bring
movement into the classroom without having prior experience in movement or dance.
As an educator, your choices in movement activities can match your comfort level
regarding movement skill and management of your classroom (meaning some games
are more controlled and quiet while others stir excitement as well as bigger and faster
movements). As your own skill set strengthens in this area, as an educator you can
have fun in how you use movement and tie learning and moving together.
Benefits of Fun and Laughter:
• Boosts immune system
• Exercises muscles
• Releases tension
• Stimulates creativity
Group Games can be categorized into some of the following (note these are
just a few examples and there is also crossover between the categories): •
Circle games • Rhythm games • Chasing games • Sensing games • Mental
games • Strength games • Games to break awkward silences
Strategies group 2

Más contenido relacionado

La actualidad más candente

Instructional Plan For Cognitive Lesson Yarelli
Instructional Plan For Cognitive Lesson YarelliInstructional Plan For Cognitive Lesson Yarelli
Instructional Plan For Cognitive Lesson Yarelliabelcansino
 
Let principles of teaching
Let principles  of  teachingLet principles  of  teaching
Let principles of teachingArneyo
 
Learning and teaching
Learning and teaching Learning and teaching
Learning and teaching Shamell Hurd
 
Effective Teaching Skills And Abilities
Effective Teaching Skills And Abilities Effective Teaching Skills And Abilities
Effective Teaching Skills And Abilities MuhammadAtifAliBaig
 
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
 
Collaboration and Co-Teaching Workshop
Collaboration and Co-Teaching WorkshopCollaboration and Co-Teaching Workshop
Collaboration and Co-Teaching WorkshopStephen Best
 
Effective Teaching Strategies For Students With A S D 09
Effective  Teaching  Strategies For  Students With  A S D 09Effective  Teaching  Strategies For  Students With  A S D 09
Effective Teaching Strategies For Students With A S D 09Jennifer Reynolds
 
History method unit 4- Understanding Discipline and Pedagogy of School Subject
History method unit 4- Understanding Discipline and Pedagogy of School SubjectHistory method unit 4- Understanding Discipline and Pedagogy of School Subject
History method unit 4- Understanding Discipline and Pedagogy of School SubjectSohail Zakiuddin
 
Coteaching differentiation and udl
Coteaching differentiation and udlCoteaching differentiation and udl
Coteaching differentiation and udlErin Waltman
 
Science strategies
Science strategiesScience strategies
Science strategiesajaya bajpai
 
Educ 2130 lesson plan for jigsaw activity
Educ 2130 lesson plan for jigsaw activityEduc 2130 lesson plan for jigsaw activity
Educ 2130 lesson plan for jigsaw activitymsceduc
 
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...Hanna Elise
 
10 teaching skills
 10 teaching skills 10 teaching skills
10 teaching skillszahid ullah
 
Principles of Teaching
Principles of TeachingPrinciples of Teaching
Principles of TeachingTimmy Correo
 
A Guide To Co Teaching
A Guide To Co TeachingA Guide To Co Teaching
A Guide To Co Teachingtina.meyer1
 
Presentation ( Mathematics) teacher only day
Presentation ( Mathematics) teacher only dayPresentation ( Mathematics) teacher only day
Presentation ( Mathematics) teacher only dayGavin Clark
 

La actualidad más candente (20)

Instructional Plan For Cognitive Lesson Yarelli
Instructional Plan For Cognitive Lesson YarelliInstructional Plan For Cognitive Lesson Yarelli
Instructional Plan For Cognitive Lesson Yarelli
 
Let principles of teaching
Let principles  of  teachingLet principles  of  teaching
Let principles of teaching
 
Co Teaching Workshop
Co Teaching WorkshopCo Teaching Workshop
Co Teaching Workshop
 
Learning and teaching
Learning and teaching Learning and teaching
Learning and teaching
 
Effective Teaching Skills And Abilities
Effective Teaching Skills And Abilities Effective Teaching Skills And Abilities
Effective Teaching Skills And Abilities
 
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...
 
Introduction to Teaching Portfolios
Introduction to Teaching PortfoliosIntroduction to Teaching Portfolios
Introduction to Teaching Portfolios
 
Collaboration and Co-Teaching Workshop
Collaboration and Co-Teaching WorkshopCollaboration and Co-Teaching Workshop
Collaboration and Co-Teaching Workshop
 
Effective Teaching Strategies For Students With A S D 09
Effective  Teaching  Strategies For  Students With  A S D 09Effective  Teaching  Strategies For  Students With  A S D 09
Effective Teaching Strategies For Students With A S D 09
 
History method unit 4- Understanding Discipline and Pedagogy of School Subject
History method unit 4- Understanding Discipline and Pedagogy of School SubjectHistory method unit 4- Understanding Discipline and Pedagogy of School Subject
History method unit 4- Understanding Discipline and Pedagogy of School Subject
 
Coteaching model1 nolan_eng
Coteaching model1 nolan_engCoteaching model1 nolan_eng
Coteaching model1 nolan_eng
 
Coteaching differentiation and udl
Coteaching differentiation and udlCoteaching differentiation and udl
Coteaching differentiation and udl
 
Science strategies
Science strategiesScience strategies
Science strategies
 
Educ 2130 lesson plan for jigsaw activity
Educ 2130 lesson plan for jigsaw activityEduc 2130 lesson plan for jigsaw activity
Educ 2130 lesson plan for jigsaw activity
 
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...
Conventional strategies and its Limitations in Teaching Science by Ms. Lourra...
 
10 teaching skills
 10 teaching skills 10 teaching skills
10 teaching skills
 
Principles of Teaching
Principles of TeachingPrinciples of Teaching
Principles of Teaching
 
A Guide To Co Teaching
A Guide To Co TeachingA Guide To Co Teaching
A Guide To Co Teaching
 
Ppt principles
Ppt   principlesPpt   principles
Ppt principles
 
Presentation ( Mathematics) teacher only day
Presentation ( Mathematics) teacher only dayPresentation ( Mathematics) teacher only day
Presentation ( Mathematics) teacher only day
 

Destacado

How does my media product represent particular social presentation
How does my media product represent particular social presentationHow does my media product represent particular social presentation
How does my media product represent particular social presentationjlishman
 
Positive relationships with parent
Positive relationships with parentPositive relationships with parent
Positive relationships with parentpurityqueen21
 
James' audience feedback question without videos
James' audience feedback question without videosJames' audience feedback question without videos
James' audience feedback question without videosjlishman
 
Presentation1 Sejarah ANDROID
Presentation1 Sejarah ANDROIDPresentation1 Sejarah ANDROID
Presentation1 Sejarah ANDROIDhanalizaanggreany
 
teaching in the 21st century
teaching in the 21st centuryteaching in the 21st century
teaching in the 21st centurypurityqueen21
 
Ways for avoiding teacher burnout
Ways for avoiding teacher burnoutWays for avoiding teacher burnout
Ways for avoiding teacher burnoutpurityqueen21
 
1I_DanielMena_Elemento5
1I_DanielMena_Elemento51I_DanielMena_Elemento5
1I_DanielMena_Elemento5Daniel Mena
 

Destacado (12)

Konsep kbat v5
Konsep kbat v5Konsep kbat v5
Konsep kbat v5
 
How does my media product represent particular social presentation
How does my media product represent particular social presentationHow does my media product represent particular social presentation
How does my media product represent particular social presentation
 
Reinvesting in Clean Tech
Reinvesting in Clean TechReinvesting in Clean Tech
Reinvesting in Clean Tech
 
Positive relationships with parent
Positive relationships with parentPositive relationships with parent
Positive relationships with parent
 
dcstanley(4)
dcstanley(4)dcstanley(4)
dcstanley(4)
 
Presentation1
Presentation1Presentation1
Presentation1
 
James' audience feedback question without videos
James' audience feedback question without videosJames' audience feedback question without videos
James' audience feedback question without videos
 
Presentation1 Sejarah ANDROID
Presentation1 Sejarah ANDROIDPresentation1 Sejarah ANDROID
Presentation1 Sejarah ANDROID
 
Proposal sapi
Proposal sapiProposal sapi
Proposal sapi
 
teaching in the 21st century
teaching in the 21st centuryteaching in the 21st century
teaching in the 21st century
 
Ways for avoiding teacher burnout
Ways for avoiding teacher burnoutWays for avoiding teacher burnout
Ways for avoiding teacher burnout
 
1I_DanielMena_Elemento5
1I_DanielMena_Elemento51I_DanielMena_Elemento5
1I_DanielMena_Elemento5
 

Similar a Strategies group 2

Model Of Co-Teaching Essay
Model Of Co-Teaching EssayModel Of Co-Teaching Essay
Model Of Co-Teaching EssayKimberly Thomas
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled versionkhadijagouali
 
Creating succesful lessons
Creating succesful lessonsCreating succesful lessons
Creating succesful lessonsMostafa Omarakly
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled versionkhadijagouali
 
CAC Teachers' Manual Drama
CAC Teachers' Manual DramaCAC Teachers' Manual Drama
CAC Teachers' Manual DramaMoeEduTT
 
The value of integration2
The value of integration2The value of integration2
The value of integration2huutrinh
 
Presentation classroom management
Presentation classroom managementPresentation classroom management
Presentation classroom managementNadia Bat
 
DIFFERENTIATED-INSTRUCTION-PPT.pptx
DIFFERENTIATED-INSTRUCTION-PPT.pptxDIFFERENTIATED-INSTRUCTION-PPT.pptx
DIFFERENTIATED-INSTRUCTION-PPT.pptxCerelinaMestiola3
 
Teaching Behavior Style Interview Questions
Teaching Behavior Style Interview QuestionsTeaching Behavior Style Interview Questions
Teaching Behavior Style Interview QuestionsTiffany Young
 
10 Brain Based Concepts
10 Brain Based Concepts10 Brain Based Concepts
10 Brain Based Conceptsdprosa
 
MATH TEACHING APPROACHES.pptx
MATH TEACHING APPROACHES.pptxMATH TEACHING APPROACHES.pptx
MATH TEACHING APPROACHES.pptxAnaOnez
 
Clinical Field Experience A Math Observation Part 1 Observat
Clinical Field Experience A Math Observation Part 1 ObservatClinical Field Experience A Math Observation Part 1 Observat
Clinical Field Experience A Math Observation Part 1 ObservatWilheminaRossi174
 
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docxTIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docxSharmaineTibi
 
Presentation classroom management
Presentation classroom managementPresentation classroom management
Presentation classroom managementNadia Bat
 
Creating supportive learning environment.
Creating supportive learning environment.Creating supportive learning environment.
Creating supportive learning environment.amalhafidi
 
Creating supportive learning environment ppt
Creating supportive learning environment pptCreating supportive learning environment ppt
Creating supportive learning environment pptAbdelaziz Aittaleb
 

Similar a Strategies group 2 (20)

Model Of Co-Teaching Essay
Model Of Co-Teaching EssayModel Of Co-Teaching Essay
Model Of Co-Teaching Essay
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled version
 
Creating succesful lessons
Creating succesful lessonsCreating succesful lessons
Creating succesful lessons
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled version
 
The brain, emotions and learning by Cynthia Borja, Ph.D. 2019
The brain, emotions and learning by Cynthia Borja, Ph.D. 2019The brain, emotions and learning by Cynthia Borja, Ph.D. 2019
The brain, emotions and learning by Cynthia Borja, Ph.D. 2019
 
CAC Teachers' Manual Drama
CAC Teachers' Manual DramaCAC Teachers' Manual Drama
CAC Teachers' Manual Drama
 
The value of integration2
The value of integration2The value of integration2
The value of integration2
 
Presentation classroom management
Presentation classroom managementPresentation classroom management
Presentation classroom management
 
DIFFERENTIATED-INSTRUCTION-PPT.pptx
DIFFERENTIATED-INSTRUCTION-PPT.pptxDIFFERENTIATED-INSTRUCTION-PPT.pptx
DIFFERENTIATED-INSTRUCTION-PPT.pptx
 
Teaching Behavior Style Interview Questions
Teaching Behavior Style Interview QuestionsTeaching Behavior Style Interview Questions
Teaching Behavior Style Interview Questions
 
10 Brain Based Concepts
10 Brain Based Concepts10 Brain Based Concepts
10 Brain Based Concepts
 
College Essay Lesson Plans
College Essay Lesson PlansCollege Essay Lesson Plans
College Essay Lesson Plans
 
All Girls Code
All Girls CodeAll Girls Code
All Girls Code
 
MATH TEACHING APPROACHES.pptx
MATH TEACHING APPROACHES.pptxMATH TEACHING APPROACHES.pptx
MATH TEACHING APPROACHES.pptx
 
Clinical Field Experience A Math Observation Part 1 Observat
Clinical Field Experience A Math Observation Part 1 ObservatClinical Field Experience A Math Observation Part 1 Observat
Clinical Field Experience A Math Observation Part 1 Observat
 
Essay On Classroom Reflection
Essay On Classroom ReflectionEssay On Classroom Reflection
Essay On Classroom Reflection
 
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docxTIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
 
Presentation classroom management
Presentation classroom managementPresentation classroom management
Presentation classroom management
 
Creating supportive learning environment.
Creating supportive learning environment.Creating supportive learning environment.
Creating supportive learning environment.
 
Creating supportive learning environment ppt
Creating supportive learning environment pptCreating supportive learning environment ppt
Creating supportive learning environment ppt
 

Strategies group 2

  • 1. Querida Dolphin, Sonia Cadogan, Sabrina Samuel, Kellyann Campo Gabriela Velasquez-George
  • 2.  Beyond the fun factor, humor can be an effective way to engage students and activate learning.  When teachers share a laugh or a smile with students, they help students feel more comfortable and open to learning. Using humor brings enthusiasm, positive feelings, and optimism to the classroom.  “Humor must be used in the classroom,” says Pamela Matway, a sixth- grade social studies teacher at Sedgwick Middle School, in West Hartford, Connecticut. “Joke, laugh, dance, sing, shout. I do it all; I think every teacher should. It helps kids stay focused on the lesson, and sometimes it even helps them remember ideas and motivates them. So stand up on that desk and tap dance while you give instructions, talk in an English accent, or sing the answers to a homework assignment.”  Teachers can use humor to bring content to life— through games, parody, or comical voices (or wigs or hats). Students respond to their teacher’s playfulness and appreciate the effort he or she puts into making a lesson fun.
  • 3.  WHY IS THE STRATEGY IMPOTANT  We, as teachers, can make a difference in our students' lives, especially building their self esteem and self confidence during the whole school year. Adding humor in the classroom, is a nice change and relieves any stress.  The humor strategy is important in the classroom. Humor is a powerful force. It can encourage an atmosphere of openness, develop students’ divergent thinking, improve their retention of the presented materials, and garner respect for the teacher. But like most things in life, it needs to be used in moderation. Too much humor can result in a loss of respect and inappropriate jokes or jokes at the students’ expense can create a hostile classroom environment. It is important to keep this in mind when teaching. Laughter isn’t just the best medicine; it’s a valuable teaching tool as well.  Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative understanding.  "But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that the students share with each other and the teacher.  WHICH THEORY SUPPORTS THIS STRATEGY?  One theoretical explanation for humor – learning relationship is based on thye attention-gaining and holding of humor (Ziv,1979) . the theory holds that, similar to teacher immediacy 9Kelly & Gorham,1988), humor is arousing, which is related to memory, which in turn is related to learning outcomes. The attention – gaining model advanced initially by Ziv (1979) has been the main theory used to explain the humor – learning relationship in the classroom ( Wazner & Frymier, 1999, Ziegler ,1998).
  • 4.  Ways in which this strategy can be used:  a. Self-directed humor – It is best not to use students as the subject of humor. Instead, teachers should use themselves. For example, in discussing a previous decade, a teacher might bring in photos of herself with big hair.  b. Funny headlines or quotes – Students or teachers can bring in funny headlines or quotes connected to the content. For example, a science teacher could borrow a headline from the Tonight Show, such as: “Total Lunar Eclipse Will Be Broadcast on Norwoods Public Radio.”  c. Movie clips and media entertainment – While it might be too time consuming to show an entire movie, a movie clip to illustrate a point in class can energize students.  d. Class symbols – Another way to incorporate humor is to create a class symbol – such as a fictitious character – to serve as the object of humor. This prevents the teacher or the students from being the subject of jokes.
  • 5. What it is: Definition  This strategy refers to the use of real life objects, practical hands-on experience and models to assist in teaching abstract concepts. Why use the strategy: Theological Framework  Teachers should provide students with manipulatives and have students engaged in hold and molding clay or other objects. (Jensen, 2008)  Students understanding of mathematical ideas is broadened when concrete representations are used. (Coggins, Kravin, Coates & Carrol, 2007)  Manipulatives are valuable resources for assisting even high school students in accelerating their mathematics ability. (Curtain-Phillips, 2008)  Manipulatives provide a strong foundation for students mastering concepts in measurement, decimals, percentages, probability, statistics and number relations. (Access Center, 2004)  Students in the early grades should be allowed to use manipulatives for as long as the students feel they are needed. (Checkley, 1999)
  • 6. Lesson Plans Class: Standard 1 Subject: Mathematics Topic: 3D Shapes Objectives: After being placed given models of different 3D shapes to observe, students should be able to: -Identify the different types of 3D shapes by stating the names of the shapes. -Describe the characteristics of each 3D shape. -Identify real life objects that are identical to the 3D shapes. Materials: Chart showing the different 3D shapes, models of 3D shapes, toilet paper, medicine box, bop spray, cup, bottle of cheese, balls. Activities: Place students in groups and give each group a 3D shape model to observe and discuss among themselves. Each group will be given a chance to observe each 3D shape model. The teacher will engage the students in a discussion about the 3D shapes, outlining the characteristics of each shape, such as number of sides, edges and faces. The teacher will give each group different real life objects and the groups will discuss among themselves which 3D shapes the real objects resemble. Each group will present what they discussed and use a chart about 3D shapes to judge the presentation.
  • 7.  This strategy focuses on helping students understand new and complicated concepts by comparing it to those they already know.  It is an important strategy as it takes into consideration how the brain works, “Metaphors uses something familiar to explain something unfamiliar” (Jones, 2008)
  • 8.  Ways in which this strategy can be used:  Example 1 - Class – Std 1  Subject - mathematics  Topic – Multiplication  Tell students that multiplication is repeated addition, so instead of adding 5, 4 times, we multiply 5 by 4  Example 2 Class – Std 1  Subject – Composition  Topic- Essay writing  Tell students that a good story is just like a sandwich, it has a foundation (the bun on the bottom), the extra trimmings(lettuce, cheese, onions etc) and the end (which is d bun on top)  Example 3 - Class –Std 5  Subject – Music  Topic – Notes  Tell students that the notes make up a whole just as fractions make up a whole, for instance, a quarter note would take up only 1 beat as it represents only ¼ of the entire/ whole note
  • 9.  Mastropieri and Scruggs (1998) define mnemonics as a systematic procedure for enhancing memory.  Mnemonics are exciting memory strategies that reinvent boring information so that it can be easily remembered.  Mnemonics are important because: • They serve as a tool to improve memory and promotes retention • It adds interest to studying and makes it easier on both the teacher and student. • It pushes learners to be active and enjoy learning.
  • 10. Mnemonics can be used to teach almost every topic. For example, if a teacher wants to reinforce appropriate classroom behaviour during a teaching session, he/she can use this mnemonic: SLANT S= Sit up L= Lean forward A= Ask Questions N= Nod your head T= Track the teacher Information Video Information Video
  • 11.  Movement is exploratory and can shift a classroom climate from controlled to more open-ended. This can feel risky at times. With the proper management, however, movement can stimulate greater creativity, communication, and ease in learning.
  • 12. WHY IS MOVING IMPORTANT IN THE CLASSROOM 1. Our bodies are designed to move. 2. Some people think best when they are moving. 3. To engage diverse types of learners fully – kinesthetic learners or sleepy ones! 4. To deepen understanding. 5. To experience a subject from a new perspective, using kinesthetic intelligence. 6. To develop creativity. 7. To foster community. 8. To rest, recuperate and refocus. 9. To invigorate the body – exercise for health. 10. To have fun!
  • 13. Learning can be both fun and physical. Group Games and Structured Movement Activities promote both fun and learning for the student as well as promote a positive environment for the classroom. Group games are a great way for an educator to bring movement into the classroom without having prior experience in movement or dance. As an educator, your choices in movement activities can match your comfort level regarding movement skill and management of your classroom (meaning some games are more controlled and quiet while others stir excitement as well as bigger and faster movements). As your own skill set strengthens in this area, as an educator you can have fun in how you use movement and tie learning and moving together. Benefits of Fun and Laughter: • Boosts immune system • Exercises muscles • Releases tension • Stimulates creativity Group Games can be categorized into some of the following (note these are just a few examples and there is also crossover between the categories): • Circle games • Rhythm games • Chasing games • Sensing games • Mental games • Strength games • Games to break awkward silences