The document discusses various learning strategies including dramatization, demonstration methods, learning laboratories, and direct experiences. Dramatization involves role playing, puppetry, and other forms of interactive theater to actively engage students. Demonstration methods show students how to do something while emphasizing key points. Learning laboratories provide hands-on learning in science, computer, and language facilities. Direct experiences use field trips, community activities, and guest speakers to immerse students in real-world learning outside the classroom.

1. LEARNING
STRATEGIES
Ma. Blehilda Lota
Kristine Joy
Alburo
Patricia Mae
Lopez
Armanuel
Remojo
Reported by:

2. DRAMATIZATIONReported by: Ma. Blehilda Lota

3. “All dramatization is essentially a process of
communication, in which both participant
and spectators are engaged. A creative
interaction takes place, a sharing of ideas. “
-Edgar Dale

4. Dramatization
 Most significant model of learning and is a
basic activity for learning.
 Children can learn to explore issues, events
and connections, by means of drama.
 Children draw on their knowledge and
experience of the real world in order to create
a make believe world.

5. Forms of Dramatization
 Formal Plays
 Pageants
 Tableau
 Pantomime
 Puppets
 Role Playing

6. Formal Plays
Formal plays depict life,
character or culture or a
combination of all three.
They offer excellent
opportunities to portray
vividly important ideas
about life. It also refers to
theatrical, written or filmed
drama that adheres to
traditional dramatic

7. Pageants
These are usually community
dramas that are base on local
history, presented by local
actors.

8. Tableau
Tableau is a picture-
like scene composed
of people against a
background. A tableau
is often used to
celebrate
Independence day,
Christmas and Unite

9. Pantomime
It is the art of conveying
a story through bodily
movements only.
Pantomime can help
develop nonverbal
communication,
concentration, and the
ability to put action and
thought together.

10. Pantomime
It leads the students
to focus and
increase their
attention level to
carefully observe
the action and
guess what the

11. Puppets
 Provides teachers with
one of the
most inexpensive aids i
n the classroom.
 Allow children to
escape into an
imaginary world.
 Work emotional
problems.

12. Puppets
 Acts as a mask behind which
the child is able to hide.
 Children learn to co-operate
when working in a small
group to produce their own
puppet play.
 There are many opportunities
for sequencing, organizing,
verbalizing, sorting
information and gaining self-
confidence.

13. Role Playing
It is an unrehearsed,
unprepared and
spontaneous
dramatization of a
“let’s pretend” where
assigned participants
are absorb by their
own roles in the
situation describe by

14. Role Playing
Role playing may also
be used to
demonstrate less
personal but
pervasive problems
between and among
people and groups.

15. DEMONSTRATION
METHODReported by: Kristine Joy Alburo

16. Demonstration
It is an act of
showing
someone how
something is
used or done.

17. Demonstration
A demonstration is a teaching
method used with both large and small
groups.
Demonstrations become more
effective when verbalization
accompanies them.
It is a generally accepted learning
theory that the greater the degree of
active participation and sensory

18. Edgar Dale’s 3 Guiding Principle in
Using Demonstration Method
1. Establish rapport. Greet the
audience. Make them feel at
ease by your warmth and
sincerity. Stimulate their
interest by making your
demonstration and yourself
interesting. Sustain attention

19. Edgar Dale’s 3 Guiding Principle in
Using Demonstration Method
2. Avoid the COIK fallacy (Clear Only If
Know). This is the assumption that what is
clear to the expert demonstrator is also
clearly known to the person for whom the
message is intended. To avoid the fallacy,
it is best for the demonstrator to assume
that his audience knows nothing of a little
about what he is intending o demonstrate
for him to be very thorough and detailed
even to a point of facing the risk of

20. 3. Watch for key points. Key points
are the ones at which an error is
likely to be made. The good
demonstrator recognizes possible
stumbling blocks to learners and
highlights them in some way. What
are usually highlighted are the
"don’ts" of a process or a strategy.
Edgar Dale’s 3 Guiding Principle in
Using Demonstration Method

21. Brown’s (1969) Questions for Methodical Procedures in
Planning and Preparing for Demonstration.
1. What are our objectives?
2. How does your class stand with respect
to these objectives?
3. Is there a better way to achieve your
ends?
4. Do you have access to all necessary
materials and equipment to make the
demonstration?
5. Are you familiar with the sequence and

22. Several points to observe while performing a
demonstration by Dale (1969)
 Set the tone for good communication.
Get and keep your audience’s interest.
 Keep your demonstration simple.
 Do not wander from the main ideas.
 Check to see that your demonstration is
being understood. Watch your audience
for signs of bewilderment, boredom or
disagreement.

23.  Do not hurry your demonstration. Asking
questions to check understanding can serve
as a “brake”.
 Do not drag out the demonstration.
 Summarize as you go along and provide a
concluding summary use the chalkboard, the
overhead projector, charts, diagrams,
PowerPoint and whatever other materials
are appropriate to synthesize your
demonstration.
Several Points to Observe while Performing a
Demonstration by Dale (1969)

24. LEARNING
LABORATORIESReported by: Patricia Mae Lopez

25. Learning Laboratory
The Learning Laboratory
provides hands-on and
interactive exhibits for students
and teachers.

26. Types of Learning Laboratories
Science Laboratory
Language Laboratory
Computer Laboratory

27. Science Laboratory
Science Laboratory is a
facility that provides
controlled conditions in
which scientific or
technological research,
experiments, and
measurement may be
performed.

28. 5 Group of Objectives
1. Skills
2. Concepts
3. Cognitive Abilities
4. Understanding the nature of
science
5. Attitudes

29. Language Laboratory
The laboratory’s collection is
designed to assist learners in
the acquisition and
maintenance of aural
comprehension, oral and
written proficiency, and
cultural awareness.
The language laboratory is an audio or audio-
visual installation used as an aid in modern
language teaching.

30. Computer Laboratory
attend the institution
or for use in
curricular computer
classes.
A computer lab is a place which
provides computer services to
students who

31. DIRECT
EXPERIENCESReported by: Armanuel Remojo

32. What is Direct Experience?
Direct experience refers to
built-in opportunities for active
engagement in a learning
environment which decisively
shape individual
understandings.

33. Direct experience is
used to gain
understanding and
create, change, or
refine a mental model.

36. Field Trips
Community Based
Activities
Resource Speakers
Examples of Direct Experience

38. Field Trip
This type of experience is
to let the students see the
actual form or be in the
actual place where their
knowledge is. The
retention of knowledge in
this kind of experience is
said to be more than
great than in classroom

40. Tips and Variation for Field Trips
BEFORE FIELD TRIP, THE TEACHER
SHOULD:
 Visit the site to find connections to curricula,
assess potential problems, and plan how
the students could best use their time.
 Give as much context as possible so that
the students will understand what they see.
Teachers might consider having the
students do something like a journal.

41. BEFORE FIELD TRIP, THE
TEACHERSHOULD:
 Create a trip sheet like Stanlee
Brimberg’s that prompts students to
draw, write responses, answer
questions, or find items for a
“scavenger hunt” of the location.
 Set standards of etiquette and
respectful behavior.
Tips and Variation for Field Trips

42. DURING FIELD TRIP, THE TEACHER
SHOULD:
 Build in opportunities for students to
view the site or work alone, in pairs, or
in small groups.
 Consider giving some students
disposable cameras, small tape
recorders, or mandates to record
specific information. When the class is
Tips and Variation for Field Trips

43. AFTER FIELD TRIP, THE
TEACHER SHOULD:
Allow the students to
synthesize their experience
creatively.
Tips and Variation for Field Trips

44. Educational Benefits Derived from a
Field Trip
1. The acquisition of lasting concepts and
change in attitudes are rooted on
concrete and rich experiences.
2. Field trip bring us to the world beyond
the classroom.
3. Field trip have a wide range of
application.
4. It can bring about a lot of realizations
which may lead to changes in attitudes

45. COMMUNITY BASED ACTIVITIES
are exposed to and
gather their expected
learning and
knowledge.
Community-based activities are
activities/events that involve actual residence;
the residents or components of a community,
for the learners

46. These activities allow student to
be observant and be critical
thinkers as their tool in
assessing what knowledge have
they acquired or would be
getting in.
COMMUNITY BASED ACTIVITIES

47. LEARNING OUTCOMES
 Greater sense of personal efficacy,
personal identity, spiritual growth,
and moral development.
 Greater interpersonal development,
particularly the ability to work well
with others, and build leadership
and communication skills.

48. SOCIAL OUTCOME
Reduces stereotyping and
increases greater inter-
cultural relationship.
It improves social, personal,
communal responsibilities.

49. Resource Speakers
A resource speaker refers to a
person who speaks to a group of
people and isa person you
learn
something
from.

50. Resource Speakers
 In some other occasions, an invited
resource speaker could be the
demonstrating teacher himself.
 The resource speaker may be found
more effective as he can provide the
class with the necessary know-what
and know-how in line with his own
expertise and special training.