Chapter 5 - Research - Based Teaching and Learning in the 21st Century

            Chapter 5 talks about Research-Based Teaching and Learning in the 21^st Century. In Research-based teaching, the learners, teachers, and curriculum undergo teaching-learning process in a more open outcome. This means that the teaching-learning process in 21^st century is more efficient and convenient because we are now in a high-tech world. Technologies are helpful in research-based teaching. With the use of Research-based teaching and learning, the students of the 21^st century are capable of learning things in an easy way.

            In teaching-learning process, there are nine categories of instructional strategies. Those are: 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 hypothesis. These nine categories of instructional strategies are great help to teachers especially in giving instruction. This will serve as the guide for teachers in giving instruction to students. Through this, the teaching process of the teacher will be easier and understandable.

            Setting objectives and providing feedbacks means that the learners should be aware on what the lesson is all about and let them know and understand what was correct and what was incorrect and to make things clear. In reinforcing effort and providing recognition, the teacher teaches the students that success is within their control and the students will be encouraged and motivated to learn if their efforts are being appreciated and recognized. Next is cooperative learning, students learns best when everyone is working together. Using cues, questions, and advance organizers, students will be acquainted on the lesson and they can generate ideas and information on their own. Another strategy the will help students to learn is by using non-linguistic representation. Through non-linguistic representation, students can generate mental pictures and engage in kinaesthetic activities. Students can formulate ideas once they saw a picture, heard a sound, or touched a thing. Some students learn through summarizing and note taking. In here, it is easier for them to learn by writing down all important ideas in a systematic way. Not all students learn in school, sometimes some of them learn at home. That’s why teachers give home works to students for them to expand and extend their learning on a topic that they already learned. In identifying similarities and differences, the teachers test the students learning’s if they know how to compare and contrast. When students generate and test hypothesis, they actually applies the principles they learned. They are now using their critical and analytical reasoning.

            In teaching, I know that the knowledge and principles I learned in Research-based teaching and learning will be applied. Those nine categories of instructional strategies will serve as my guide and bases in giving instructions to my students. Through my knowledge in Research-based teaching and learning, I can teach my students an effective and meaningful lesson. The knowledge and skills of my students will be developed as well as mine.