Subject: Strategies of Teaching
Author: Mr. Jaymar D. Arago
Editor: Ms. Leslie Cruz-Garcia
Reviewer: Mr. Victor T. Reyes
LESSON 7: RESEARCH-BASED TEACHING
Description of the Lesson:
A famous quotation said “To be a great teacher, we must be a great student first”. For this lesson, it will
fosters your orientation about the research-based teaching about what is it, where to apply it and its
greatest skill on how this became a student-centered! Let’s get started!
Objectives
At the end of the lesson, you are expected to:
a. discuss the purpose of research-based teaching by means graphic organizer,
b. defend the importance of applying research-based teaching for nowadays generation, and
c. prepare your own desired classroom layout designed for research-based education.
Session 1: Pre-assessment (What I know)
Happy morning to you! Before we start our lesson, I would like to test first what you already knew about
the topic for today. I want you to meet Ms. Roberta, she is a good teacher, and he does practice research-
based education. For your own understanding, give at least 5 words that will describe what research-
based teaching is. Write down your answers in the circle provided.
Awesome! You really have prior knowledge about these research-based teaching! It is okay you didn’t
completely answer it. With you whole heart and mind, please immerse yourself through the lesson
content. Build yourself as a teacher!
Lesson Content (What’s New)
Read and analyze the lesson content. Make sure to underline/highlight all the important
information you need to know as this will help you remember the lesson so well.
RESEARCH-BASED TEACHING
From: Study.com
The Research-based teaching explains that students carry out
research in their courses independently and with an open outcome.
This helps us as teachers to internalize and rehearse research
conducts and methods, skills such as formulating a precise question
and processing and monitoring a research process. Students attain
abilities in dealing with uncertainty, independence, teamwork and
organizational skills.
The connection of research and teaching via this active method advances Humboldt's ideal of
education in the framework of the development of character.
This form of teaching and learning focuses on the joint acquisition of new knowledge by lecturers
and students. This requires lecturers to reflect on their role as teachers and learners.
In order to provide a framework for the exchange and mutual development of ideas in relation to
research based teaching, focus groups were established. New participants who are interested in
incorporating elements of the research their courses or already do so are always welcome to take
part in this exchange.
It also offers individual consultation on the topic of research-based teaching. We will gladly
support you in designing a framework for independent student research and in the supervision of
the process.
Photo Source: Pinterest.com
Why Research-Based?
Teachers bring a lot of instinct to their classrooms, but they aren't born knowing what is best for all
students. Educational research helps illuminate what has been shown to be effective so teachers can use
the best methods of instruction in their own classes. Research can be broken down into two categories:
brain science and teachers.
Separate from cognitive science is research based on the experience of teachers. Master teachers
are a great source of educational research. The depth of their experience in the classroom provides
researchers with valuable information about how students act and react to instructional methods and
content.
How Students Learn?
The Educational research was good on how children learn. There are three viewpoints that can
help determine whether a student is using learning strategies or not. The first learning strategy asks the
question, 'How do you remember new information?' There are a range of tools used by active learners that
help them retain information that is new to them. These tactics include:
Putting key information into your own words
Making mental images, or pictures, of new information
Asking questions and making predictions about the next piece of new information
Recognizing unknown words and seeking out the meaning
Successful students use all four of these learning strategies to make sense of new information.
And, finally, the third strategy to active learning asks, 'What do you do with your new learning?'
Successful students don't just take in new learning; they use it in expressive ways like:
Writing it in stories, sentences, and paragraphs
Drawing pictures to connect visuals
Rereading and checking for errors and monitoring for understanding
STRATEGY 1: RETRIEVAL PRACTICE
Retrieval practice is the act of trying to recall knowledge from long-term memory, rather than
constantly feeding it into the brain. “When students pull information out, when they have to think back,”
explains, “they then are better able to remember that information for the long term than if they just kind of
shove it into their heads.
Classroom Application: Ms. Bagnol was a teacher. Instead of assigning
homework to give students practice with course material, she gives mini-
quizzes at the start of each class that ask 3-5 questions about the prior
day’s learning. In her social studies classroom, Bagnol used to assign
homework most nights, and found that not only was she spending up to
two hours a night grading it, it also was doing nothing to help students
retain information.
When she replaced homework with mini-quizzes, she got much
better results. “The students started to be able to write down this
information. They were able to retrieve. And that made all the
difference in students being able to retain the information.”
The new approach also saved her hours of time. “Once I quit
giving that homework and gave them mini quizzes,” she says “it
would take me about a 15-minute analysis after school to see
trends in questions students missed. It gave me a handle on how
the students were doing. So it just turned into such a win-win situation. I no longer spent all that
time at night, the students were retaining information, and I had a way to check for
understanding.”
Photo Source: Pinterest.com
2. SPACED PRACTICE
In addition to doing regular retrieval practice on material that was
covered recently, it’s also important to revisit old information, asking
students to retrieve information a few days, weeks, or even months
after they learned it.
Classroom Application: Spacing is something that can easily be
added to any retrieval practice by adding a question that asks students
to recall something from an earlier time period in your course.
3. INTERLEAVING
Rather than asking students to retrieve similar types of
information in one continuous session, apply the principle of
interleaving, which mixes up content from different areas.
“Students retain and learn more information when they mix it
up,”
Classroom Application: Resist the temptation to let students
“get on a roll” with practice or retrieval, mixing up retrieval
tasks instead.
Photo Source: Pinterest.com
4. FEEDBACK-DRIVEN METACOGNITION
“When you study, and you don’t do well,” Bain says, “often it is because you were
studying what you already knew. It feels better. It’s like, oh, I’ve got this. And not
studying what you don’t know. Feedback-driven metacognition is being able to help students learn how to
discriminate between what they know and what they don’t.”
Classroom Application: Feedback-driven metacognition can be applied during retrieval practice; Ms.
Bagnol does it right after giving her mini-quizzes. “As soon as they were over, I would go over those
answers so the students would know right away if they got them correct or not. The following day, after I
had done my analysis after school and I handed them back, I would go over the questions again and allow
them to retrieve the answers. So they’re not only getting feedback again, but we’re incorporating spacing.”
You must also click the link below for additional information about 4 strategies of research-based
teaching: https://www.cultofpedagogy.com/powerful-teaching/
Importance of Research-Based Education
Medical professionals cannot ignore the sound conclusions of drug testing or successful surgical
practices when dealing with patient concerns and illnesses. Likewise, professional architects must apply
the foundational principles of engineering when creating a design and subsequent building plans. Just
because an artistic mind can create the idea of a beautiful and innovative building does not mean that it
will be fit to occupy.
The same is true for teachers. Despite the allure of seasonal or topical activities and units, teaching
concepts and providing a positive learning environment cannot be accomplished without a base of sound,
research-based practices.
MUSTS FOR RESEACH-BASED TEACHING TEACHERS
1. Develop research questions based on their own curiosity about
teaching and learning in their classrooms.
2. Systematically collect data and research various methods of
conducting research.
3. Analyze and interpret the data and the research methodology.
4. Write about their own research.
5. Share findings with students, colleagues, and members of the
educational community.
6. Discuss with colleagues relationships among practice, theory,
and their own research.
7. Examine their underlying assumptions about teaching and
learning.
8. Assume responsibility for their own professional growth.
9. Increased sharing and collaboration across departments,
disciplines, and grade levels.
10. Increased dialogue about instructional issues and student
learning.
11. Enhanced communication between teachers and students.
12. Improved performance of students.
13. Revision of practice based on new knowledge about teaching and learning.
14. Teacher-designed and teacher-initiated staff development.
15. Development of priorities for school wide planning and assessment efforts.
Photo Sources: Pinterest.com
Review
How did you find the topic? I hope you learned the background about research-based teachig very
well. I strongly suggest that you read again your lesson so you could have better comprehension on the
topic. If there is any question, you may reach me to assit you.
Practice (What is it)
Let us see what you’ve got. Please read the instruction carefully and do what is stated.Since it is a
type of SELF- CHECK activity, you could personally assess your own learning thus working with
integrity is highly recommended. Are you ready?
Part 1.Modified True or False.Write down TATAKRICHWELL if the statement is True, then replace
the underlined word with appropriate term if it makes the statements incorrect. Do this on the provided
separate answer sheet.
Part 2. Write 5 things on how students learn through research-based teaching. You may express each
through 2 sentences. Do this on the provided separate answer sheet.
Session 2
Happy morning to you Dreamers! Smile! I hope you have got a great morning! It is really a blessing to
wake up every morning! Let us have a review first regarding the research-based teaching. Let us have a
review first! Let us find out if you have already understood the 4 strategies that teacher must have in
research based teaching. Write down classroom situations you knew in each strategies provided . Do this
on the provided separate answer sheet.
Application (What I Can Do)
Hello there! I wish you enjoy what you’re doing! For this section, I want you to make your own
graphic organizer explaining the purpose and its 4 strategies of research-based teaching including the
classroom applications. Make it simple yet UNDERSTANDABLE. Do this on your answer sheet at the
back pages.
Session 3: Valuing/Integration (What’s more).
Instructions: Answer the question below in 3-5 sentences. Please write down your answer in the
provided answer sheet.
“As BTVTED student, as we dive into this lesson, we are not a kind of familiar of what is this. How will
you apply this researched-based teaching in TECHVOC strand?” express it through classroom scenarios.
Post-Assessment (What I Have Learned)
Hello there! I believe that you fully understand the lesson about the research-based teaching. Let’s do this
post-assessment!
Part 1. Classroom Layout. Hello my BTTE students! In this part of post-assessment, you will
create your own classroom layout designed for research-based education. The criteria below will serve as
your guide on how you will be graded. Be creative! Do this on your answer sheet at the back pages.
Did the student…. YES NO
involves technologies as part of
the classroom?
designs a classroom intended for
collaborative learning?
Shows creativity compare to
regular classroom designs?
make a conducive classroom?
Part 2.Essay. Answer the following questions below. Write down at least 3-5 sentences to each question
on the provided answer sheet.
1. What is research-based teaching? 5 points
2. How does research-based teaching work inside the classroom? 5 points
Congratulations for finishing this! I am so proud of you!
May your day be filled with kindness! God bless!
REFERENCES:
https://www.perle.uni-kiel.de/en/quality-development-in-teaching/research-based-
teaching#:~:text=Research%2Dbased%20teaching%20means%20that,and%20monitoring%20a
%20research%20process.
https://www.google.com/search?
q=research+based+teaching&rlz=1C1CHBD_enPH872PH872&oq=research+based+teaching&aqs
=chrome..69i57j69i59l2j69i60l2j69i61j69i60l2.3583j0j4&sourceid=chrome&ie=UTF-8
http://wwww.pef.uni-lj.si/tepe2008/papers/Toom_etal.pdf
https://www.researchgate.net/publication/242592694_Exploring_the_essential_characteristics_of_
research-based_teacher_education_from_the_viewpoint_of_teacher_educators
Subject: Strategies of Teaching
Teacher: Mr. Jaymar D. Arago
Student’s Name: ___________________________________________________
Course and Section: ________________________________________________
Answer Sheet for LESSON 7:
RESEARCH-BASED TEACHING
Practice
Part 1.Modified True or False. Write down TATAKRICHWELL if the statement is True, then replace
the underlined word with appropriate term if it makes the statement incorrect.
_______________1.Feedback-driven metacognition can be applied during retrieval practice; Bain does it
right after giving her mini-quizzes
_______________2.Resist the temptation to let students “get on a roll” with practice or retrieval, mixing
up retrieval tasks instead
_______________3.Spacing is something that can easily be added to any retrieval practice by adding a
question that asks students to recall something from an earlier time period in your course.
_______________4.Retrieval practice is the act of trying to recall knowledge from long-term memory,
rather than constantly feeding it into the brain
_______________5.Despite the allure of seasonal or topical activities and units, teaching concepts and
providing a positive learning environment cannot be accomplished without a base of sound, research-
based practices
Part 2.Below is a table; write 5 things on how students learn through research-based teaching. You may
express each through 2 sentences:
1
2
3
4
5
Session 2. Let us find out if you have already understood the 4 strategies that teacher must have in
research based teaching. Write down classroom situation you knew about each strategies below. You are
free to express it through 3 sentences or more.
STRATEGIES IN RESEARCH-
CLASSROOM APPLICATION
BASED TEACHING
1. RETRIEVAL PRACTICE
2. SPACED PRACTICE
3. INTERLEAVING
4. FEEDBACK-DRIVEN
METACOGNITION
Application
Hello there! I wish you enjoy what you’re doing! For this section, I want you to make your own graphic
organizer explaining the purpose and its 4 strategies of research-based teaching including the classroom
applications. Make it simple yet UNDERSTANDABLE
Session 3: Valuing/Integration (What’s more).
Instructions:Answer the question below in 3-5 sentences.
“As BTVTED student, as we dive into this lesson,you may think that it is a new thing to explore for your
future teaching years. How will you apply this researched-based teaching in TECHVOC strand?” express
it through classroom scenario. Let’s say that your students are your cousins!
Your answer:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Part 1. Classroom Layout. Hello my BTTE students! In this part of post-assessment, you will create
your own classroom layout designed for research-based education. The criteria below will serve as your
guide on how you will be graded. Be creative!
Did the student…. YES NO
involves technologies as part of
the classroom?
designs a classroom intended for
collaborative learning?
Shows creativity compare to
regular classroom designs?
make a conducive classroom?
Part 2.Essay. Answer the following questions below. Write down at least 3-5 sentences to each question
on the space provided.
1. What is research-based teaching? 5 points
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
2. How does research-based teaching work inside the classroom? 5 points
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
