GROUP IV

MOTIVATIONAL
ACTIVITY
The day before
yesterday I was 25
and the next year I will
be 28. (This is true
only one day in a
year.) When was I
born?
ANSWER
I was born on
December 31st and
spoke about it on
January 1st.
In the following
"equation" 101 - 102 = 1
move one numeral, in
order to rectify it.
ANSWER
Move the numeral 2 half
a line up to achieve
101 – 10^2 = 1

101 – 100 = 1
Unusual Paragraph
 How quickly can you find out what is
unusual about this paragraph? It looks
so ordinary that you would think that
nothing was wrong with it at all and, in
fact, nothing is. But it is unusual. Why?
If you study it and think about it you
may find out, but I am not going to
assist you in any way. You must do it
without coaching. No doubt, if you
work at it for long, it will dawn on you.
Who knows? Go to work and try your
skill.
ANSWER
The paragraph does not
contain a single instance of
the letter "e", the most
common letter in the
English language.
A man ate an egg each
day.He did not have any
chickens at home.He never
bought, borrowed or stole
chicken eggs.
Question: How is
this possible ?
ANSWER
They were
ostrich, goose,
fish, quail
..etc...eggs
A man states that he
is able to predict the
score of any football
game even before
the game begins.
Question : How is
this possible ?
ANSWER
0 to 0 at the start
of all games
A doctor in Paris has a
brother in Toronto who
is a lawyer.The lawyer
does not have a brother
who is a doctor in Paris.
Question: How is
this possible?
ANSWER
The
doctor is a
woman.
DIFFERENT APPROACHES
AND METHODS
Direct/Expositive
Instruction Approach
Prepared By:
Jonel Pagalilauan
BSE Math
DIRECT INSTRUCTION
It is a way of teaching
which is aimed at helping
students acquire some
basic skills and “
procedural knowledge”.
It is teacher-directed and
teacher dominated.
The steps to employ the Direct
Instruction:
1. Provide rationale
2. Demonstrate the skill
3. Provide guided practice
4. Check for understanding and
provide feedback
5. Provide extended practice and
transfer
Instructional Characteristics
1. The strategy is teacher-directed.
2. The emphasis is on teaching of
skill.
3. It is taught in a step-by-step
fashion.
4. Lesson objectives include easily
observed behaviors that can be
measured accurately.
5. It is a form of learning through
imitation (behavioral modeling).
Guidelines for Its’ Effective
Use
1.) The students must
be given ample time
for practice.
2.) They must be included in
the planning stage since
this technique is highly
task-oriented and aimed at
mastery of every step. The
lesson objectives are
student-based.
3.) Describe the testing
situation and specify the
level of performance
expected.
4.) Divide complex
skills and
understanding into
subskills or into its’
component steps.
5.) Design own
strategy in teaching
each skill.
6.) Before the
demonstration, carefully
rehearse all steps. The
steps should be
observed and followed.
7.) Assign practice for
short periods of time,
then continue learning
by imitating others.
8.) Provide feedback
and encouragement
through praises.
9.) Be able to
construct good
performance-based
tests.
The Procedure
1.) Explain the rationale
and objectives of the
lesson.
2.) Provide motivation and
draw commitments from
them.
3.) Conduct the
demonstration.
4.) Assign practice for short
periods of time. Continue
practice to the point of
overlearning for complete
mastery.
5.) Provide feedback.
6.) Focus on performance
evaluation rather than on
pencil-and-paper test. The
student should be able to
exhibit the skill mastered.
DEDUCTIVE
METHOD
It is teacher-dominated.
It begins with the
abstract rule,
generalization,
principle and ends with
specific examples, and
concrete details.
Advantages of
Deductive Method
1.) Coverage of a wider scope
of subject matter
2.) No bother on the part of the
teacher to lead learners to the
formulation of the
generalization or rule.
Disadvantages of
Deductive Method
1.) It is not supportive of the
principle that learning is an
active process.
2.) Lesson appears
uninteresting at first.
Inductive Method
It is less teacher-directed
than the deductive
method. It begins with the
specific details, concrete
data and examples and
ends with an abstract
generalization rule, or
principle.
Advantages of the
Inductive Method
1.) The learners are more engaged
in the teaching-learning process.
2.) Learning becomes more
interesting at the outset because
we begin with the experiences of
our students.
3.) It helps the development of our
higher-order-thinking-skills
(HOTS).
Disadvantages of the
Inductive Method
1.) It requires more time and
so less subject matter will be
covered.
2.) It demands expert
facilitating skills on the part
of the teacher.
DEMONSTRATION
METHOD
It is teacher-
dominated. The
teacher shows how to
operate, manipulate an
equipment while the
class observes.
Guidelines for Its’ Effective
Use
B
E
F
O
R
E
1.) The demonstrator/s must
be well selected.
2.) When planning the
activities make sure that
the materials are easily
available.
3.) Get ready with the
equipment and tools to be
used.
4.) The demonstrator must try
several times before the activity
for a smooth sequencing of the
steps as well as accuracy of the
result.
5.) The observers must prepared
and motivated to ensure
concentration throughout the
activity.
6.) The demonstrators must be
ready with on-the-spot revisions.
7.) Arrange the observers around
the demonstration area or at a
distance where they will be able
to observe fully what is going on.
8.) Depending on the kind of
demostration to be undertaken,
pointers or questions may be
given to focus their attention and
avoid inelevant observations.
D
U
R
I
N
G
1.) The place must be quiet.
2.) Extreme care must be
taken.
3.) No interruptions in the
activity.
4.) They are allowed taking
down notes or record some
data.
A
F
T
E
R
1.) Allow some questions which
bothetrd them during the
demonstration.
2.) An examination of the observed
data and all information recorded
follows.
3.) Have an analysis of trends, patterns
or uniform occurences.
4.) The conclusion or summary must be
cooperatively undertaken by the
whole class.
5.) Assess learning.
ADVANTAGES
1.) It follows a systematic
procedures,hence students will be
able to learn fro a well-tried
procedure.
2.) The used of expensive equipment
and machines will be maximized.
3.) Possible wastage of time, effort and
resources.
4.) It will not result to trial-and-error
learning.
5.) The findings are reliable and
accurate since the procedure
has been tried before.
6.) The value of confidence is
developed among
demonstrators.
7.) Curiosity and keen
observing ability are instilled
among the observers.
GUIDED/EXPLORATORY
APPROACH

Reported by: Sheela Orduña

(BSEd-English)
 INQUIRY APPROACH

GUIDED/ EXPLORATORY APPROACH

OUTCOMES OF INQUIRY
TEACHING
 Teachers are likely to doubt whether they
are gaining a clear understanding of the
content being introduced
 Its dependence on first-hand experience
with objects and phenomena occurring in
the environment is in agreement with the
most often cited theory of Piaget on
intellectual development
 It develops initiative and divergent
thinking
 A deep sense of responsibility is
developed
 Facts and concepts that children discover
by themselves become stored as part of
their permanent learning
 Experiencing success in discovery lessons
builds up the children’s feeling of
confidence
 Participation in inquiry activities
strengthens one’s intellectual capabilities
PROBLEM SOLVING METHOD

GUIDED/ EXPLORATORY APPROACH

PROBLEM SOLVING
METHOD
 Employs scientific method in
searching information
 Used most often in science and
mathematics classes
 ADVANTAGES

PROBLEM SOLVING METHOD

ADVANTAGES OF
PROBLEM SOLVING
METHOD
 It is most effective in developing skill in
employing the science processes
 The scientific method can likewise be used
effectively in other non-science subjects
 The student’s active involvement resulting
in meaningful experiences serves as a
strong motivation to follow the scientific
procedure in future undertakings
 problem—solving develops higher level
thinking skills
 A keen sense of responsibility, originality
and resourcefulness are developed, which
are much-needed ingredients for
independent study
 The students become appreciative and
grateful for the achievement of scientists
 Critical thinking, open-mindedness and
wise judgment are among scientific
attitudes and values inculcated through
competence in the scientific method
 The students learn to accept the opinions
and evidence shared by others
 PROJECT METHOD

GUIDED/ EXPLORATORY APPROACH

PROJECT METHOD
 “hands-on” method
 It requires students to present in
concrete form a learned concept or
principle
 Sometimes referred to as “self-
directed study”
ADVANTAGES

PROJECT METHOD
ADVANTAGES OF PROJECT
METHOD
 It emphasizes “learning by doing”
 Constructive projects develops the
students’ manipulative skills
 The planned design tests the student’s
originality, they become resourceful and
innovative
 It can be employed among students who
are weak in oral communication
 The completed project adds to one’s
feeling of accomplishment and
satisfaction
 It instills the values of initiative, industry
and creativity
 Working on a project in groups develop
the spirit of cooperation and sharing of
ideas
 In addition to a learning concept, students
become productive and enterprising.
METACOGNITIVE APPROACH
METACOGNITIVE
APPROACH
 Makes students think about their
thinking
 It has something to do with
monitoring their own cognitive
processes
 EXAMPLES

METACOGNITIVE APPROACH
EXAMPLES
 Making students conscious of their
thought processes while thinking
 Subvocalizing helps make problem-
solvers effective
 Having students describe what is
going on in their minds
 Having students identify what is
known in a situation or problem
CONSTRUCTIVIST APPROACH
CONSTRUCTIVIST
APPROACH
 Learning is an active process that
results from self-constructed
meanings
 Meaningful connection is
established between prior
knowledge and the present learning
activity
 Every individual constructs and
reconstructs meanings depending
on past experiences
REFLECTIVE TEACHING

Prepared By: Ma. Nora

Candari
REFLECTIVE TEACHING

It is anchored on the ability of the

teacher to guide students to reflect on
their own experiences in order to
arrive at new understandings and
meanings
It involves a thoughtful analysis of a
teacher’s actions, decisions and
results of teaching
According to Dewey;
“reflective teaching is a behavior which
involves active, persistent and careful
consideration of any beliefs or practice”
Learning that results from reflective
teaching is best described as one
borne of experiences that have been
deeply thought of, analyzed and
evaluated.
Reflection is inseparable from
experience
Experience is not yet best learning,
reflection is…
INSTRUCTIONAL
CHARACTERISTICS
INSTRUCTIONAL
CHARACTERISTICS
3 KEY CHARACTERISTICS
ACCORDING TO SCHULMAN
(1990):
An ethic of caring
A constructivist approach
Tactful problem solving
Ethic of Caring

Refers to the teacher’s expression

of thoughtfulness
Guided by three effective ways:
Confirmation- a teacher takes time to
help student discover their individual
inclinations and capitalize them.
Dialogue- to talk honestly and openly
about one’s innermost concerns
Cooperative practice- facilitates
learning through counseling and
STRATEGIES

REFLECTIVE TEACHING
STRATEGIES

Self-analysis
keeping a record of success or failure,
problems and issues confronted, and
significance of learning events that
occurred to help analyze and clarify
important aspects that can help in
making decisions towards effective
teaching
Self-analysis in students is when s/he
reflects on why s/he failed or succeeded
at some task
STRATEGIES
Writing Journals
Reveals feelings about the day’s
activities
For a student, s/he enters in his
journal/diary his own self-analysis
A journal entry includes:
A description of the teaching/learning event
Outcomes of the event
Value or worthiness of the outcomes
Causes of success or failures
STRATEGIES

Keeping a Portfolio
A very personal document which
includes frank, honest and on-the-spot
account of experiences
Includes first hand observations and
personal knowledge
STRATEGIES

Observation of student’s responses

Some questions to be answered:
Did I motivate them enough to continue on?
Are the students learning from the activity?
Why or why not?
Am I relating the lesson to their knowledge
and interests? How can I do better?
How good was my classroom management
skill?
STRATEGIES

Questions at the End of Every

Lesson:
Did anything significant occur? If so,
describe why it happened.
Was the strategy I used the most
effective one? What other strategies
might have been effective?
Did I exhibit flexibility in modifying my
lesson according to their responses?
What have I learned about my own
teaching? Have I become a better
COOPERATIVE LEARNING
APPROACH
COOPERATIVE LEARNING
APPROACH
Makes use of a classroom
organization where students work in
groups or teams helping each other
learn but keeping each individual
member accountable for his/her
learning
Learning environment is
characterized by strong motivation
and smooth interpersonal
interactions.
CHARACTERISTIC
FEATURES

COOPERATIVE LEARNING
APPROACH
CHARACTERISTIC FEATURES

It has two important components:

A cooperative incentive structure- one or
two individuals are interdependent on
rewards
A cooperative task structure- two or
more individuals are allowed,
encouraged or required to work together
to complete a task.
PEER TUTORING/
TEACHING
PEER TUTORING/ TEACHING

It is learning with the help of a

classmate tutor who belongs more or
less to the same age group
“the best way to learn something is to
teach it”
Makes students teach each other in a
“Pair, Think, Share!” manner
DIFFERENT TUTORING
ARRANGEMENTS

PEER TUTORING/
TEACHING
DIFFERENT TUTORING
ARRANGEMENTS
INSTRUCTIONAL TUTORING- older students
help younger ones in a one-to-one or one-to-a
group basis
SAME AGE TUTORING- works well with children
who can act as interactive pairs
MONITORIAL TUTORING- monitors are assigned
to lead a group
STRUCTURAL TUTORING- highly structured
tutoring is administered by trained tutors
SEMI-STRUCTURED TUTORING- the tutor
guides his/her tutee through a carefully-planned
learning guide but is free to modify it according to
the tutee’s own interests and skills
PARTNER LEARNING
PARTNER LEARNING

Learning up with a classmate as

partner for learning
Can be employed when students
rehearse what they have learned and
explore their understanding of content
with a partner
VARIOUS FORMS of
MEDIA
Prepared by:
Jade A. Adorna
&
Ranilyn Tiozon
AUDIO Recordings

Audio recordings include

tapes, records and compact
disc. Tapes maybe in form
of teacher-recorded,
student-recorded or ready
made tapes that are
commercially produced.
Advantages:

Improve listening skills

Easy to operate
Safe way of storing information
Can be used for big or small groups
Best used to improve speech skills
Lessen distraction when used with
headphones
Disadvantages:

 Extended use may bore

students

 Costlycompared to actual
oral presentation
 OVERHEAD Projector
 By using an overhead
projector, a transparency can
show pictures diagrams and
sketches at a time when they
are needed in discussion
Advantages:
 Transparencies can easily
prepared by the teacher or
the students.
 OHP is easy to operate

 OHP presentation can be

used with large or small
groups.
BULLETIN Boards

A bulletin board is usually

stationary on a wall or it
can be movable. The
surface is made of cork or
soft wall boards for easy
attachment display items.
Advantages:

 It can present a preview of the

lesson to be presented as a
way of motivating the
students.
 The attractive display can add
life and color to a drab room
atmosphere.
 A display can allow a number
of students to browse over its
contents at the same time.
CHALKBOARD
 This includes not only
those with flat and wide
surfaces but also the
portable types which can
be moved or even serve
as dividers.
ABNKKBSNPLAKO
Advantages:
It is easily available
It is inexpensive and easy to
install
The attention of the class
can easily be held and
focused, it being located
usually in front of the room.
CHARTS
 Chartsmay be in the form of
maps, graphs, photographs
and cut-outs. They may be
prepared graphic devices or
posters.
Advantages:

o Charts ban be used over and

over again.
 They can be moved easily from
one place to another.
 Colored charts are more
attractive
 Charts can be made by
students.
MOCK-UPS
 A mock-up is a replica or
an object that maybe
larger or smaller in scale.
If is intended to show the
essential parts which are
made detachable.
Advantages:

 It can be constructed by the

teacher since she knows
which part should be
emphasized. In a mock-up
structure of a flower the
detachable parts could be the
pistil and the stamen.
 It is a way of focusing
observations on the desired
part to be studied as well as
Assesment of Learning
Prepared By: Jacqueline Talaugon
and Jenalyn Segun
“If the proof of the pudding
is in the eating, then the
proof of learning is results
obtained from assessing.”
Guiding Principles in the
Assessment of Learning
1.) Assesment of learning is
an integral part of the
teaching-learning process.
2.) Assessment tool should
match with performance
objective.
3.) The results of assessment
must be fed back to the
learners.
4.) In assessing learning,
teachers must consider
learners, learning styles and
multiple intelligences and so
must some up with a variety of
assessing learning.
5.) To contribute to the building of
the culture of success in the
school, it is pedagogically sound
that in our assessment
techniques we give some
positive feedback along with not
so good ones.
6.) Emphasize on self-
assessment.
7.) If we believe that our task as
teachers is to teach all
pupils/students, and that it is possible
that all students, even those from
limited backgrounds, will have access
to opportunities and therefore can
achieve, then the bell curve mentally
must be abandoned.
8.) Assessment of learning
should never be used as
punishment or as a
disciplinary measure.
9.) Results of learning
assessment must be
communicated regularly
and clearly to parents.
10.) Emphasize on real
world applications that
favors realistic
performances over out-of-
context drill items.
Assessment in Different
Phases of Instruction
Prior to Instruction - You may give
pre-teaching assessment to determine
where your students are in relation to
your lesson.
During Instruction

There are many ways by which learning can

be assessed in the process of teach:

* by posing oral question or by

observing them as they perform classroom
activities or exercises
After Instruction

After you spent an hour or less

teaching you would like to find
out proof of learning. You will do
formative evaluation.
• Appropriate Assesment Tools

1. The teacher-made test or the paper-pencil

test
-it is the most common tool used to assess
learning.
2. Autnentic tools and assesment – this
method examines the students’ ability to
apply knowledge in performing a task
that is exactly what is existing in real life.
EX.

*Performance Test - is for

assessing of skills learned.

*
Portfolio Assessment - it is a
method of collecting and evaluating
TYPES OF PORTFOLIO
1.) Best Work - this type
encourages self-assessment
and illustrate what he is
capable doing.
2.) Scrapbook type-- It
includes tests, check-list,
observations and rating
scales chosen by both
student and teacher.
3.) Evaluation Portfolio - this
collection of work that could
indicate student learning,. such
as examination, booklets,
written report.