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Republic of the Philippines

DEPARTMENT OF EDUCATION
RTGION rv-A CALABARZOI{
Gate 2, Karangalan Village, Cainta Rizal

REGIONAL MEMORANDUM

no. 2b3

s.2016
ntendents

TO

FROM

SUBJECT

IMPLEMENTATION OF THE PEDAGOGICAL APPROACHES MANDATED BY R.A.


10533

DATE

July 18, 2016

ln support to Regional Memorandum No. 11, s. 2015, entitled The 2C-21- 1R Pedagogical
Approaches and as mandated by RA 10533, this Office reiterates the use of the 2C-21- 1R approaches
(Constructivist, Collaborative, lnquiry -Based, lntegrative, and Reflective) cum suggested strategies
and underlying principles behind each pedagogical theory to better implement the Enhanced Basic
Education Curriculum in allgrade levels.
To ensure that this will be properly implemented in all schools in CALABARZON, the Quality
Assurance Monitoring and Evaluation (QAME) Division in coordination with the Curriculum Learning
and Management Division (CLMD)willtake the lead in monitoringthe adherence of ourteachers using
the attached Assessment Tool. Assessment results will be used in formulating CLMD policyto articulate
quality performance of the learners.
Enclosed is the manuscript from different experts that will serve as guide in the implementation

of such.
lmmediate and wide dissemination of this Memorandum is desired.
To be indicated in the Perpetual lndex
under the following subjects

ACADEMIC

METHODOLOGY

TEACHER

CURRICULUM STUDENTS

tr#ffi

EDUKASYGN

'Email: reui+ri4e,4,Jci;eC.g,:r.,.phTel.: (02) 682-1169website: depedcalabarzon.ph


Fax: (02) 682-2114Facebook: DepEdCalabarzon

MONITORING AND EVALUATION ON THE USE OF R2I2C


Name of School

District:
Division:
Name of Teacher
MEANS OF

Pedagogical ApProach

INDICATORS

Reflective

lnquiry-

Constructivist

lntegrative

Collaborative

Based

1-. What
pedagogical

approach was

2.

3.

used in the
lesson?
How was it
used?

lnefficiently

How ofjten the

teacher uses

Never

Manner of Delivery
Properly
with
Effectively
mastery

Frequency of Use
Sometimes

appropriately

Always

the method/s

4.

the
method/appr

Appropriateness

ls

nd Releva nce

No

Partly yes

Yes

lnappropriate

Appropriate

very

oach used

appropriate

5.

and relevant
to the
obiectives?
How do you
rate its
appropriatene
ss to the

lesson?
How do you rate
the competency of the
teacher in terms of the
pedagogical approach

appropriate

6.

Teache/s Competence
lncompetent

Very

Competent

competent

used?

Pupild participation
Very Active

How do you rate


pupils' participatioh in
the learning process?

Passive

Active

Are the activities


engaging?

No

Partly ves

How ds you rate the


outcomes based on the

Not Achieved

Partly Achieved

Activities
Yes

Verv much

Outcomes
Achieved

objectives?

l.lmproved learners
understanding of the
lesson

2. Heightened learner's
ability. to read, write
and reason
Observed by:

Designation

VERIF!CATION

THE 2C-2I-IR PEDAGOGICAT APPROACHES


lConstructivist-Collaborative-lnquiry Based lntegrative-Ref lective)

+*+The CONSTRUCTIVISM APPROACH (The First 'C' Approach)

Corstructivist Approath shows learners to be active in the process of constructing meaning and knowledge rather than passively receiving information.lt{osters critica,
thinking and provides learners with a learning environment that helps them make connections with their learning. Learners are the makers of meaning and knowledge.

STRATEGIES

Features
(whatth. 3ftat.gr h.ll abourl

l.Thinking Skills

Strives

igowto *e the stat.svl

suSgested form otAssEsMENT


or he.suGto use to rhpl.nntth.

(Fohs/wp.!

*ratgy)

to improve

ach;evement by consciously
developing learners ability to
consider ideas
-Analyzes perspectives
- solves problems and makes
decisions on their own

- Engages learners in
individual or group
2. Activity aased

Sugtestd Activity

experientiallearning
oPportunities such as
PU rpo sefu I co nversation,
project planning, hands on
inquiry, analVsis and product
creation,

The RMFD Activity

Performance)

Model (follow Procedures/steps)


Familiarize (Repeatthe performance/scaffolding)
Decide (form a conclusion)

Rubrics

The 3 A's

OBP (Outcomes-Based

Recall (Past Experiences)

A.tivity

Act (civing simpie workshops/coaching)


Analyze (Compare and Abstract)
Apply (Use and implement)

'

Paper presentation

Power point presentation


Project exhibits

Activities that will

demonstrate themultiple
intelligences of the learner

STRATEGIES

Fatures

Suggested Activity

(whrtrh 3trarely h,llabour)

(Howto us th.

strat*l

Suggested form of ASSESMENT


(Forns/tvps of

m.asmto 6. to lnplm.ntth:
straregyl

Guides /models the

learning in

The TGA Activity

Laboratory experiment
results

3, Direct lnsiruction

Tell (Give guidance)


Guide (Facilitate the process)
Act (Applv the concept)

Template completion

creation/interpretation

***The COLLABORATIVE APPROACH (The Second 'C'Approach)


Collaborative Approach requires learners to work together towards a cornmon goal. This type of learning has been cailed in various names like collective learning, learning
communities, peer teaching, peer iearning or team learning; Learners engage in a common task in which each individual depends on and is accountable to each other,

STRATEGIES

Features

Suggested Activity

(Whatlhe ttratey k zllabouo

(H6sto

Prepares {earners to be
responsible individuals in a

1.

technologically
onlineCollaborative

advanced

society. Projects and


adivities given by the
teachers shall reflect

1)

us th

sh.t.8y)

Suggested form of ASSESMENT


u3e b rhpleh.htthe

(Fdms/tp.s o{m.suE to

scbfll

The CPFM Activity

- Create Transparency of Expectations


- Provide Clear lnstructions

Project Presentation
Paper presentation
Action Research (SHS)

- Form Small Groups

Formal Essay (SHS)

Monitor and Support

studenis/ current and f uture

2)

lntegrdtion ol lnfotmdtion Technology (lT) in the

STRATEGIES

2.

Jigsaw Method

Features
lwhatth,taregy

is a,r

Suggested Activity
aboud

(Howto

- ls a cooperative learning
technique in which learners
work in small groups. lt can
be used in a varjety of ways
for a variety of goals that
allows for an efficient way
for learners to learn content,

The TDAR

us th

strat sv)

A.tivity

Think (Analvsis of the problem)


Discuss (Share ideas on how to solve the problem)
Act (Act collaboratively)
Reflect (lntrospect on the results made by the
group)

develop their listening,


engagement and empathy
skills aside from allowins

suggested form of ASSSMENT


n.dureto 6 ro lnplm.ntthe
str.t gy)

(Forms/typer or

Group paper introspection re:

experiencesfeeling during
the group discussion
Produd ofthe group (in line
with the rubrics provided by
the teacher)

them to interact among each


other
and
work
independently.

3.

Th'nk-Pair-Share

The 2D-2M Activitv

- ls a

strategy in which
students work together to
solve a problem or answer

question. Students think


through questions using
three distind steps: TPS
(Think, Pair, and Share).

Decide (Upon the problem/issue to be solved)


Describe (The purpose ofthe strategy and provide
guidelines for discussions)
- Model (tnsure that students understand how to use
the strategy)
' Monitor (Support students as they work)

Group power point

presentation
Paper Reflection (Self
assessment)
Observation Checklist ta
monitor the desiable
ottitudes oJ the leatners
during colloborative work.

STRATEGIES

4.

lntegrated Process
Approach/Project
Management

Features

- A hiehly collaborative
activity for it requires the
whole team to think of the
entire project and all of its
systems together/ emphasize
connections and improve

communication

among

Peer Teaching

(Fdms/typ.s ormesurcto us.

b inplem.ntth.

s$.t *)
Paper presentation

The Process/A.tivity
- Think ofthe project as a wrole
- focus on life cycle design
- Work together as a teorlr from the beeinnine

Project Presentation
Exhibit
Case studies presentation
Debates results

Condut dsse5smerff (e.e., threat, vulnerabjlity


assessments & risk analysis) to help identify

Collaborative writing

Demonstration

requirements and set goals

students and stakeholders


ihroughout the life of a

- Develop tdlloted solufiort that yield nrultiple benetits


while mee ng requirements and goals

project.

fvolrdte

soiutions

- Ensure fequirements ond goolsorc


- Ernphasize the ittegroted process

5.

Suggested form of ASSESMENT

Suggested Activity
lHowto us.rh.3tEt gv)

(Whatthestrar.syk.llabouO

- involves learners taking on


a teaching role in the school

The AFA Activity

setting. This strategy can be:


reciprocal teaching, peer
tutoring and cooperative

- Assign and Design

met

Paper presentation

the Lesson.

tacilitate the Lesson.


Assess their Peers.

Power Point presentation

6roup reports

learning,

***The

INTEGRATIVE APPROACH

lntgrative Leaming is a learning theory that describes a movement toward integrated lessons helping students make connections across curricula; making connections with
a major, between curriculum, co-curriculum, or between acadernic knowledge and practice.

STRATEGIES

Feature5
(whatthe strar.rY

is

suggested

allabour)

A.tivity

{Bowto $ th etrateev)

suggested lorm of ASSESMENT


(Forms/typ.sol m.asuE to ue. to impl.m.ntth.

st,.r.sv)

The 4 As Activity
1. Scaffold-Knowledge lntegratjon

- lVakes thinking
visible
- Models scientific
thinking; scaffolds
students to make

their thinking visible;


provides multiple

- Helps students

learn from others


Encourages

listening to others;
designs discussions;
highlights cultural
normS

lifelong learning

EncoLrrages

monitoring; provides
complex projects;
revisits and
generali2es inquirY
processes; scaffolds

critique

Activitv (8uild on siudents ideas)


Analysis (Make thinkinB visible)
Abstraction (Encourage listening to others)

Application(PromoteautonomV/lifelonglearning)

Group work presentation


Projects exhibit

Features
(whatth. strat

sy is arr

CBi lesson focuses

2. Content"Based lnstruction
(CBD

Suggested
aboutl

ue.

th. stnt.sy)

Su8gested form of ASSESMENT


(Forhs/typs or nea3uEto u3. ro lmplehentth.

str.t

gy)

on the

topic or subject matter using


the language they are trying

to learn as a tooltor
developing knowledge. They
develop their linguistic
ability in thetarget language
with the content of a
particular subject.
This isthoughtto be a more
natural way of developing
language ability and one that
corresponds moretothe
waywe originally learn our
first language.

Six-T's Featurs
Themes - Central ideas that
organize major curricular
units
Text - content resources
which drive the basic
planning oftheme units
Topics subunits of content
which explore specific
aspects

lHowb

A.tivity

ofthetheme

The 4As Activity (Same as above)

Analysk
Abstraction
Application

Power point presentation

Adion research

(SHS

STRATEGIES

F6atures
{whatthd srr.tesy h all.bout)

Suggested Activity
{Howio

us

th. stEt e})

suggested form ol ASSESMENT


rnpl.m.ntth.

{Forms/typ.s or measlr to us. to

sBbfl)

Threads- linkages across


thernes which create greater
curricular coherence
Tasks- instructional activities
and techniques utilized

Transitions' explicitly
planned actions which
provide coherence across
iopjcs in a theme unit and
across tasks within topics
3. Them atic Teaching

& Learning By Design

lntegrates basic
discipline of all
subjects

The AACE Activity (Kalanrzis 2007)

irl the context of a

approach is the bu lletin


board display where lessons
in different learning areas are
conneted to each other and
focus on the theme,

coherent "whole"
and when they can

culminatine perforrnance

- Apply (Being Creativity)


- Analyze (Being Critical)

acquires knowledge
best when learning

connect what
they're learning to

One wav to check if the

teacher is using thematic

the realworld.
Seeks to put the
teaching of cognitive
skills such as

reading,

- Conceptualize (Design Theory)

- Experience (New concept with celebration)

Features

STRATEGIES

(whatth strat.gy

is

Suggested Activity
(How i6 !s th. $tsy)

a/laboutl

suggested form of ASSESMENT


(Forms/typs of measureto us. to

d,ar.*l

impl.mentth.

science, and wr;ting


in the context of a

real world subject


is both specific

that

enough to be
practical, and broad
enough to allow

creative exploration.

+* +The INQUIRY-BASED

Approach

lnquiry-bdsed leoning is oh opprooch of ocquiring or obtoining inJormotion thtu investigation carried out by the leornerc who ate edger to know the phenamenon in
question. ]t is used to engage leatners oJ all oges to learn by explorotion and discavety. As leorners jnvestigate. they build their understdnding and creote meoning dnd new
knowledge on a cettain content/ topic. The process ol inquiry begins with qothering informotion ond doto through seeing, hedring, touchinq, tostinq, and smellinq.
Features

STRATEGIES

1. Cyclic lnquiry Model and

lwh.tthe str.tey

the

is alr

SugSested Activity
(Howto us.th. *srsv)

aboutl

- Dernonstrates an

Practical lnquiry Model

activity or a process
of a given content/
topic. Post the topic
as a statement
starter or a question
on small board
Communicates
through writing with

markers,

questions and

asking

Th AICDR Activity (Bruner 1965)


Ask (To know)

lnvestigate (To analyze)


Create (To form)
Discuss (To give arguments)
Refject (To introspect)

Suggested form of ASSESMENT


ne ru io us.torhplem.ltth.
n6cEy)

{Foims/tvps ot

- Formaland informal
observations
- Discussions /conferences
Tasks done in groups
- Demonstrations /Performances
- Projects /Portfolios
- Peer and Self Assessment

STRATEGIES

Features

lwhatth.stat *is.llabouo

making

comments

The DCAP Activity (Garrison, Andergon

to the prompt and

to each

2. Knowledge-Building

community model

sug8ested lorm of ASSESMENT

Suggested Activity
(Howto w.thd stEt.cyl

other's

Collects/processes the
results at the end to use as
data for
later adivities
based on the community of

earner's participation.

This

can be tweaked by allowing


them to
review these

{Forn3/typ6

&Ar.het

orh.suEto

ltnt

us to

rnplen.ntt,r

gY)

1999)

Deliberate (Applicability of the concept)

Conceive(ldea/conceptformulated)
Act (Application ofthe concept)
Perceive (Awareness on the usabilityoftheconcept)

The EIBU

A.tivity

Experience (setting up the concept)

lnform (Gather and analyze information)


Build knowledge (Processing and Abstraction)
Understand (Decision making)

- Formaland informal
- Discussions /Conferences
- Tasks done in groups

- Demonstrations /Pedormances
- Projects /Portfolios
Peer and 5elf Assessment
- Self- reflections

results.

lntroduce the activity.


3. Experiment

- An adivity of

doing

investigation

Encourages

hypothesis
learners

interest to

manipulate
objects, test hypothesis and

work together to solve or


prove something exciting .
ln the process, learners are

able

to see or

relate
thereby
contributing to a thorough
understanding of concepts .

conceptsbetter

Askthe learnersto statethe problem intheform of


a question. This will lead them to formulate thejr
Allowthem to do research and gather information
on the problem
Guide them to form a hypothesis
Askthem to do the experiment totestthe
hypothesis
Allow them to collect, record and analyze data
fiom rhe exper inenj. Let Ihem present their
findings for others to comment or react to their
find;ngs.
State a conclusion based on the results

Standardi?ed tests, quizzes


and homework/assignments

Open ended questions that


al'ow learners/teachers to
reflect on their experience
and give an idea of what they

did and did not get from the


experiment,
Exhibits
Study/Research Presentation

STRATEGIES

Features
{whatthe strrt.cy

is

suggested torm ol ASSESMENT

Suggested Activity

all.bou0

{Howb

{Forn3/typ* orm.*ue to

ur th. $b*)

!*

to rmprehentth.

stEtegv)

** *The REFLECTIVE Approach


Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking about why they do
This is a process ot self-evaluation cum self-observation.
collects information
about what goes on
inside the
Self Evaluation and
Self Reflection

Analyzes/evaluates

the obtained
information by
teacher and learner
Engenders

improvements in
teaching towards
effective learning.

ii, and analyzing about it if it works.

The TTRA Activity

Think (Analyze patterns occurring during the


teaching and learning process)

Talk (Self-talk orgrouptalk done


learner-source of reflection)

Read (finding out or making affirmations regarding

bytheteache.or

behavioralpatterns)
Ask (Post questions to get ideas or opportunities on
an area that interest you to improve/develop)

Diary Presentation
Paper writing

Reports