Republic of the Philippines

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

REGIONAL MEMORANDUM
no. 2b3 s.2016

TO ntendents

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

INDICATORS Pedagogical ApProach MEANS OF

Reflective lnquiry- lntegrative Constructivist Collaborative VERIF!CATION
Based
1-. What
pedagogical
approach was
used in the
lesson?
2. How was it Manner of Delivery
used? lnefficiently Effectively with Properly appropriately
mastery

3. How ofjten the Frequency of Use

teacher uses Never Sometimes Always
the method/s

4. the
ls Appropriateness a nd Releva nce
method/appr No Partly yes Yes
oach used
appropriate
and relevant
to the
obiectives?
5. How do you lnappropriate Appropriate very
rate its appropriate
appropriatene
ss to the
lesson?
6. How do you rate Teache/s Competence
the competency of the
teacher in terms of the lncompetent Competent Very
pedagogical approach competent
used?

Pupild participation
How do you rate Passive Active Very Active
pupils' participatioh in
the learning process?

Activities
Are the activities No Partly ves Yes Verv much
engaging?

Outcomes
How ds you rate the Not Achieved Partly Achieved Achieved
outcomes based on the
objectives?
l.lmproved learners
understanding of the
lesson
2. Heightened learner's
ability. to read, write
and reason
Observed by:

Designation
 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.

Features suSgested form otAssEsMENT

STRATEGIES Sugtestd Activity (Fohs/wp.!
or he.suGto use to rhpl.nntth.
(whatth. 3ftat.gr h.ll abourl igowto *e the stat.svl *ratgy)

l.Thinking Skills
2. Activity aased
- Strives 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
experientiallearning
oPportunities such as
PU rpo sefu I co nversation,
project planning, hands on
inquiry, analVsis and product
creation,
The RMFD Activity OBP (Outcomes-Based
Recall (Past Experiences) Performance)
- Model (follow Procedures/steps) Rubrics
- Familiarize (Repeatthe performance/scaffolding)
- Decide (form a conclusion)
The 3 A's A.tivity - Paper presentation
- Act (civing simpie workshops/coaching) - Power point presentation
- Analyze (Compare and Abstract) - Project exhibits
- Apply (Use and implement) ' Activities that will
demonstrate themultiple
intelligences of the learner
 Fatures Suggested form of ASSESMENT
STRATEGIES Suggested Activity (Forns/tvps of m.asmto 6. to lnplm.ntth:
(whrtrh 3trarely h,llabour) (Howto us th. strat*l straregyl

Guides /models the

learning in a The TGA Activity Laboratory experiment
3, Direct lnsiruction results
- Tell (Give guidance) Template completion
- Guide (Facilitate the process)
- Act (Applv the concept) 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,

Features Suggested form of ASSESMENT

STRATEGIES Suggested Activity (Fdms/tp.s o{m.suE to
u3e b rhpleh.htthe
(Whatlhe ttratey k zllabouo (H6sto us th sh.t.8y) scbfll

- Prepares {earners to be 1) The CPFM Activity

responsible individuals in a
technologically advanced
1. onlineCollaborative society. Projects and
adivities given by the
teachers shall reflect
studenis/ current and f uture
Project Presentation
- Create Transparency of Expectations Paper presentation
- Provide Clear lnstructions Action Research (SHS)
- Form Small Groups Formal Essay (SHS)
- Monitor and Support
2) lntegrdtion ol lnfotmdtion Technology (lT) in the
 Features
STRATEGIES
lwhatth,taregy is a,r aboud
2. Jigsaw Method - 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,
develop their listening,
engagement and empathy
skills aside from allowins
them to interact among each
other and work
independently.
3. Th'nk-Pair-Share - 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).
suggested form of ASSSMENT
Suggested Activity n.dureto 6 ro lnplm.ntthe
(Forms/typer or
(Howto us th strat sv) str.t gy)
The TDAR A.tivity Group paper introspection re:
experiencesfeeling during
Think (Analvsis of the problem) the group discussion
Produd ofthe group (in line
Discuss (Share ideas on how to solve the problem)
with the rubrics provided by
Act (Act collaboratively)
the teacher)
Reflect (lntrospect on the results made by the
group)
The 2D-2M Activitv
- Decide (Upon the problem/issue to be solved) Group power point
a - Describe (The purpose ofthe strategy and provide presentation
guidelines for discussions) Paper Reflection (Self
- Model (tnsure that students understand how to use assessment)
the strategy) Observation Checklist ta
' Monitor (Support students as they work) monitor the desiable
ottitudes oJ the leatners
during colloborative work.
 Features
STRATEGIES
(Whatthestrar.syk.llabouO
4. lntegrated Process - A hiehly collaborative
Approach/Project activity for it requires the
Management whole team to think of the
entire project and all of its
systems together/ emphasize
connections and improve
communication among
students and stakeholders
ihroughout the life of a
project.
- involves learners taking on
a teaching role in the school
5. Peer Teaching setting. This strategy can be:
reciprocal teaching, peer
tutoring and cooperative
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.
Suggested form of ASSESMENT
Suggested Activity (Fdms/typ.s ormesurcto us. b inplem.ntth.
lHowto us.rh.3tEt gv) s$.t *)
Paper presentation
The Process/A.tivity Project Presentation
- Think ofthe project as a wrole Exhibit
- focus on life cycle design Case studies presentation
- Work together as a teorlr from the beeinnine Debates results
- Condut dsse5smerff (e.e., threat, vulnerabjlity Demonstration
assessments & risk analysis) to help identify Collaborative writing
requirements and set goals
- Develop tdlloted solufiort that yield nrultiple benetits
while mee ng requirements and goals
- fvolrdte soiutions
- Ensure fequirements ond goolsorc met
- Ernphasize the ittegroted process
The AFA Activity
Paper presentation
- Assign and Design the Lesson. Power Point presentation
tacilitate the Lesson. 6roup reports
Assess their Peers.
 suggested lorm of ASSESMENT
STRATEGIES
Feature5 suggested A.tivity (Forms/typ.sol m.asuE to ue. to impl.m.ntth.
(whatthe strar.rY is allabour) {Bowto $ th etrateev) st,.r.sv)

The 4 As Activity
1. Scaffold-Knowledge lntegratjon - lVakes thinking - Activitv (8uild on siudents ideas) Group work presentation
visible - Analysis (Make thinkinB visible) Projects exhibit
- Models scientific - Abstraction (Encourage listening to others)
thinking; scaffolds - Application(PromoteautonomV/lifelonglearning)
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

2. Content"Based lnstruction
(CBD
Features Su8gested form of ASSESMENT
Suggested A.tivity (Forhs/typs or nea3uEto u3. ro lmplehentth.
(whatth. strat sy is arr aboutl lHowb ue. th. stnt.sy) str.t gy)
CBi lesson focuses on the
topic or subject matter using The 4As Activity (Same as above) Power point presentation
the language they are trying
to learn as a tooltor Analysk Adion research (SHS
developing knowledge. They Abstraction
develop their linguistic Application
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 ofthetheme
 F6atures suggested form ol ASSESMENT
STRATEGIES Suggested Activity rnpl.m.ntth.
{Forms/typ.s or measlr to us. to
{whatthd srr.tesy h all.bout) {Howio us th. stEt e}) 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 The AACE Activity (Kalanrzis 2007) One wav to check if the
discipline of all teacher is using thematic
subjects - Apply (Being Creativity) approach is the bu lletin
- Analyze (Being Critical) board display where lessons
acquires knowledge - Conceptualize (Design Theory) in different learning areas are
best when learning - Experience (New concept with celebration) conneted to each other and
irl the context of a focus on the theme,
coherent "whole"
and when they can culminatine perforrnance
connect what
they're learning to
the realworld.
- Seeks to put the
teaching of cognitive
skills such as
reading,
 Features suggested form of ASSESMENT
STRATEGIES Suggested Activity (Forms/typs of measureto us. to impl.mentth.
(whatth strat.gy is a/laboutl (How i6 !s th. $tsy)
d,ar.*l
science, and wr;ting
in the context of a
real world subject
that is both specific
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 Suggested form of ASSESMENT

STRATEGIES SugSested Activity ne ru io us.torhplem.ltth.
{Foims/tvps ot
lwh.tthe str.tey is alr aboutl (Howto us.th. *srsv) n6cEy)
1. Cyclic lnquiry Model and the - Dernonstrates an Th AICDR Activity (Bruner 1965) - Formaland informal
Practical lnquiry Model activity or a process observations
of a given content/ Ask (To know) - Discussions /conferences
topic. Post the topic Tasks done in groups
lnvestigate (To analyze)
as a statement - Demonstrations /Performances
Create (To form)
starter or a question - Projects /Portfolios
on small board Discuss (To give arguments) - Peer and Self Assessment
- Communicates Refject (To introspect)
through writing with
markers, asking
questions and
 Features sug8ested lorm of ASSESMENT
STRATEGIES Suggested Activity orh.suEto us to rnplen.ntt,r
lwhatth.stat *is.llabouo {Forn3/typ6
(Howto w.thd stEt.cyl ltnt gY)

making comments The DCAP Activity (Garrison, Andergon &Ar.het 1999)

to the prompt and Deliberate (Applicability of the concept)
to each other's - Conceive(ldea/conceptformulated) - Formaland informal
- Act (Application ofthe concept)
- Perceive (Awareness on the usabilityoftheconcept)
- Discussions /Conferences
- Tasks done in groups
- Demonstrations /Pedormances
The EIBU A.tivity
2. Knowledge-Building Collects/processes the - Projects /Portfolios
community model results at the end to use as Peer and 5elf Assessment
data for later adivities Experience (setting up the concept)
- Self- reflections
based on the community of lnform (Gather and analyze information)
earner's participation. This Build knowledge (Processing and Abstraction)
can be tweaked by allowing Understand (Decision making)
them to review these
results.
lntroduce the activity. Standardi?ed tests, quizzes
Askthe learnersto statethe problem intheform of and homework/assignments
3. Experiment - An adivity of doing a question. This will lead them to formulate thejr
investigation hypothesis Open ended questions that
- Encourages learners Allowthem to do research and gather information al'ow learners/teachers to
interest to manipulate on the problem reflect on their experience
objects, test hypothesis and Guide them to form a hypothesis and give an idea of what they
work together to solve or Askthem to do the experiment totestthe did and did not get from the
prove something exciting . hypothesis experiment,
ln the process, learners are Allow them to collect, record and analyze data
able to see or relate fiom rhe exper inenj. Let Ihem present their Exhibits
conceptsbetter thereby findings for others to comment or react to their
contributing to a thorough find;ngs. Study/Research Presentation
understanding of concepts . State a conclusion based on the results
 Features suggested torm ol ASSESMENT
STRATEGIES Suggested Activity !*
{whatthe strrt.cy all.bou0 {Forn3/typ* orm.*ue to to rmprehentth.
is {Howb ur th. $b*) stEtegv)

** *The REFLECTIVE Approach

Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking about why they do ii, and analyzing about it if it works.
This is a process ot self-evaluation cum self-observation.

collects information
about what goes on
The TTRA Activity
inside the
Diary Presentation
Self Evaluation and Think (Analyze patterns occurring during the
Paper writing
Self Reflection teaching and learning process)
Analyzes/evaluates Reports
the obtained
- Talk (Self-talk orgrouptalk done bytheteache.or
learner-source of reflection)
information by
teacher and learner
- Read (finding out or making affirmations regarding
behavioralpatterns)
Engenders
improvements in
- Ask (Post questions to get ideas or opportunities on
an area that interest you to improve/develop)
teaching towards
effective learning.