May Natutuhan

ni Charisse P. Talatala

Isang umaga, naglalakad si Dan sa tulay ng Caingin nang bigla siyang tinawag ni
Bongbong.

“Dan, baha pa rin ba sa barangay ninyo?”

“Oo, Bongbong mataas pa rin ang baha sa aming barangay” sagot ni Dan.

“May sanhi at bunga kasi ang pagbaha” sagot ni Bongbong.

“Bongbong, ano ba ang sanhi ng pagbaha at ano ang bunga nito sa tao?” tanong
ni Dan.

“Maraming kasing basura na nakaimbak sa mga ilog, kanal, at sa iba pang mga
daluyan ng tubig. Isa pa, ang pagputol sa mga punong-kahoy o illegal logging.
Ang mga punong-kahoy kasi ang siyang sumisipsip sa tubig na dulot ng labis na
ulan at siyang nagpapatibay sa lupa ng mga bundok para maiwasan ang pagguho
ng lupa o landslide.
Ang sanhi ng baha ay ang pagragasa ng tubig-ulan dahil sa pagtatambak o
pagpapataas sa iba’t ibang mga lugar. At ang bunga naman nito ay pagdami ng
mga iba’t ibang uri ng sakit, pagkawala ng kabuhayan ng mga tao tulad ng mga
pananim, at pagkamatay ng ibang mga taong na nasa lowland area,” mahabang
paliwanag ni Bongbong.
“Salamat at marami akong natutunan sa iyo Bongbong, sa saglit na pagkikita
natin ngayong araw, sana humupa na ang baha upang makapaglinis na ako ng
mga nalubog na gamit sa bahay at barangay namin.” natutuwang sagot ni Dan.

“Napapansin kong lagi na lang akong pinagagalitan ni Inay, lalo na’t kung natatalo
siya sa sugal. Noong isang araw, halos mabuwal ako sa daan nang maitulak niya ako
dahil sa panggigigil, muntik rin akong masagasaan ng paparating na sasakyan. Hindi
ko alam kung bakit ganoon si Inay. Kanina, natalo na naman siya sa sugal kaya galit
na naman siyang umuwi sa amin. Naghahanap siya ng makakain ngunit hindi pa
naman ako nakapagsaing, wala naman kasing iniwang pera si Itay. Tiyak
mabubugbog na naman ako ni Inay, kaya parang gusto ko na lang umalis, gusto kong
takasan si Inay. Dali-daling binalot ko ang mga gamit ko, aalis ako dahil hindi ko na
kaya ang ginagawa sa akin ni Inay. Paalam Inay, sana’y hindi ka na matalo sa sugal
dahil wala na ako, wala na ang malas sa buhay ni Inay.”
https://kape-at-utak.blogspot.com/2017/05/mga-pang-ugnay-sa-pagbibigay-ng-sanhi.h
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Transcript of SANHI AT BUNGA

SANHI AT BUNGA
Layunin:
SANHI AT BUNGA
BASAHIN ANG KWENTO
Panuto sa mga Mag-aaral
Basahin at unawaing mabuti ang mga aralin tungkol sa sanhi at
bunga.
Sundin ang mga panuto at unawaing mabuti ang mga katanungan
sa pagsasanay.
Sagutin ang bawat pagsasanay na may pag-iingat at tingnan ang
mga wastong sagot sa tulong ng susi sa pagwawasto.

Bago simulan ang modyul na ito, nararapat na may sapat na

kaalaman tungkol sa sanhi at bunga.
Paunang Pagsubok (Pre-Test)
1. _____ Nag-aral mabuti si Louisse
_____ kaya matataas ang marka niya sa pagsusulit.

2. _____ Bumagsak si Lester sa pagsusulit

_____ dahil hindi siya nag-aral mabuti.
3. _____ May paso sa kamay si Denisse
_____ kaya iyak siya ng iyak.

4. _____ Bumaha sa Brgy. Palasan, Valezuela City

_____ dahil sa malakas na ulan.

5. _____ Nasa klinika ng paaralan si Yuri

_____ dahil masakit ang ngipin niya
Ang SANHI ang siyang pinagmulan o dahilan ng isang pangyayari. Sa
salitang Ingles, ito ay ang "CAUSE".
Basahin ang kuwentong naglalahad ng sanhi at bunga.
May Natutunan
ni: Charisse P. Talatala

Isang umaga, naglalakad si Dan sa tulay ng Caingin nang bigla siyang

tinawag ni Bongbong. “Dan, baha parin ba sa barangay ninyo?” “Oo
Bongbong mataas parin ang baha sa aming barangay” sagot ni Dan.
“May sanhi at bunga kasi ang pagbaha” sagot ni Bongbong.
“Bongbong, ano ba ang sanhi ng pagbaha at ano ang bunga nito sa
tao?” tanong ni Dan.
“Maraming kasing basura na nakaimbak sa mga ilog, kanal at sa iba
pang mga daluyan ng tubig. Isa pa, ang pagputol sa mga punong
kahoy o (illegal logging). Ang mga punong kahoy kasi ang siyang
sumisipsip sa tubig na dulot ng labis na ulan at siyang nagpapatibay
sa lupa o bundok para maiwasan ang pagguho ng lupa o landslide.
Ang sanhi ng baha ay ang pagragasa ng tubig ulan at pagtatambak o
pagpapataas sa iba’t- ibang mga lugar. At ang bunga naman nito ay
pagdami ng mga ibat-ibang uri ng sakit, pagkawala ng kabuhayan
ng mga tao tulad ng mga pananim at pagkamatay ng ibang mga
taong nasa lowland area,” mahabang paliwanag ni Bongbong.
“Salamat at marami akong natutunan sa iyo Bongbong sa saglit na
pagkikita natin ngayong araw, sana humupa na ang baha upang
makapaglinis na ako ng mga nalubog na bagay sa bahay at barangay
namin” natutuwang sagot ni Dan.

Ilahad ang maaaring maging bunga ng sumusunod na mga

pangungusap. Piliin ang tamang sagot sa loob ng kahon.
1. Pag-ulan ng malakas __________________________________________________.
2. Pagsusunog ng kagubatan
_________________________________________________.
3. Pagtatapon ng mga basura sa ilog
______________________________________________.
4. Pagpuputol ng mga punongkahoy sa gubat
______________________________________.
5. Panghuhuli ng mga hayop
_________________________________________________.

PAGSASANAY:
Isulat kung Sanhi o Bunga ang nakasalungguhit na mga salita sa
pangungusap.
______________1. Hindi siya natulog ng maaga kaya nahuli siya sa klase.
______________2. Hindi siya kumain ng hapunan kaya sumakit ang tiyan
nya dahil sa gutom.
______________3. Gabi nang umuwi si Kim kaya pinagalitan siya ng
kanyang Tita.
______________4. Nag-aral siyang mabuti kaya nakakuha siya ng
mataas na marka.
______________5. Masaya si Bb. Talatala dahil mababait ang kanyang
mga mag-aaral.
______________6. Malakas kumain si Malou kaya malusog siya.
______________7. Pinuri ni Gng. Agustin ang kanyang mga mag-aaral
dahil magagalang ang mga ito.
______________8. Pinalakpakan si Meng dahil sa husay niyang tumugtog
ng piano.
______________9. Pista ng Polo kaya nagpasyang pumunta roon ang
magkakaibigan.
_____________10. Nahulog si Jeff sa hagdan dahil hindi niya tinitignan
ang kanyang hinahakbangan.

Ilog sa Barangay Mabuhay

ni: Charisse P. Talatala

Ang Barangay Mabuhay ay may itinatagong ring ganda.

Ipinagmamalaki nito ang napakalinis at malinaw na tubig sa
kanilang ilog. Ngunit isang araw, may mga negosyanteng dumalaw
sa Barangay Mabuhay at humihingi ng pahintulot na magtatayo sila
ng pabrika malapit sa ilog.
Makalipas ang isang buwan, pinayagan ng mga pinuno ng barangay
ang pagpapatayo ng pabrika malapit sa ilog. Patuloy na dumadaloy
sa ilog ang mga kemikal mula dito. Naging pabaya ang mga taga
Barangay Mabuhay sa ilog kaya dumumi at namatay ang mga isda.
Lumutang sa ilog ang mga patay na isda at walang nang maimbak
na isda ang mga tao. Wala nang mahuling isda sa ilog nang
magsimulang maghanap ng ulam ng mga taga barangay. Hindi na
makapangingisda ang mga tao sa ilog dahil nawalan ng hanapbuhay
ang mga tao sa barangay Mabuhay.

GAWAIN:
1. _______ Naging pabaya ang mga taga Barangay Mabuhay sa ilog.
_______ dumumi ang ilog at namatay ang mga isda.

2. _______ Hinayaan ng mga pinuno ng barangay ang mga pabrika.

_______ Patuloy na dumadaloy sa ilog ang mga kemikal mula dito.

3. _______ Wala nang mahuling isda sa ilog.

_______ Nagsimula ang paghahanap ng ulam ng mga taga barangay.

4. _______ Walang nang maimbak na isda ang mga tao.

_______ Lumutang sa ilog ang mga patay na isda.

5. _______ Hindi na makapangingisda ang mga tao sa ilog.

_______ Nawalan ng hanapbuhay ang mga tao.

PAGSASANAY:
1. Si Carlo ay huli sa klase kaya nagalit Bb. Talatala.
2. Umiyak ng malakas ang sanggol kasi gutom siya.
3. Masayahing bata si Lorein kaya mahal siya ng maraming tao.
4. Mataas ang lagnat ni Marcelyn kaya hindi siya pumasok sa
paaralan.
5. Galit si Nanay dahil sa mababa ang marka ni Ivan sa pagsusulit.
6. Maganda ang sayaw nila Rissa kaya tuwang-tuwa si Gng.
Guevarra.
7. Maraming natanggap na regalo si Ara kasi kaarawan niya.
8. Mahilig kumain ang aking nanay kaya siya ay malusog at masigla.
9. Konti ang tubig sa balon hindi umulan ng malakas at napakainit.
10. Hindi natutulog ng maaga si Raquel kaya nahuli siya sa pagpasok
sa klase.
Makikilala ang sanhi at bunga.
Matutukoy ang sanhi at bunga na gagamitin sa mga pangungusap.
Magagamit sa pang-araw-araw na pamumuhay ang anumang
matutunan tungkol sa sanhi at bunga.

Isulat ang B kung ang parirala ay bunga at S kung ito ay sanhi.

Ang BUNGA ang siyang kinalabasan o dulot ng naturang pangyayari.
Sa salitang Ingles, ito ay ang "EFFECT".
May mga salitang ginagamit na nagpapakita ng ugnayang sanhi at
bunga. Ang mga halimbawa nito ay dahil sa, kasi, kung, kapag, para,
sapagkat, nang at palibhasa.
a. dudumi ang tubig at mamamatay ang mga isda.
b. pagguho ng lupa.
c. mauubos ang mga hayop sa paligid.
d. mauubos ang mga punong sumisipsip sa tubig na dulot ng labis na
ulan
e. babaha ang paligid.

GAWAIN:
Isulat ang B kung ang parirala ay bunga at S kung ito ay sanhi.
Bilugan ang sanhi at salungguhitan ang bunga.
BASAHIN ANG KWENTO
Ang Pag-uwi sa Tagaytay
Ni: Charisse P. Talatala

Isang araw ng Sabado, nagpasyang umuwi ang mag-anak ni Boyet

sa Tagaytay. Nasasabik si Boyet na makita ang kanyang Nanay Alice
kaya niyaya niya ang kanyang mag-anak na pumasyal doon. Malayo
ang Tagaytay sa lugar ng mag-asawa kaya matagal-tagal din ang
kanilang biyahe.
Nasasabik din si Aling Alice sa kanyang anak kaya naghanda siya ng
masarap na pagkaing pagsasaluhan. Malamig ang simoy ng hangin
kaya nakadama agad ng ginhawa si Boyet. Masayang nagsalo-salo
ang buong mag-anak ni Amang Carpeng kaya masasabing dadalasan
ni Boyet ang pag-uwi sa Tagaytay.

GAWAIN:
PAGSASANAY:

Sanhi
______1. Nasasabik si Boyet na makita ang kanyang Nanay Alice.
______2.Nasasabik din si Aling Alice sa pagbisita ng kanyang anak.
______3. Masayang nagsalo-salo ang buong mag-anak ni Amang
Carpeng.
______4.Malayo ang Tagaytay sa lugar ng mag- asawa
______5.Malamig ang simoy ng hangin.

Bunga
a. Masasabing dadalasan ni Boyet ang pag-uwi sa Tagaytay.
b. Matagal-tagal din ang kanilang biyahe.
c. Niyaya niya ang kanyang mag-anak na dalawin ang kanyang ina.
d. Nakadama agad ng ginhawa si Boyet.
e. Naghanda siya Aling Alice ng masarap na pagkaing pagsasaluhan.

Isulat ang letra ng tamang sagot sa patlang.

Pagtambalin ang sanhi sa kaliwa sa angkop na bunga sa kanan. Isulat
ang letra ng tamang bunga sa patlang ng sanhi.

____ 1. Napakainit ng panahon.

____ 2. May sirang ngipin si Danny.
____ 3. Hindi kumain ng tanghalian si Romeo.
____ 4. Hindi nag-aral si Nori.
____ 5. Napakalakas ng bagyo.
____ 6. Puno ng mga pasahero ang mga dyip.
____ 7. Nagtulungan kami.
____ 8. Hindi maingat magmaneho ang lalaki.
____ 9. Tumingin ako sa kanan at kaliwa ng daan.
____ 10.Tinapos ni Sonia ang kanyang mga takdang-aralin.

a. Kinansela ng DepEd ang mga klase.

b. Nakatawid ako nang maayos.
c. Gutom na gutom siya.
d. Naaksidente siya sa daan.
e. Mababa ang nakuha niyang marka sa
pagsusulit.
f. Pinayagan siyang maglaro sa labas ng bahay.
g. Sumakay na lang kami sa traysikel pauwi.
h. Pumunta siya sa dentista.
i. Binuksan namin ang aircon.
j. Madali naming natapos ang gawain.
GAWAIN:
PAGSASANAY:
Ang SANHI ang siyang pinagmulan o dahilan ng isang pangyayari. Sa
salitang Ingles, ito ay ang "CAUSE".
1. ____________ Nadapa si Tony
____________ kasi tinulak siya ni Oscar

2. ____________ May bagyo

____________ kaya walang pasok.

3. ____________ Kapag nag-aral kang mabuti,

____________ makakapasa ka.
4. ____________ Nahulog sa duyan si Bibay
____________ dahil malikot siya.

5. ____________ Naligo sa ulan si Bebe

___________ kaya nilagnat siya.

Isulat kung SANHI o BUNGA.

Ihanay ang angkop na pariralang nagsasaad ng sanhi sa loob ng
kahon ayon sa bungang ibinigay.

Sanhi
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Bunga
1. Kinansela ng DepEd ang mga klase.
2. Nakatawid ako nang maayos.
3. Binuksan namin ang aircon.
4. Pumunta siya sa dentista.
5. Pinayagan siyang maglaro sa labas ng bahay.
6. Sumakay na lang kami sa traysikel pauwi.
7. Gutom na gutom siya.
8. Matagal-tagal din ang kanilang biyahe.
9. Nakadama agad ng ginhawa si Boyet.
10. Mababa ang nakuha niyang marka sa
pagsusulit.

a. Tinapos ni Maria ang kanyang mga takdang-aralin.

b. Tumingin ako sa kanan at kaliwa ng daan.
c. Puno ng mga pasahero ang mga dyip.
d. Napakainit ng panahon
e. Hindi nag-aral si Nori.
f. Napakalakas ng bagyo.
g. Hindi kumain ng tanghalian si Romeo.
h. May sirang ngipin si Danny.
i. Malayo ang Tagaytay sa lugar ng mag- asawa.
j. Malamig ang simoy ng hangin

Ang BUNGA ang siyang kinalabasan o dulot ng naturang pangyayari.

Sa salitang Ingles, ito ay ang "EFFECT".
GAWAIN:
PAGSASANAY:
Isulat kung SANHI o BUNGA.
1. ____________ Walang ingat ang mga tao sa pagtatapon ng basura
____________ Nagbabara ang mga ilog at kanal

2. ____________ Magiliw sina Mikee at Joey sa isa’t-isa

____________ Sila ay naging matalik na magkaibigan

3. ____________ Mabait ang Panginoon

____________ Hindi niya pinahirapan ang mga tao

4. ____________ Mabilis na natuyo ang mga nilabhang damit

____________ Matindi ang sikat ng araw

5. ___________ Maraming bata ang masayang namasko sa mga Ninong

at Ninang
___________ Sumapit ang kapaskuhan

Ihanay ang angkop na pariralang nagsasaad ng bunga sa loob ng

kahon ayon sa sanhing ibinigay.
Sanhi
1. Gabi nang umuwi si Paula
2. Hindi siya kumain ng hapunan
3. Nag-aral siyang mabuti
4. Masaya si sister Luz
5. Hindi siya natulog ng maaga
6. Nadapa si Jenny
7. Malakas kumain si Lani
8. Pinalakpakan si Alden
9. Walang ingat ang mga tao sa pagtatapon ng basura
10. Sumapit ang kapaskuhan

Bunga
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
a. Nakakuha siya ng mataas na marka
b. Mababait ang pangkat Ipil-Ipil
c. Pinagalitan siya ng kanyang Tita Leoni
d. Malusog siya
e. Nahuli siya sa klase
f. Mahusay siyang umarte
g. Sumakit ang tiyan nya dahil sa gutom
h. Hindi niya tinitignan ang kanyang nilalakaran
i. Maraming bata ang masayang namasko sa mga Ninong at Ninang
j. Nagbabara ang mga ilog at kanal

Panukatang Sangguniang Pagsusulit (Post Test)

Isulat kung SANHI o BUNGA.
1. ____________ Nadapa si Kiko
____________ kasi tinulak siya ni Milo

2. ____________ May bagyo

____________ kaya walang pasok.

3. ____________ Kapag nag-aral kang mabuti,

____________ makakapasa ka.

4. ____________ Nahulog sa duyan si Ela

____________ dahil malikot siya.

5. ____________ Naligo sa ulan si Ricca

___________ kaya nilagnat siya.

6. _______ Naging pabaya ang mga taga Barangay Lugam sa ilog.

_______ dumumi ang ilog at namatay ang mga isda.

7. _______ Hinayaan ng mga pinuno ng barangay ang mga pabrika.

_______ Patuloy na dumadaloy sa ilog ang mga kemikal mula dito.

8. _______ Wala nang mahuling isda sa ilog.

_______ Nagsimula ang paghahanap ng ulam ng mga taga barangay.

9. _______ Walang nang maimbak na isda ang mga tao.

_______ Lumutang sa ilog ang mga patay na isda.

10. _______ Hindi na makapangingisda ang mga tao sa ilog.

_______ Nawalan ng hanapbuhay ang mga tao.
Binabati kita dahil natapos mo ang modyul na ito nang may
kasiyahan at puno ng kaalaman. Sana ay maging kapaki-pakinabang
ang susunod na modyul na katulad nito sa patuloy mong pagkatuto.
NI: Bb. Charisse P. Talatala


K to 12 pedagogical approaches

. 1. K TO 12 PEDAGOGICAL APPROACHES DIVISION MASS TRAINING

OF SCHOOL HEADS
. 2. Sec. 5 (e) RA 10533 The curriculum shall use pedagogical
approaches such as constructivism, inquiry-based, reflective,
collaborative, and integrative.
. 3. Features of K to 12: • stronger integration of competencies and
values within and across the learning areas to master learning
standards (content and performance standards) • we are molding
“integrated” learners, or well rounded individuals. • two main sources
of reliable and meaningful knowledge for basic education: expert
systems of knowledge and the learners’ experience in his/her context
. 4. • What is Constructivism? • Who are the key players of
Constructivism? • What are the characteristics of a Constructivist
classroom? • What are the roles of teachers in a Constructivist
teaching-learning environment? • What approaches/ teaching models
promote Constructivism? • What strategies promote Constructivist
teaching-learning environment?
. 5. CONSTRUCTIVISM “People construct their own understanding and
knowledge of the world, through experiencing things and reflecting on
those experiences”
. 6. COGNITIVE DISEQUILIBRATION/ COGNITIVE DISSONANCE • One’s
dissatisfaction with what actually is happening as contrasted with what
ought to happen is called , in Piagetian terms, cognitive disequilibration
or sometimes called cognitive dissonance.
. 7. This cognitive disequilibration/ cognitive dissonance is a necessary
precursor of learning.
. 8. Cognitive Disequilibration/ Cognitive Dissonance • This gives the
teacher access to what is in the children’s minds and encourage teachers
to provide the students with the learning opportunity that would help
the children reconstruct their beliefs in valid ways that include the new
information and have a conceptual change .
. 9. We do not learn by passively receiving and then remembering what
were taught, but by actively constructing our own meanings based on
prior knowledge/ experience (schema). This “meaning-making” theory
of learning is called ‘Constructivism’.
. 10. Basic Principle of CONSTRUCTIVISM: Learners construct
understanding/ meaning based on their prior knowledge/ experience.
. 11. Key Players of CONSTRUCTIVISM • Jean Piaget – Children think
differently from adult thus he believed children were active learners and
did not need motivation from adults to learn. – Children interpret
knowledge differently as they progress through different stages.
. 12. Key Players of CONSTRUCTIVISM • Jerome Bruner – Learning is
an active process in which the learner constructs new ideas or concepts
based on his or her current and past knowledge. – Children are
constructivist learners are participatory learners and are actively
engaged in the learning process.
. 13. Key Players of CONSTRUCTIVISM • Lev Vygotsky –Learning was
influenced significantly by social development and learning took place of
a child’s social development and culture (Social cognition)
. 14. Key Players of CONSTRUCTIVISM • John Dewey –Education was a
social process therefore learning should engage and expand the
experiences of the learners.
. 15. • What are the characteristics of a Constructivist classroom?
Traditional classroom vs. Constructivist classroom
. 16. Curriculum begins with the parts of the whole. Emphasizes basic
skills. Curriculum emphasizes big concepts, beginning with the whole
and expanding to include the parts. Strict adherence to fixed
curriculum is highly valued. Pursuit of student questions and interests is
valued. Materials are primarily textbooks and workbooks. Materials
include primary sources of material and manipulative materials.
Learning is based on repetition. Learning is interactive, building on
what the student already knows.
. 17. Teachers disseminate information to students; students are
recipients of knowledge. Teachers have a dialogue with students, helping
students construct their own knowledge. Teacher's role is directive,
rooted in authority. Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers. Assessment includes
student works, observations, and points of view, as well as tests. Process
is as important as product. Knowledge is seen as inert. Knowledge is
seen as dynamic, ever changing with our experiences. Students work
primarily alone. Students work primarily in groups.
. 18. In a constructivist classroom, learning is… Constructed Active
Reflective Collaborative Inquiry-based /Problem-based Evolving
. 19. What are the Roles of Teachers in a Constructivist Teaching-
Learning Environment?
. 20. Roles of Teachers in a Constructivist Classroom: Prompt and
facilitate discussion Guide students by asking questions that will lead
them to develop their own conclusions on the subject Allow wait time
after posing a question Engage students in experiences that might
engender contradictions to their initial hypotheses and then encourage
discussion
. 21. prompt students to formulate their own questions (inquiry) allow
multiple interpretations and expressions of learning (multiple
intelligences) encourage group work and the use of peers as resources
(collaborative learning)
. 22. Provide time for students to construct relationships Inquire about
students’ understandings of concepts before sharing their own
understanding about the concepts
. 23. Encourage students to engage in dialogue, both with the teacher
and with one another Encourage student inquiry by asking thoughtful,
 open-ended questions and encouraging students to ask questions of each
other Seek elaboration of students’ initial responses
. 24. What Approaches/ Teaching Models promote Constructivism?
. 25. Approaches/ Teaching Models that promote Constructivism •
Integrative • Reflective • Collaborative • Inquiry-based • (etc.)
. 26. What Teaching Strategies promote Constructivist
Teaching-Learning Environment?
. 27. Probing Students’ Understanding in the Constructivist
Environment • Predict-Observe-Explain • Graphic Organizer (KWLH
Chart,…) • Mind Mapping and Concept Mapping • Concept Cartoon
. 28. PROBEX or POE (Predict-Observe-Explain)
. 29. PROBEX or POE Strategy (Predict-Observe-Explain) 1. Predict:
students make predictions on the outcome of some event and justify
their predictions 2. Observe: students describe what they observe from
the activity they carry out or demonstrated by the teacher 3. Explain:
students explain the phenomenon, reconcile any conflict between their
predictions and observations
. 30. Example of a POE Worksheet Floating and Sinking Will the orange
(fruit) float or sink when you put it into the container with water? •
Prediction: ________________________ (Reasons for prediction)____ •
Observation: ______________________ • Explanation: ______________________
. 31. Scoring of POE: • Can evaluate both the beliefs that students reveal
and the quality of their reasoning. If POE tasks needs to be scored, give
particular weight to the way students reconciles any difference between
observation and prediction.
. 32. KWLH CHART
. 33. KWLH CHART It involves analyzing and organizing what you
know and what you want to learn about a topic before and after the
research is done • Filling out this chart prepares a student for reading
about a topic, helps in reviewing what has been learned about the
material, gives help in obtaining more information, and makes the
students ready to write about what they’ve learned
. 34. NOW ANT EARN OW What I KNOW What I WANT to Know What
I LEARNED HOW Can I Learn More COLORS OF LIGHT
. 35. MIND MAPPING and CONCEPT MAPPING
. 36. A mind map is a diagram used to represent words, ideas, tasks, or
other items linked to and arranged around a central key word or idea.
. 37. CONCEPT MAP A schematic representation of meaningful
relationships among concepts. • Good for starting a topic. • Good for
finding any misconceptions. • Gives an insight into the structures the
students has built up about world. • Encourages students to clarify their
ideas using a visual representation. • Assesses current understanding
and assists in further learning.
. 38. 3 Ways by which Concept Maps can be Introduced to Students: 1.
By giving students a few concepts/words and instruct them to devise a
concept map based on the concept given. 2. By giving students texts
and ask them to identify key words and make a concept map to link
those words. 3. By giving students freedom to build concept maps on
any topics.
. 39. Mind map • Suitable to use before lesson to * brainstorm ideas *
identify prior knowledge • Features : * No linking words * No arrows •
Good to use during/after lesson * to consolidate understanding * to do a
summary of session • Example : Mammals Warm blooded Feed young
With fur/ hair With backbone Can move Concept map • Suitable to use
before lesson to : * brainstorm ideas * identify prior knowledge and
misconception • Features : * Got linking words * Got arrows with
correct direction • Good to use during/after lesson * to modify
misconception * to consolidate understanding * to do a summary of
session • Example : Mammals dogs for example are Mammary glands
Give birth
. 40. Animal Grass Plant Living thing Cow is a produces needs Can can
be eats e.g. Can can be
. 41. Concept Cartoon
. 42. What is Concept Cartoon? “ cartoon-style drawings presenting
characters with different viewpoints around a particular situation”.
(Roesky & Kennepohl, 2008)
. 43. Concept Cartoon Concept cartoons are extremely versatile as a
teaching strategy (Brenda Keogh and Stuart Naylor, 1999), They may
be employed across subjects, such as in the development of reading skills
in English, or the teaching of problem solving in Math.
. 44. Concept Cartoon • Feature cartoon-style drawings showing
different characters arguing about an everyday situation. • Designed to
intrigue, promote discussion and to stimulate scientific thinking • Puts
 forward a range of viewpoints about the science involved in everyday
situation.
. 45. Concept Cartoon and Assessment • Concept cartoons can be used
as an alternative assessment (Youngjin Sons, Misook Heo, Larry
Krumenaker & Deborah Tippins) • Concept cartoons can be used to get
access to learners’ ideas, to probe their level of understanding and to
highlight any confusion they may hold.
. 46. 3 Ways of Using Concept Cartoon as an Alternative Assessment
Tool • Assessing students’ prior conceptions • Assessing students’
progress and difficulties with learning • Assessing students’ learning
outcomes
. 47. Examples of Effective Assessment/Evaluation Practices in a
Constructivist Classroom
. 48. 1. Anecdotal Records These are a form of ongoing assessment of
observations of students in the classroom. These jot-notes give the
teacher information about how the student is processing information,
collaborating with other students and general observations on learning
styles, behaviors and attitudes.
. 49. 2. Celebration of Learning • This is a demonstration where
students can share their expertise in different subject areas with other
students, teachers and parents.
. 50. 3. Exit Cards • This is a short and easy activity for checking
student knowledge before, during and after a lesson. • Teacher may ask
3 questions to the students so teacher can quickly check the answers
and plan necessary instructions.
. 51. 4. Graphic Organizers • Graphic organizers are instructional tools
and they are used for illustrating prior knowledge.
. 52. 5. Journals • Teacher can use journals for assessing for process of
learning and student growth. Open- ended and reflective questions for
the students can be journals. • Journals provide insight on how the
learners are synthesizing their learning.
. 53. 6. Oral Presentations • Students share their knowledge verbally in
oral presentations. • Some students may prefer to do an oral
presentation by using multimedia.
. 54. 7. Peer Assessment • This is an assessment in which learners give
written or verbal feedback to another learners. • Checklists, rubrics or
written response to peer work can be used by peers.
. 55. 8. Portfolios • A portfolio means a representative collection of a
student’s work. • A student portfolio includes best work to date and a
few “works in progress” that show the process. • Students show their
knowledge, skills, and abilities by using different ways apart from
traditional media such as exams and essay.
. 56. 9. Project-Based Learning • This is an instructional strategy that
gives opportunity to students to discover answers to their questions
through real-world investigation. • These are learning opportunities
that motivate students and integrate many curriculum aims.
. 57. 10. Rubrics • These are marking guides or sets of expectations used
to assess student level of understanding, students know the expectations
and what they need to do in order to be more efficient.
. 58. 11. Simulation • Role playing during the operation of a
comparatively complex symbolic model of an actual of hypothetical
social process.
. 59. 10 Basic Learning Principles In Constructivism
. 60. 1. Learning is a process of structuring meaning in an active way. •
Learning includes conceptual changing
. 61. 2. Learning is a reconstruction for developing
students‘ apprehension to more complex and effective mode
. 62. 3. Learning is subjective. Learning is internalization of
students‘ learning with different symbols, graphics, metaphors and
models.
. 63. 4. Learning is shaped with situations and the condition of
environment.
. 64. 5. Learning is social process. It means that learning develops
through communication such as sharing their perspective, exchanging of
information and solving problems collaboratively. • *students learn
solving problems such as real life problems instead of making exercises.
. 65. 6. Learning is an emotional process because mind and emotion are
associated with each other so the nature of learning are affected from
these factors. the student‘s ideas about his abilities, the clearness of
learning goals, personal expectations and motivation for learning.
. 66. 7. The appropriateness of learning to students‘ development in
terms of difficulties, its association with student‘s need or real life is
important in learning process.
. 67. 8. Learning is developmental and is affected from person‘s physical,
social, emotional and logical development.
. 68. 9. Learning is student-centered and learning focuses on
students‘ interests and needs not teacher‘s need or lesson book‘s needs.
. 69. 10.Finally, learning doesn‘t start at definite time or doesn‘t finish
at definite time. In contrast it continues in a permanent way.
. 70. Implications to you as teacher?
. 71. “ START BY DOING WHAT’S NECESSARY; THEN DO WHAT’S
POSSIBLE; AND SUDDENLY YOU ARE DOING THE IMPOSSIBLE.” St.
Francis of Assisi
. 72. “It is what teachers think, what teachers do, and what teachers
are at the level of the classroom that ultimately shapes the kind of
learning that young people get.” - Andy Hargreaves and Michael
Fullan-
. 73. “ START BY DOING WHAT’S NECESSARY; THEN DO WHAT’S
POSSIBLE; AND SUDDENLY YOU ARE DOING THE IMPOSSIBLE.” St.
Francis of Assisi
. 74. “ Integrative teaching is cutting across subject matter lines
bringing together various aspects of the curriculum into meaningful
association to focus upon broad areas of study.”
. 75. ACTIVITY • Group half of the participants into 4. Other
participants will act as observers. • Introduce and orient participants on
the mechanics of Rotating Learning Station. • Each group shall perform
the task posted on a station in 3 minutes.
. 76. • Ask a volunteer from each group to report their responses to the
activity. Compare notes/answers. ACTIVITY
. 77. ANALYSIS • How did you find the activity? Why? (Publish) • What
can you say about the task performed by the group? (Publish) • What
insights can we get from the activity? (Publish)
. 78. What is Integrative Teaching? • It focuses on connections rather
teaching isolated facts. • The learners will be able to realize that subjects
being taught to them are not separate and isolated field of knowledge,
but are linked to each other in order to achieve understanding and
concept attainment. • It aims to connect what is learned in school to
real life situations, thus it is more on developing problem solving and
discussions of issues in the real world.
. 79. • Learners will learn to relate what they learn and apply it to their
own daily lives. • Involves consideration on the learners’ individual
differences. These include multiple intelligences and learning styles. The
teacher therefore must present the lesson in various ways that can
cater each learner’s uniqueness.
. 80. The modes of integrative teaching acknowledge that: • students are
rich sources of learning • students are allowed to explore their own
minds and experiences • students are expected to learn the intended
learning standards per grade level more meaningfully • the integrative
learning systems are anchored on the theory of multiple intelligences
and learning styles
. 81. The focus of integrative teaching is on the mastery of the learning
standards (content and performance) in the different learning areas
and on how students could use what they learned from these learning
areas as they face issues/concerns/problems in their day-to-day world.
. 82. Content-Based Instruction • is an approach to language teaching
that focuses not on the language itself, but rather on what is being
taught through the language; that is, the language becomes the medium
through which something new is learned • is “the integration of
particular content with language teaching aims/objectives” • Is based on
the underlying principle that successful language learning occurs when
students are presented in English in a meaningful, contextualized form,
with the primary focus on acquiring information and knowledge
. 83. • Researches have shown that CBI results in effective language
learning, content learning, increased motivation and interest levels. This
is because students learn language best when there is an emphasis on
relevant, meaningful content rather than on the language itself. • In
content-based classes, students have more opportunities to use the
content knowledge and expertise they bring to class – they activate
their prior knowledge, which leads to increased learning of language
and of the content material.
. 84. • In CBI, content becomes the organizing principle: the language
structures, vocabulary and functions are selected by the teacher that
are both necessary for the content and that are compatible with it. •
CBI approach “views that the target largely as the vehicle through
which subject matter content is learned rather than as object of study.”
. 85. Specific steps that the teacher could follow are: Coordinate with
subject teachers about the topics that they will be having. Select a text
from any of these other subject areas. Determine a Filipino or English
lesson that is applicable to the text from the other subject. Plan
tasks/activities that will help students learn identified language skill/s
using the text from the other subject area. Teacher in the subject area
where the text was adapted discusses the topic according to the needed
KSA’s of his/her subject area.
. 86. Focusing Inquiry • an integrative approach that uses questions to
organize learning • like mot interdisciplinary teaching, it goes beyond
conventional questions, whether or not an answer exists • students
become creators of the main process of conducting an investigation and
communicating what was learned to others • process of inquiry is the
organizer of the instructional design while the content is assigned to a
secondary place
. 87. Focusing Inquiry: • Is all about thinking • It offers concrete ways on
how students could approach their studies easier by helping them
become actively involved in their own learning process • Is self-renewing
cycle of questions and answers • Uses what students already know as a
starting point (from prior knowledge, explanation, posters, imagery,
etc.) • Students generate questions about the things they do not know
yet • Students design a method of investigation and gather information
on their own • Students generate answers and interpret information,
other questions may emerge • Cycle of question-and- answer goes on
. 88. The process of inquiry includes the following steps: 1. Frame a
focusing question. (This should be linked to prior knowledge of students)
2. Present a field of factors. (Act as triggers on who? What? When? How?
How much ?) 3. Help students connect or relate facts. (Interpret, infer,
give meaning) 4. Assist learners to generate explanatory ideas.
(generalization) 5. Facilitate how the learners could find answers.
. 89. Generic Competency Model
. 90. • The competency in this model refers to the desired KSAs in every
learning area. • The students learn related proficiencies in different
learning areas at the same time as they undergo experience/s which
teachers in the different learning areas use as springboard for them to
develop shared competencies. • The instructional integrity of the
different learning areas is maintained. • In higher grade level, the
 respective teachers handle their subjects separately. • Teachers on
one-teacher classes such as in lower grades see to it that KSAs in all
learning areas are covered. • The difference lies on the teachers’
thorough planning of what common lesson or activity they could have
for the students to be able to activate their prior knowledge and thus
that the targetted competencies be achieved.
. 91. Suggested steps in using the approach: 1. Decide on a generic
competency that will allow specific competencies in several learning
areas to take part in the integration process. 2. Identify the culminating
performance (what, why and how) that will show if and how far the
students have learned the identified specific and generic competencies.
. 92. 3. Brainstorm the specific skills that you would like the students to
learn from the project/activity that is aligned with the curriculum
guide (performance standards(. Examine if these skills will lead to the
culminating performance. 4. Design the scoring guide/rubrics with
criteria and standard to assess the performance tasks, preferably
through other than paper-and-pencil tests.
. 93. Thematic Teaching • Teaching by theme organizes learning around
ideas. • It provides a broad framework for linking content and
performance from a variety of subjects. • The theme provides coherence,
it gives a “focus” to the activities that accompany the unit. • The theme
helps students see the meaningful connections across disciplines or
learning areas • Have enough breadth to embrace the learning areas
that are being combined, and the depth to support the increasing
growth in students’ cognitive skills.
. 94. Below are the steps for the Integrated Unit Design (thematic based)
1. Decide on a unit theme that will include all learning areas in the
integration process. 2. Identify a major concept to serve as a suitable
“Integrating lens” for the study. This will serve as a measure of whether
the learning areas adhere to the theme. 3. Web the topics for study in
the learning areas around the concept and theme. 4. Brainstorm some
of the “essential understandings” or generalizations about the concept.
. 95. • It conveys a clear, compelling purpose to learners as they link
ideas to actions and learning for life. • The integrated unit design is an
example of thematic teaching. • The model identifies a major concept
(content) with topics from different learning areas webbed around the
theme. • “Essential understandings” and questions are clarified. •
 Processes, and activities are listed and they end in a “performance”
that shows the quality of learning achieved by the students.
. 96. 5. Brainstorm “essential questions” to facilitate study toward the
essential understanding. 6. List the processes (complex performance
that taps multiple intelligences) and list key skills to be emphasized in a
unit of instruction and activities. 7. For each week and each concept in
the unit, write instructional activities to engage the students with
essential questions and processes. 8. Write the culminating performance
to show the depth of learning. 9. Design the scoring guide /rubrics with
criteria and standard to assess the performance task. Innovative types
of assessment may be used to measure progress throughout the unit.
. 97. Thematic Teaching Model Subject Theme English Filipino AP
Science Math TLE Sample instruct- ional activi-ties Have a panel
discussion on the roots of poverty. Discuss “Ang Paksiw na Ayungin”
which deals on poverty. Discuss definition of poverty through an
interview. Discuss/ State how science and techno-logy could lessen
poverty. Answer mathe- matical problems related to the issue of
poverty. List the needs of the family. Prepare/ Make projects that be
sold to increase family income Culminating Activity -
Immersion/Exposure to poor areas in the community.
. 98. • Creative evaluators – use creative assessment tools in order to
get the true picture of students’ learning or mastery of the learning
standards since an integrative class needs complex performance to
create something new that could not be measured by mere
standardized and paper-and-pencil tests.
. 99. Application As instructional leaders what would be your plan of
actions to ensure an application of the pedagogical approaches to fully
implement the K to 12 curriculum?
. 100. Teacher Roles in the Modes of Integrative Teaching • Connection
experts and not just subject experts – selects theme and examines
learning areas and respective materials interlinked with the theme •
Learning strategists – use innovative teaching techniques and strategies
• Multimedia specialists – create and use audio and visual materials
which will be used in the diverse learning tasks in their classes • Not
knowledge gatekeepers and meaning makers but guides and facilitators
of students’ own meaning making
 . 101. “In an interdisciplinary approach the subjects are interconnected
beyond a theme or issue and the connections are made explicit to the
pupils.” Grady Venville, J. W. (2002)
. 102. Thank you Bernie C. Despabiladero Presenter

Webs (The Discussion Kind!) in the Classroom

Discussion Webs are a great way to engage students in meaningful
conversation and spark critical thinking at the same time. Included: Tons of
ideas for active discussions across the curriculum and across the grades!

It's time to dust the cobwebs off your old discussion routines and introduce
your students to -- Discussion Webs!

Discussion Webs are "a special kind of graphic aid for teaching students to look
at both sides of an issue before drawing a conclusion." They help students to
organize their thinking, examine (and learn tolerance for) other points of view,
and draw richer understanding from the materials they read.

But Discussion Webs aren't just for reading. Creative teachers use discussion
webs across the curriculum. And Discussion Webs aren't just for use in middle
schools and high schools. Kindergarten and first-grade teachers are using them,
too!
AN APPROACH THAT INVOLVES ALL STUDENTS

If Discussion Webs were homes to spider families, the Spider "Queen" would be
Donna E. Alvermann, a professor of education at The University of Georgia. It
is Alvermann's treatise on Discussion Webs (published in The Reading
Teacher back in October 1991) that many turn to as the definitive work on
the subject.

Often, in what passes for "classroom discussion," a few highly verbal students
monopolize the stage, notes Alvermann. But the Discussion Web approach
involves students -- allstudents -- in the process.

It does that by incorporating an adaptation of a discussion approach

called think-pair-share. Using this approach, students are asked to respond to
a yes-no thinking question. Then:

 Students think individually about the question that's up for discussion.

They look in the text for information they might use to support their
opinions.

 They discuss their ideas with a partner (as a pair). The partners share
supporting ideas from the text and from their own experiences.

 Then the partners pair up with another set of partners. They work as a
group of four to eliminate contradictions and inconsistencies in their
thinking as they come to a consensus and decide upon one idea that a
spokesperson for the group will share with the class. (There'll be plenty of
time during the classroom discussion for dissenting opinions to be heard.)

"By talking with partners and pairs of partners prior to engaging in

whole-class discussion, students have multiple opportunities to interact,"
explains Alvermann in "The Discussion Web: A Graphic Aid for Learning Across
the Curriculum."

"This type of discussion differs from the more traditional pattern of classroom
interaction in which teachers call on students to respond one at a time,"
Alvermann adds. "Small group discussions also encourage active participation
by shy or quiet students and by students whose first language is not English."

DISCUSSION WEBS INCORPORATE ALL FOUR

LANGUAGE ARTS

The Discussion Web, as defined by Alvermann, has its basis in an article written
by James Duthie in The History and Social Science Teacher. Duthie used what
he called the Web Outline to help his students write analytical essays in
response to classroom readings.

The physical layout (we'll get to that in a second!) of the Discussion Web is
similar to Duthie's Web Outline. But Alvermann has broadened the approach
and incorporated the think-pair-share strategy. The Discussion Web differs
from the Web Outline in several distinct ways, Alvermann says:

 "The Discussion Web incorporates all four of the language arts (reading,
writing, speaking, and listening), not just reading and writing.

 "It functions as either a prereading or prewriting strategy, not just as a

postreading strategy.

 "The Discussion Web requires students to work in cooperative learning

groups, not alone."

AN EXAMPLE

"The Discussion Web approach can be used with students of all ages," says
MaryEllen Vogt in Lively Discussions!, published by the International Reading
Association. Vogt provides several examples of the Discussion Web strategy in
action across the grades.

For very young children, Vogt provides the example of Nancy

Shaw's Sheep series, published by Houghton Mifflin (Sheep on a Jeep, Sheep in
a Ship, Sheep in a Shop, Sheep Out to Eat...). Teachers love these books for the
language and phonics skills they teach. And kids love them for the goofy fun,
the humorous illustrations, and the rhyming text.
Vogt uses young children's exposure to these delightful books as the basis for
discussion. She poses to students this question: Would sheep make good pets?

Vogt follows a Discussion Web form prescribed by Whisler and Williams (see
references):

 Students draw on information from the texts, from previous classroom

discussions, and from their own experiences as they think about this yes-no
question and discuss it with a partner.

 The partners must come up with evidence that supports a "yes" position
and also a "no" position. Opinions are fine as long as they are supported by
information from the text or by personal experience. (See illustration
below.)

 Then the partners are paired with another set of partners to form a
discussion group. The members of the group share their responses. Together,
they reach a consensus on a pro or con point of view. Then students have
the opportunity to share their point of view with the entire class.

 As a follow-up, students might be asked to debate the question or to

support and write their individual opinions.

This is how one pair of students might have responded in the second step above:

Yes No

They are soft to lean on. - Would sheep make - good They're too big.
pets?
|| ||

They would be fun. They eat too much.

|| ||

They're cute. They are messy.

|| ||

They're my size. They are noisy.

 || ||

They're easy to hold on

They are stinky.
to.

Source: Lively Discussions!, p. 189

DISCUSSION WEBS ACROSS THE GRADES AND THE

CURRICULUM

The simple format demonstrated above could be used across the grades and
across the curriculum, Vogt says.

"Older students might debate the merits of current events issues, political
questions, or decisions that were made in years past," explains Vogt. "For
example, students might respond to the question Given the information he had,
should General George Custer have mounted his attack?"

"The Discussion Web works equally well with narrative and expository text,"
Vogt adds.

Alvermann, in her article in The Reading Teacher, provides many examples of

Discussion Webs as they've been used by teachers across the grades. Among her
examples are these:

 After reading Jack and the Beanstalk, kindergarten students were

asked to discuss Was it right for Jack to bring home things from the giant's
castle?

 After reading The Hobyahs, second-graders were asked to discuss Was

Turpie wise to jump into the Hobyah's machine?

 After reading Stone Fox, students are asked Did Willy deserve to win?

 After reading Island of the Blue Dolphins, fourth graders were asked to
respond to the question Should Karana have gone back to get her brother
Ramo?
Jeanne Swafford, an associate professor of language literacy education at
Texas Tech University, uses Alvermann's article to introduce her college
students to Discussion Webs as a classroom strategy.

Swafford provides students with ideas for literature-based Discussion Web

questions and solicits additional ideas from her students. Among the examples
she shares are:

 After reading The Little Red Hen to kindergartners and first graders,
she asks Should the little red hen have shared her bread?

 After reading Faithful Elephants: A True Story of Animals, People and

War by Yukio Tsuchiya to upper-grade students studying World War II, she
asks Should the animals have been killed?

MOVING UP THE GRADES

The higher up in the grades you go, the more potential uses for Discussion Webs!
Questions relating to literature can become more involved. The opportunities
for using Discussion Webs across the curriculum widen. And as students polish
their critical thinking and debating skills, they are able to handle more
involved issues.

Swafford uses the Discussion Web strategy across the curriculum. In a paper
she presented at the World Congress on Reading (1990), she suggested a
number of possibilities for using Discussion Webs including:

 Social Studies. Swafford provides the example of the famous

Lincoln-Douglas debates. Students can use the Discussion Web format,
substituting "Lincoln" and "Douglas" for "Yes" and "No." In the box where the
question usually goes, the word "Slavery" could be substituted. Then students
can use their texts and other resources to research the stances taken by
each of the men and to complete the diagram.

 Science. Students can use the Discussion Web format to support possible
explanations for scientific hypotheses. Instead of labeling the columns "Yes"
 and "No," in this case the columns could be labeled "Hypothesis 1" and
Hypothesis 2." (Sample question: Why is acid rain harmful?)

 Literature. Read Edgar Allan Poe's The Tell-Tale Heart. One possible
follow-up discussion would focus on the narrator: Is the narrator of the
story sane or insane? Students write their thoughts in the appropriate
columns.

 Math. Teachers might provide for students a math word problem such
as:

The two children, 9-year-old Susan and 11-year-old Mario,

delivered 3 dozen cookies to their neighbor. If the cookies sold for
90 cents a dozen, how much money should Susan and Mario
collect?

Students label one side of the Discussion Web "relevant" and the
other side "irrelevant." Then they sort the number facts
presented in the problem into two categories -- that
information needed to solve the problem and that information
that is unneeded. (For example, in the problem above, the
numbers two, 9 and 11 are irrelevant numbers; the numbers 3
and 90 are the relevant numbers.)

Another possible literature-related use for Discussion Webs from Alvermann's

article: Students might use the Discussion Web to analyze an author's
perspective. For example, after reading E.B. White's Charlotte's Web, students
might be asked to respond to the question Did E.B. White believe in animal
rights?

USING DISCUSSION WEBS TO TEACH DIFFICULT

CONCEPTS

Discussion Webs can be used to teach difficult-to-understand concepts --

concepts that often contradict students' experiences and ideas, says Swafford.
For example, a Discussion Web could be created that has at its center the
question (concept) "Why Do the Seasons Change?"
"In the column on one side of the question, students record what they think
before they engage in reading and other classroom experiences," Swafford
explains. "As students gather information about why seasons change from
other sources, they list that information in the second column."

"Throughout their study of the seasons, students have the opportunity to

discuss the information they add to their Web," continues Swafford. "If the
information they've learned contradicts their original ideas about why the
seasons change, that cognitive dissonance will hopefully help them to modify or
change their ideas to more closely match the scientific explanation."

"A study done in the early 90s by Guzzetti found Discussion Webs to be one of
the most beneficial strategies for promoting conceptual change," adds
Swafford.

MORE SUGGESTIONS FOR ADVANCED DISCUSSION

WEBBERS!

In a 1996 Journal of Adolescent & Adult Literacy article, authors Julie Fisher
Robertson and Donna Rane-Szostak provide a two-step approach for students
to analyze written dialogues for bias and errors in thinking. They offer a
laundry list of questions that might serve as fuel for their approach. Some of
those questions would be perfect ones for applying the Discussion Web strategy
and format at the upper grades:

 Are televangelists hypocrites?

 Is it wrong for lawyers to defend accused people?

 Does media violence cause real violence?

 Is feminism responsible for the family breakdown?

 Is assisted-suicide a crime?

 Should education remain compulsory?

 Should World War II criminals still be tried?

 Are pay differences by gender unfair?

The possibilities for using Discussion Webs in the classroom are endless. They
are limited only by the creativity of teachers. No! The possibilities aren't even
limited by that! Because once the strategy is used -- once students grow
familiar and comfortable with it -- the students are bound to start coming up
with their own questions!

And the benefits of using Discussion Web strategies are many.

Perhaps James Barton best summed up the value of Discussion Webs (and
other graphic organizers) in a recent Journal of Reading article: "To put it
simply, the human mind craves organization... [Webs] are one practical way of
giving the mind what it requires."

Article by Gary Hopkins

Education World® Editor-in-Chief
Copyright © 2002 Education World

Related Resources

 "The Discussion Web: A Graphic Aid for Learning Across the Curriculum"
by D.E.Alvermann, The Reading Teacher, October 1991.

 Using Discussion to Promote Reading Comprehension by D.E.Alvermann,

D.R.Dillon, and D.G.O'Brien. International Reading Association (Newark, DE,
1987).

 "The Web: A Powerful Tool for Teaching and Evaluation of the

Expository Essay" by J.Duthie, The History and Social Science Teacher,
volume 21 (1986).

 "Creating a Response-Centered Curriculum with Literature Discussion

Groups" by M. Vogt; chapter 12 in the book Lively Discussions!, published by
the International Reading Association; Newark, DE (1996). [Read a review
of Lively Discussions! this week on Education World's Books in Education
page.]

 "Discussion Strategies for Improving Reading and Writing to Learn" by J.

Swafford; paper presented at the World Congress on Reading in Stockholm,
Sweden (July 1990).
 Literature and Cooperative Learning: Pathway to Literacy by N. Whisler
and J. Williams, Literature Co-Op, Sacremento, CA (1990).

 "Cueing Thinking in the Classroom: The Promise of Theory-Embedded

Tools" by J.McTighe and F.T. Lyman, Educational Leadership, volume 45,
number 7 (1988).

 "Using Dialogues to Develop Critical Thinking Skills: A Practical

Approach" by J.F. Robertson and D. Rane-Szostak, Journal of Adolescent &
Adult Literacy, April 1996.

 "Conducting Effective Classroom Discussions" by J. Barton, Journal of

Reading, February 1995.

 "Approaching Literature Through Talk" by P.M. Dolyniuk, English

Quarterly, Summer 1995.

 "Literature Webbing Predictable Books: A Prediction Strategy That

Helps Below-Average First-Grade Readers" by D.R. Reutzel and P.
Fawson, Reading Research and Instruction, Summer 1991.

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