TEACHeXCELS Module 6 PDF

TEACHeXCELS
MODULE 6
Facilitate the Teaching-Learning

Process
Second Edition

Second Edition
SEAMEO INNOTECH
Copyright © by SEAMEO INNOTECH
All rights reserved. Published 2010.
Printed in the Philippines
ISBN 978–971–0487–30–1
No part of this publication may be reproduced or distributed

in any form or by any means, or stored in a database or
retrieval system, without prior written permission of
SEAMEO INNOTECH.
www.seameo-innotech.org
www.innotech.org
Contents
What Is This Module About? ............................................................................... 1
What Will You Learn? ........................................................................................... 2
Flow of Instruction ................................................................................................ 4
What Do You Already Know? ............................................................................. 5
Feedback ................................................................................................................. 7
How Do You Rate Yourself? ................................................................................. 8
Lesson 1: Understanding the Facilitative Teaching-Learning Process ......... 10
What Is This Lesson About? ............................................................................. 10

What Will You Learn? ....................................................................................... 11
Let’s Read ............................................................................................................ 11
Let’s Try This (Activity 1.1) ............................................................................. 13
Feedback ............................................................................................................. 13
Feedback ............................................................................................................. 15
Let’s Think About This ..................................................................................... 15
Let’s Read: What Is a Teaching Philosophy? ................................................. 16
Let’s Try This (Activity 1.3): How to Write a Statement of
Teaching Philosophy ..................................................................................... 17
Let’s Think About This: What Is Facilitative Teaching?................................ 20
Let’s Read: Roles and Behaviors of Facilitative Teachers ............................ 21
Let’s Read: Roles of the Principal in Supporting Facilitative
Teaching-Learning ......................................................................................... 25
Let’s Study: Teaching Styles ............................................................................. 27
Let’s Try This (Activity 1.5): Teaching Style Self-Evaluation ...................... 28
Let’s Read: Teaching Style Categories ............................................................ 32
Let’s Think About This: The All-Round Flexible and Adaptable Teacher ... 34
Feedback ............................................................................................................. 35
Let’s Read: Teaching Techniques That Will Benefit All Learners ............... 35
Let’s Remember ................................................................................................. 37
How Much Have You Learned From This Lesson? ...................................... 39
Feedback ............................................................................................................. 42
Lesson 2: Toward Effective Teaching-Learning ................................................ 43

Let’s Study: Learning Styles ............................................................................. 46
Let’s Read ............................................................................................................ 47
Let’s Read: Myths and Facts About Learning ............................................... 49
Let’s Try This (Activity 2.2): Learning Styles Inventory ............................. 52
Let’s Study: Motivating Students to Learn .................................................... 56
Let’s Read: The Science and Art of Teaching ................................................. 59
Let’s Try This (Activity 2.3) .............................................................................. 61
Let’s Study: Intrinsic and Extrinsic Motivation for Learning ..................... 61
Let’s Try This (Activity 2.4) .............................................................................. 64
Feedback ............................................................................................................. 65
Let’s Read: Teacher Expectations and Student Behaviors ........................... 65
Let’s Study: Effective Teaching Strategies ...................................................... 67
Let’s Read: Motivating Students to Learn ...................................................... 69
Let’s Remember ................................................................................................. 73
Feedback ............................................................................................................. 82
Lesson 3: Enhancing Questioning and Active Learning Skills for

Effective Teaching ............................................................................... 83

Let’s Read: Asking Good Questions to Enhance Learning .......................... 86
Feedback ............................................................................................................. 89
Let’s Read: Tips for Asking Questions ............................................................ 91
Let’s Study: Active Learning ............................................................................ 92
Let’s Read: Reflective Teaching: Thinking About Teaching Toward
Professional Growth ...................................................................................... 95
Let’s Study .......................................................................................................... 97
Let’s Remember ................................................................................................. 98
Feedback ............................................................................................................. 102
Let’s Sum Up .......................................................................................................... 103

How Much Have You Learned From This Module? ........................................ 104
Feedback ................................................................................................................. 107
How Do You Rate Yourself Now? ....................................................................... 108
Let’s Apply What You’ve Learned (Module Assignment) ........................... 109
Key to Correction .................................................................................................. 110
Suggested Readings/Websites ............................................................................ 128
Glossary .................................................................................................................. 129
References ............................................................................................................... 133
Annex A: Constructivism ..................................................................................... 137
Annex B: Teaching Behaviors That Encourage Student Learning .................. 139
Annex C: Variables That Enhance Learning ...................................................... 143
Annex D: Constructivist Teaching Behaviors .................................................... 145
What Is This Module About?
As a school head, you are expected to be the instructional leader in your
school. You are like the captain of a ship as you guide your school toward
its goal, that is, to provide good education to its students. The captain
is responsible for charting the course of the voyage as well as the fate of
everyone on the ship. He/She does not only need to know where to go, but
also how to get there on time.
Being an instructional leader requires you to know how to facilitate the

teaching-learning process and train the teachers in performing this task
effectively. You need to be able to help your teachers acquire the right skills
for effective classroom instruction and to manage their students’ behaviors
through effective facilitation skills. You should also be able to inspire
teachers to take the necessary steps to motivate their students to learn. You
may wonder, “How are these achieved? What can I do to help my teachers
become facilitators of the teaching-learning process?”
This TEACHeXCELS module has been designed to equip you with

important school head competencies that will enable you to lead the
teachers in your school towards teaching and learning excellence. This
module focuses on your important role in developing and enhancing
your teachers’ knowledge, skills, and values as facilitators of the teaching-
learning process. The more effectively your teachers perform their tasks,
the greater your students’ educational achievements will be.
Do you want to learn more about effective teaching-learning processes

and strategies that you can share with teachers in your school? Then this
TEACHeXCELS module is for you.
Facilitate the Teaching-Learning Process 1

What Will You Learn?
After studying this module, you should have enhanced your competencies
on facilitating the teaching-learning process and how you can effectively
share these with the teachers that you lead. You will develop skills that,
when transferred to your teachers, will help them deliver instruction more
effectively. You are expected to be able to do the following after completing
the lessons in this module:
• Describe the characteristics of facilitative teaching.
• Discuss the role of teaching philosophy in facilitating
the teaching-learning process.
• Write your statement of teaching philosophy.
• Guide your teachers in writing their statements of teaching

philosophy.
• Analyze your teaching style.
• Explain teaching styles to teachers.
• Guide the teachers in interpreting their teaching styles.
• Explain the different learning styles and factors that affect

learning.
• Explain motivation in the context of teaching and learning.
• Demonstrate effective teaching strategies to teachers.
• Train teachers in formulating enabling and challenging questions.
• Promote active learning and reflecting thinking.
• Guide teachers in preparing lesson plans that integrate facilitative

teaching.
This module is composed of three lessons that will familiarize you with
strategies and techniques that can enhance the teaching-learning process,
namely:
Lesson 1. Understanding the Facilitative Teaching-Learning Process
Lesson 2. Toward Effective Teaching-Learning
Lesson 3. Enhancing Questioning and Active Learning Skills

for Effective Teaching
2 Facilitate the Teaching-Learning Process

Lesson 1, Understanding the Facilitative Teaching-Learning Process, will
introduce you to the characteristics of an effective facilitative teaching-
learning process. It will also capacitate you on writing a teaching philosophy,
which serves as the foundation of a teacher’s instructional activities. You
will also study the four teaching styles and the roles teaching styles play in
facilitating teaching and learning.
Lesson 2, Toward Effective Teaching-Learning, describes the different

learning styles of students. You will learn the factors that affect learning,
as well as the common myths about learning styles. You will also be
familiarized with students’ intrinsic and extrinsic motivations for learning
and issues related to the use of verbal praise as an educational motivator.
Lastly, you will learn several strategies that can enhance teaching-learning
in your school.
In Lesson 3, Enhancing Questioning and Active Learning Skills for

Effective Teaching, you will learn how to demonstrate to your teachers the
formulation of enabling questions, activities that promote active learning,
and reflective thinking in order to enhance the teaching-learning process.
The lessons covered in this module will provide you with the essential
knowledge and skills that will help your teachers enhance your school’s
teaching-learning activities.
Each lesson can be completed in about two hours. The whole module can,
therefore, be completed in about six hours if you really take time to sit
down and work on it. It may, however, take you about a week to work on
the lessons on a part-time basis. Make sure you work diligently on the said
activities and tests to find out how much you have learned.

Flow of Instruction
Lesson Focus Topics
1. Understanding Defines what a • What is a Teaching
the Facilitative teaching philosophy Philosophy?
Teaching-Learning is. • How to Write a
Process Statement of Teaching
Describes the Philosophy
characteristics
of facilitative teaching. • What is Facilitative
Teaching?
Discusses the four • Teaching Styles
categories of teaching
• Teaching Styles Self-
styles.
Evaluation
• Teaching Style
Categories
2. Toward Effective Describes the learning • Learning Styles ·
Teaching-Learning styles of students and • Common Myths

the factors that affect about Learning
their learning.
• Learning Styles
Discusses students’ Inventory
motivation for • The Science and Art
learning as well as of Teaching
strategies that can
• Motivating Students:
enhance teaching-
Effective Teaching
learning in school.
Strategies
• Instrinsic and
Extrinsic Motivation
for Learning
• Effective Teaching
Strategies
3. Enhancing Explains how to • Asking Good
Questioning and formulate enabling Questions to Enhance
Active Learning questions to enhance Learning
Skills for Effective learning. • Strategies to Convert
Teaching Simple Questions to
Provides instructions More Challenging
on how to apply active Ones
learning strategies.
• Active Learning
Examines reflective • Reflective Teaching:
teaching and how Thinking About
teachers can engage Teaching Toward
in it. Professional Growth

What Do You Already Know?
To find out how much you already know about the concepts that will be
discussed in this module, try to answer the following questions.
1. What is the rationale behind writing a teaching philosophy?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What is facilitative teaching?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. The four learning styles based on a learner’s sensory preference

are provided below. Give two examples of teaching/instructional
activities that can maximize each learning style in the
spaces provided.
a. Visual
___________________________________________________________
___________________________________________________________
b. Auditory
___________________________________________________________
___________________________________________________________

c. Kinesthetic
___________________________________________________________
___________________________________________________________
d. Tactile
___________________________________________________________
___________________________________________________________
4. Discuss the role of motivation in learning.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. What might happen if teachers failed to provide students with choices

in terms of learning activities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. Can you tell between effective and ineffective praise? Write E on the
spaces beside the praise statements that are effective, and I for ineffective
praise statements.
________ a. Good job!

________ b. I am glad you completed your project on time.
________ c. You have the most scientific solution in your group.
7. Why is reflective teaching important?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

8. Why should teachers choose enabling questions over recall questions?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
Check your answers by comparing them with those in the Key to Correction
on pages 110-112. Some of your answers may not be expressed in exactly
the same way, but as long as the thoughts they express are similar, mark
your answers as correct.
The perfect score is 17 points. If you got 15 or more correct answers, you
are already very familiar with the contents of this module. However, you
may still need to study this module to refresh your memory and learn new
concepts. If you got a score of 14 or lower, the more you should study this
module carefully in order to acquire the knowledge, skills, and values
that will make you an effective instructional leader, especially in terms of
facilitating the teaching-learning process.
Before you proceed to Lesson 1, evaluate your current competency level by

filling out the following checklist.

How Do You Rate Yourself?
SELF-RATING COMPETENCY CHECKLIST
Directions: The checklist below contains a list of competencies covered in

this module. For each competency, there are four possible levels of mastery
(Novice, Apprentice, Practitioner, Expert). You will use this matrix to rate
your level of mastery of each competency prior to studying the module
(PRE), and after you complete the module (POST). For each competency,
place a check mark (p) under the appropriate “PRE” column which best
describes your level of mastery prior to studying the lessons of the module.
You will place a check mark (p) under the appropriate “POST” column
when you have completed the module. Comparing your two self-ratings
on the PRE and POST columns will tell you whether you have improved
your competency level or not.
I cannot I am I can do this I can

do this learning how but I need to do this
yet to do this learn more very well
COMPETENCY (Novice) (Apprentice) and improve (Expert)
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
1. Discuss the
role of teaching
philosophy
in facilitating
the teaching-
learning
process.
2. Write your
statement
of teaching
philosophy.
3. Describe the
characteristics
of facilitative
teaching.
4. Analyze your
teaching style.

I cannot I am I can do this I can
do this learning how but I need to do this
yet to do this learn more very well
COMPETENCY (Novice) (Apprentice) and improve (Expert)
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
5. Explain the
different
teaching styles
to teachers.
6. Guide teachers
in interpreting
their teaching
styles.
7. Explain the
different
learning styles
and factors that
affect learning.
8. Explain
motivation in
the context of
teaching and
learning.
9. Demonstrate
effective
teaching
strategies to
teachers.
10. Train teachers
in formulating
enabling and
challenging
questions.
11. Promote active
learning and
reflecting
thinking.
12. Implement
facilitative
teaching and
learning in your
school.

LESSON
Understanding the Facilitative
1 Teaching-Learning Process
What Is this Lesson About?

As the instructional leader in your school, you play an important role in
directing it toward achieving its educational goals. You are, therefore,
expected to constantly provide guidance to your teachers to help them
deliver quality education to their students. But how is quality education
achieved? Quality education is achieved primarily through the effective
facilitation of the teaching-learning process. The teaching-learning process
is the heart and soul of schools. It forms the core of the “business of
education.” Therefore, this important activity must be done well if schools
are to be described as successful in achieving their goals. Students go to
school not simply to absorb information. They also have to be trained on
what to do with such information and how to apply what they learn to
real-life situations.
However, before teachers can be expected to facilitate the teaching-learning

process well, you first need to help them reflect on their beliefs and attitudes
about teaching and facilitation of learning. Why did they become teachers
in the first place? What kind of teachers are they striving to become? What
beliefs about students and learning do they hold as important pillars in
providing instruction? Knowing their basic attitudes, beliefs, and practices
will give you a good opportunity to examine why they encounter certain
problems in the facilitation process. This is just like going back to their
teaching foundations or philosophies. Are you familiar with your teachers’
teaching philosophies? Whether you are familiar with the development of
a teaching philosophy or you simply need to refresh your memory, this
lesson is a good place for you to start.

Through this lesson, you will learn how to prepare a statement of teaching
philosophy. You will also be able to determine the characteristics of a
facilitative teaching-learning process, know about the different teaching
styles, and how these can affect the teaching-learning process. Are you
now ready to know more about these important factors that can affect your
teachers’ performance as instructional providers? If you are, then read on.

After studying this lesson, you should be able to:
• Write your own teaching philosophy.
• Guide your teachers in writing their own teaching philosophies.
• Discuss the characteristics of a facilitative teaching-learning process.
• Differentiate the four teaching styles.
• Evaluate your teachers’ teaching styles.
Let’s Read
Read the two scenarios below carefully.
Teacher A
Mr. Kamulwat is a third-grade teacher in a primary school. He has been
teaching for five years. He loves teaching and considers it his vocation.
He believes that students have their own unique abilities that he can
help develop by giving them opportunities to learn and practice their
skills. He feels that his students have as much to teach him as he them
so he encourages his students to ask questions and plan activities that
will enable them to apply new lessons to practical situations. He gives
his students opportunities to work in groups and come up with projects
that further explore their new skills.
As Mr. Kamulwat encourages his students to discover their potentials,

he also makes sure that he rediscovers himself by enrolling in
professional development courses available for teachers.

Teacher B
Mrs. Prinsakorn is a teacher in a primary school. She believes that
students are like empty vessels that need to be filled with knowledge.
Indeed, it is her role as a teacher to provide them with as much knowledge
as possible. Her preferred teaching method is lecturing. She gives long
assignments to her students to encourage them to think more. She
believes in the authority of the educator. Hence, she has the tendency
to be very strict in class. She frowns upon noise and unnecessary class
activities. Mrs. Prinsakorn follows a carefully prepared lesson plan
every time. She expects her students to listen to her attentively when
she gives lectures. She asks them questions to make sure they learned
the concepts she presented. She views students as passive receivers of
information. She looks at her role in education much like a driver does
his/her passengers. And, of course, in that situation, the driver is given
total control.
Just as Mrs. Prinsakorn meticulously plans her lessons and sticks

to the plan, she has carefully laid out her own career path targeting
promotions in the school.
In whose class would you rather belong — Mr. Kamulwat’s or

Mrs. Prinsakorn’s? Why? Who provides students more opportunities to
really think and process rather than just absorb information? How are their
teaching approaches different?

Let’s Try This (Activity 1.1)
Let us compare the two teachers. Go back to the stories and fill out the
columns of the table below.
Teaching Beliefs Components Mr. Kamulwat Mrs. Prinsakorn
Beliefs about good teaching
Preferred class activities
Beliefs about students
Learning goals for students
Goals for self-improvement
Feedback
Compare your answers with those in the Key to Correction on page 112. If
your answers are similar to mine, that’s great! If you have other answers,
share and discuss them with your co-learners and Flexible Learning Tutor.

Answer the questions below about Mr. Kamulwat and Mrs. Prinsakorn
before proceeding to the next part of the lesson.
1. Who would you prefer to be a teacher in your school? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Why are the two teachers’ teaching beliefs and attitudes different?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Why is it important to examine a teacher’s beliefs and attitudes?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Feedback
The previous activity shows you that teachers teach differently using
different techniques and approaches because they have different teaching
philosophies. A teaching philosophy describes teachers’ beliefs about how
learning occurs, how they can intervene in this process, what chief goals
they have for students, and what actions they should take to implement
their intentions for students.
Teachers’ beliefs and attitudes are different from one another’s because they
are unique individuals who have different experiences. These experiences,
whether acquired from their training as teachers or when they were still
students, form the foundation of their teaching attitudes and activities. For
a school head like you, helping teachers examine and reflect on their beliefs
and attitudes about teaching-learning is an important step toward making
them more effective providers of instruction.
Let’s Think About This

Do you know the functions or purposes of a teaching philosophy? Write
your ideas on the lines below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Read on to check your answer.

Let’s Read
What Is a Teaching Philosophy?
The activity shows you that teachers teach differently using different
techniques and approaches because they have different teaching
philosophies. A teaching philosophy is a set of beliefs that a teacher values
as well as uses as a guide in instructional activities. It encompasses the
teacher’s beliefs about students, learning, teaching, and his/her role as an
educator.
Purposes
A teacher’s statement of teaching philosophy does several things. It can:
- Clarify what the teacher believes good teaching to be.
- Explain what the teacher hopes to achieve in teaching.
- Contextualize his/her teaching strategies and other evidence of

teaching effectiveness.
- Promote and provide an opportunity for reflection and professional

development in teaching.
- Provide a means for others to learn from the teacher’s experiences.
Components
A statement of teaching philosophy is composed of the following

components:
- The teacher’s definition of good teaching, with an explanation of

this particular definition.
- A discussion of teaching methods: how does the teacher implement

his/her definition of good teaching?
- A discussion of evaluation and assessment methods used and a

description of how they support the teacher’s definition of good
teaching.
- The teacher’s description of his/her students, and their most

important learning goals and challenges.

- The teacher’s description of his/her teaching goals: with what
content, skills, or values should students leave his/her classroom?
- What are the teacher’s goals for improving his/her teaching?
Before you can help your teachers determine their teaching philosophy, it
would be best if you yourself could undergo the experience of defining your
own teaching philosophy and writing your own philosophy statement. Are
you ready to do that now? Then, proceed to the next activity.
How to Write a Statement of Teaching Philosophy
Write your own statement of teaching philosophy by following the format

below and the 10 steps to completion suggested by Pratt & Collins (2001).
Format
- Your statement of teaching philosophy should be as concise as

possible: 1-2 pages single spaced (the document may be slightly
longer if it includes information on specific teaching strategies).
- Include generous white spaces between paragraphs to allow for

ease of reading and to provide space for comments.
- Write in a personal, relatively informal tone, usually in the first

person. Sometimes, mentioning the names of scholars who have
been particularly influential to your teaching can be valuable.
10 Steps to Completion
1. Identify one or two of your most effective teaching methods. Why

are these methods effective?
2. Jot down what you know about your students and how they
learn.

3. Review some of your teaching materials (lesson plans,
assignments). What are their strengths? How would you improve
them?
4. Consider some of the issues that shape your teaching: What do

you hope will be the result of your teaching?
What school factors affect the way you teach? What were some
critical moments or experiences for you as a teacher? How do you
know that a teaching activity or a course has been successful?
Consider how these issues are connected.
5. Do your teaching materials reflect your understanding of your

students and their needs? Do you derive your teaching goals
from a positive or negative experience with particular teaching
activities?
6. Using these notes and reflections, write a draft of your philosophy

statement in narrative form.
7. What evidence do you have of your teaching effectiveness

(teaching materials, feedback from students and colleagues)? Does
this evidence reflect what you have identified as your strengths
and priorities as a teacher?
8. Re-write the philosophy statement, taking into account your

evidence of teaching effectiveness.
9. Have someone else read the statement.
10. Re-write the philosophy statement a second time, incorporating

feedback from others.
Use these ten (10) steps to help guide you in preparing your own teaching
philosophy statement. Write your teaching philosophy statement on a
separate piece of paper or in your learning journal. Share your teaching
philosophy statement with your co-learners and Flexible Learning Tutor
for feedback.

Now that you have successfully written your statement of teaching
philosophy, it’s time for you to share the knowledge and skill with your
teachers.
Call the teachers to a meeting. Discuss with them what you learned about
teaching philosophy. Encourage them to ask questions, and then ask them
to prepare their own statements of teaching philosophy. Provide them with
a copy of the format and the 10 Steps to Completion.
After your teachers have written their statements of teaching philosophy,

ask two of them to volunteer to present their outputs before the group.
Provide positive feedback and encouragement and ask the other teachers
to do the same. Ask all the teachers to include their statements of teaching
philosophy in their teaching dossier. A teaching dossier is a five- to eight-page
document with appropriate appendices. It is an opportunity to document
and present teaching achievements both for self-assessment and for review
and interpretation by others who make personnel decisions (SEAMEO
INNOTECH, 2010).
Review the statements of teaching philosophy of your teachers. What can

you say about them in relation to the educational goals of your school?
Write your insights on the space provided.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

What Is Facilitative Teaching?
It is well known that learners differ from one another. They come from
diverse cultural backgrounds and they have a wide range of learning
needs. Some may have challenging physical, mental, and social problems.
Others may not be strongly motivated to learn. Learners also tend to vary
significantly in the degree to which they are willing to engage in self-directed
learning by comparison with learning under close teacher guidance. They
also differ in how much they prefer to learn using a hands-on approach as
opposed to learning through listening and reading. Correspondingly, some
teachers may not possess the facilitation skills needed to deal with learners
of diverse learning styles and preferences.
This scenario calls for the intervention of a school head like you. As an
instructional leader, your guidance to your teachers on good teaching for
diverse students is crucial. Good teaching is now understood to involve a
process of facilitating learning rather than being the simple transmission of
knowledge from the teacher to the learner.
What comes to your mind when you hear the phrase “facilitative teaching”?
What roles should teachers take as facilitative teachers? Write your answers
on the space below:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Facilitative teaching is teaching that guides, instigates, and motivates
students to learn. It uses learner-centered teaching-learning practices,
instead of teacher-centered ones. As such, the teacher is the facilitator
rather than the source of learning. The facilitative teacher effectively
implements appropriate instructional strategies and creates a positive
learning environment in the classroom (Methodist University, 2010). The
box below describes the roles of facilitative teachers.
Let’s Read
Roles and Behaviors of Facilitative Teachers
The teachers in your school play a crucial role in facilitating the teaching-
learning process. The box below describes their tasks as facilitative teachers
(Smith & Blake, 2005).
Roles of Facilitative Teachers
1. Provide a meaningful context for learning where lessons are

framed by the context of the students’ life situations.
2. Encourage ‘hands on’ and interactive approaches to learning

activities to allow learners to think about and apply concepts
learned.
3. Establish learning outcomes that are clear in their intent to

achieve ‘work-readiness’ for learners.
4. Give learners the opportunity to collaborate and negotiate in

determining their learning and assessment processes.
5. Understand learners as ‘co-producers’ of new knowledge and

skills.
6. Recognize that the prior learning and life experiences of learners

are valuable foundations for constructing new knowledge and
skill sets.
7. Use flexible teaching approaches that address the different

learning styles of students.
8. Value the social interactions involved with learning in groups.

The facilitative teacher functions enumerated can be effectively performed
when teachers possess the following characteristics and practice the
corresponding teacher behaviors (Methodist University, 2010).
Characteristics and Behaviors of Facilitative Teachers
1. Teacher Characteristic: ATTENTIVE
Teacher Behaviors:
• Maintains eye contact
• Listens actively
• Demonstrates awareness of verbal and non-verbal behaviors
• Monitors student activity
• Monitors progress and provides feedback for all students
2. Teacher Characteristic: GENUINE
Teacher Behaviors:
• Is honest in interpersonal relationships
• Displays a real concern and caring for the student
3. Teacher Characteristic: UNDERSTANDING
Teacher Behaviors:
• Demonstrates sensitivity and responsiveness to students’

personal ideas

needs

interests

feelings

diverse cultural backgrounds

4. Teacher Characteristic: RESPECTFUL
Teacher Behaviors:
• Values each student as being unique
• Shows a positive regard for each student
• Accepts student’s feelings
• Shows politeness to students, even when handling

misbehavior.
5. Teacher Characteristic: KNOWLEDGEABLE
Teacher Behaviors:
Content Knowledge
• Demonstrates current knowledge of subject matter
• Identifies concepts, facts and/or skills basic to the content

area(s)
• Utilizes outside resources pertaining to their field
• Follows clear, concise objectives
• Provides appropriate instructional opportunities adapted to

diverse learners
Pedagogy Knowledge
• Facilitates student learning through presentation of the

content in clear and meaningful ways
• Utilizes a variety of strategies, including technology, to

communicate subject matter
• Keeps students actively engaged
• Asks high level questions to elicit critical thinking, problem

solving, and performance skills
• Accurately assesses and analyzes student learning

6. Teacher Characteristic: COMMUNICATIVE:
Teacher Behaviors:
• Interacts positively with students including active listening
• Speaks and writes articulately using the language of

instruction
• Integrates multiple technological approaches
• Provides clear and precise directions that students can easily

understand
• Recognizes and builds upon teachable moments
Are there teachers in your school who already demonstrate the qualities and
behaviors of facilitative teachers? If there are, have you been supporting
them? What can you do to nurture their facilitative teaching skills? Write
a brief reflection about this in the space provided.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Let’s Read
Roles of the Principal in Supporting Facilitative
Teaching-Learning
If you are to nurture the facilitative teaching skills of your teachers, it is

crucial that you, as school head, support their student-centered approach.
Here are some of the things you can do to promote and sustain the exercise
of facilitative teaching in your school [Power & Boutilier (2009); Blase &
Blasé (2000)]:
1. Create a climate of openness to creativity, inquiry, and

innovativeness. Invite teachers and students to contribute ideas
and solutions to school problems and challenges. Appreciate the
worth of their ideas and opinions.
2. Know and understand the theories of human learning so that they

may serve as a resource in your understanding of how to enhance
instructional effectiveness.
3. Model effective facilitative teaching skills.
4. Inspire teachers to adopt innovative pedagogies in the classroom

by supporting teachers’ instructional methods, allocating resources
and materials, visiting classrooms frequently, providing feedback
on instructional methods and techniques, and using data to focus
attention on improving the curriculum and instruction.
5. Make suggestions and give feedback and praise for effective

teaching.
6. Support collaboration and provide professional development

opportunities and capacity-building activities at school so that
new and existing teachers can support each other and have
reflective discussions about their practice throughout the year.
7. Build a trusting relationship by assuring teachers that you are an

accessible on-site instructional resource.

8. Clarify to your teachers “that the school head’s role is not to
evaluate, but to assist teachers in reflecting upon their work,
learning new practices, analyzing student work and assessments,
and designing more effective lessons”.
9. Allocate time for teachers to reflect on their successes to give them

more perspective on their growth and increase their motivation to
further improve instructional practices.
10. Show compassion and cheer people on.
11. Accentuate the positive.
12. Engage the teachers in reflective questioning.
13. Validate the good things that are happening in their classrooms as
part of best practices.
Working through Resistance to Change
As a leader of change, you have to keep in mind that there will always
be resistant teachers who will cause you to reflect and to question your
actions in the process. Regardless of whether the teachers are completely
on board with new initiatives or not, you, as school head, must continue to
work toward engaging individual teachers in an effort to improve student
learning. Building upon positive working relationships to address various
aspects of teaching-learning will enable you to work your way through.
You will also be able to model facilitative teaching and foster respect and
understanding if you appreciate not only their teaching philosophies, but
also the resulting teaching styles.

Let’s Study
Teaching Styles
Do you know that your teachers’ teaching philosophies influence their

teaching styles? A teaching style is the way in which teaching tasks are
chosen and carried out (Mohanna, Chambers & Wall, 2008). Some teachers
choose to have more teacher-focused activities such as giving lectures and
minimizing independent work. Others prefer to draw out information
from their students after engaging them in group activities. Teaching
styles determine the effectiveness of teachers in promoting learning,
enhancing positive attitudes about learning, and improving self-esteem.
They are determined by teachers’ personal characteristics, experiences, and
knowledge of the teaching-learning process and teaching philosophies.
Do you know your teachers’ teaching styles? Before you go and find out
theirs, let us first see what your own teaching style is.

What is your dominant teaching style? Accomplish the following Teaching
Style Self-Evaluation to find out.
Teaching Style Self-Evaluation

[Adapted and used with permission from Jennifer Stein (2001)]
This assessment will help you determine your teaching style. Answer
the following questions by placing a check mark (p) on the space before
the letter that corresponds to your answer. You are allowed to choose
only one answer for each question.
1. What do you think of your teaching style?
a. It may lead to an inflexibility for managing the concerns of

students.
b. It may cause students to feel inadequate when they can’t emulate

your example.
c. It works well for most students but is very time–consuming.
d. It may leave students feeling anxious about their ability to meet

your expectations.
2. Which of the following do you like to use when evaluating

student-learning?
a. teacher-made tests
b. student self-assessment tests
c. performance-based criteria
d. problem-solving and critical thinking
3. When planning lessons, what do you prefer to have?
a. whole class lessons
b. role-playing
c. peer-tutoring
d. brainstorming

4. When you teach, your instructional time predominantly involves -
a. lectures
b. demonstrations
c. films/videos
d. class discussion/brainstorming
5. You believe in teaching by -
a. being the source of information
b. personal example and modelling behavior
c. emphasizing student-teacher interactions
d. being a resource person as needed by the student
6. One of your goals is to have your student -
a. work within the learning plan
b. observe and emulate what was observed
c. work independently and under his/her own initiative, while

you provide as much support and encouragement as possible.
d. able to work in an autonomous manner while you serve as a

resource person available upon request.
7. One advantage of your teaching style is that it -
a. focuses on clear expectations
b. emphasizes direct observation
c. allows students personal flexibility
d. helps students see themselves as independent learners
8. Assignments given to students are usually based on -
a. your personal preferences or on course materials you define as

relevant and important for students to learn
b. a sequence of steps leading to mastery of accepted method

(steps) for performing a task or skill
c. a student portfolio or learning log which has a self–assessment

component
d. problem-solving based on research of course material

9. Your teaching style develops a rhythm which contains -
a. Four steps: content selection, presentation/reception, reflection,

application
b. Three steps: selection, skill development, mastery performance
c. Five steps: creating awareness, collecting data, choosing

innovation, implementing a plan, reviewing results
d. More steps: ranging from posing and reflecting on a problem,

skill development exercises to interim evaluation, learner
responses, and development of solutions
What is your dominant teaching style?
Count the number of times you checked each letter and write the frequency
counts on the table below. Each letter corresponds to a teaching style. A
is for the formal authority teaching style, B is for the demonstrator or
personal model teaching style, C for facilitator teaching style, and D for
the delegator teaching style.
Teaching Style Number of Check Marks

A (Formal Authority)
B (Demonstrator or Personal Model)
C (Facilitator)
D (Delegator)
If you have the most number of check marks on A, you have a formal
authority teaching style. Review the A items in the checklist. What does it
mean to have a formal authority teaching style? Write your answer on the
space below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Do you have most check marks on B? Then, you are practicing a demonstrator
or personal model teaching style. Read the B items in the checklist again.
What does it mean to have a demonstrator or personal model teaching
style?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Are your check marks mostly on C? Then, your teaching style is that of a
facilitator. Read the C items in the checklist again. Any idea about what a
facilitator teaching style is? Write your answer below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Did you score highest on D? Then, you are a delegator in terms of teaching
style. Review the D items in the checklist. What is the delegator teaching
style?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Are there letters where you have an equally high score? If yes, then you are
adapting a mix in some elements of other styles. Is it possible for a teacher
to be using two or more teaching styles? Read on to find out.

Let’s Read
Teaching Style Categories

As you have learned in the previous activity, there are four teaching style
categories: formal authority, demonstrator, facilitator, and delegator. Let
us get to know more about each one based on the work of Stein, Steeves,
& Mitsuhashi (2001).
Formal Authority
Teachers who have a formal authority teaching style tend to focus on

content. This style is generally teacher-centered, where the teacher feels
responsible for providing and controlling the flow of the content and the
student is expected to receive the content.
One type of statement made by an instructor with this teaching style is “I

am the flashlight for my students, I illuminate the content and materials
so that my students can see the importance of the material and appreciate
the discipline.”Teachers with this teaching style are not so much concerned
with building relationships with their students or enabling students to
form relationships with other students. This type of teacher doesn’t usually
require much student participation in class. This teaching style is often
called the “Sage on the stage” model.
Demonstrator or Personal Model
Teachers who have a demonstrator or personal model teaching style tend

to run teacher-centered classes with an emphasis on demonstration and
modelling. This type of teacher acts as a role model by demonstrating skills
and processes and then as a coach/guide in helping students develop and
apply these skills and knowledge; thus, the teacher is called a “Guide on the
side.”
A teacher with this type of teaching style might comment: “I show my

students how to do a task properly or work through a problem and then
I’ll help them master the task or problem solution. It’s important that my
students can solve similar problems independently by using and adapting
demonstrated methods.”

Instructors with this teaching style are interested in encouraging student
participation and adapting their presentation to include various learning
styles. Students are expected to take some responsibility for learning what
they need to know and for asking for help when they don’t understand
something.
Facilitator
Teachers who have a facilitator model teaching style tend to focus on

activities. This teaching style emphasizes student-centered learning and
there is much more responsibility placed on the students to take the
initiative for meeting the demands of various learning tasks.
This type of teaching style works best for students who are comfortable
with independent learning and who can actively participate and collaborate
with other students.
Teachers typically design group activities that necessitate active learning,

student-to-student collaboration, and problem solving. This type of teacher,
who is also a “Guide on the side” like the demonstrator, will often try to
design learning situations and activities that require student processing
and application of course content in creative and original ways.
Delegator
Teachers who have a delegator teaching style tend to place much control
and responsibility for learning on individuals or groups of students.
This type of teacher, who is also a “Guide on the side,” will often give students a
choice in designing and implementing their own complex learning projects
and will act in a consultative role.
Students are often asked to work independently or in groups and must

be able to maintain motivation and focus for complex projects. Students
working in this type of setting learn more than just course specific topics as
they also must be able to work effectively in group situations and manage
various interpersonal roles.

The All-Round Flexible and Adaptable Teacher
Given the four teaching style categories, is it possible for a teacher to be using
two or more teaching styles? The answer is YES. Such a teacher is called the
“All-Round Flexible and Adaptable Teacher”. Mohanna, Chambers, & Wall
(2008) describe this teacher as one who “can use lots of different skills, can
teach both peers and juniors, and is very aware of the whole environment
in relation to teaching and the learners.”
The all-round flexible and adaptable teacher is an effective teacher who can
adapt to any of the four teaching styles depending on the subject matter
and other variables. This implies that as an instructional leader, you need
to help your teachers learn and appreciate the different teaching styles and
adopt two or more for their teaching repertoire. But before you can do this,
you will need to assist them in finding out their own teaching styles.

Now, it’s time for you to share your knowledge about teaching styles with
your teachers. Doing so will enable them to reflect deeply on their teaching
preferences. To do this, ask your teachers to another meeting. Give them a
copy each of the Teaching Style Self-Evaluation and ask them to accomplish
it. After they have completed the questionnaire, ask them to write a short
reflection about their teaching styles. Ask two volunteers to share their
teaching styles evaluation result with the group. Include the teaching styles
evaluation in their teaching dossier.
What are your teachers’ teaching styles? Write the number of teachers
falling under the specific teaching styles on the space provided. Classify
teachers with two or more teaching styles as the all-round flexible and
adaptable teacher.
Formal authority ______ Facilitator ______

Demonstrator ______ All-round flexible and
Delegator ______ adaptable teacher ______

Feedback
The result of this exercise shows you the variety of your teachers in terms
of teaching styles. As an instructional leader, you are the resource provider
not only of facilitators but also of delegators, demonstrators, and formal
authorities. Knowing that effective teachers adopt two or more teaching
styles, you have the important role of helping teachers understand that
they may have to work on improving their least preferred teaching styles in
order to be more flexible learner-centered teachers, and adapt their teaching
styles to their learners.
Let’s Read
Teaching Techniques That Will Benefit All Learners
Although not all your teachers may be the all-around flexible and adaptable
teacher type, you can help them meet the needs of all the students in any
class by asking them to include several, if not all, of the following techniques
(Engineering, 2009).
Teaching Techniques That Will Benefit All Learners
• Motivate learning by relating the material being presented to what

has come before and what is still to come in the same class subject,
to material in other subjects, and particularly to the students’
personal experience.
• Provide a balance of concrete information (facts, data, real

experiments, and their results) and abstract concepts (principles,
theories, and mathematical models).
• Balance problem-solving methods with simple knowledge-level

methods.
• Use pictures, schematics, graphs, and simple sketches liberally

before, during, and after the presentation of verbal material. If
possible, show films or provide demonstrations and hands-on
activities.

• Use technology-assisted instruction, if possible.
• Do not fill every minute of class time lecturing and writing on the
board. Provide intervals - however brief - for students to think
about what they have been told.
• Provide opportunities for students to do something active besides

writing notes. Small-group brainstorming activities that take no
more than five minutes are extremely effective for this purpose.
• Assign some drill exercises but do not overdo them. Also provide
some open-ended problems and exercises that call for analysis
and synthesis.
• Give students the option of cooperating on homework assignments

to the greatest possible extent.
• Applaud creative solutions, even incorrect ones.
• Talk to students about learning styles to reassure them that their

academic difficulties may not all be due to personal inadequacies.
Explaining to learners how they learn most efficiently may be an
important step in helping them reshape their learning experiences
so that they can be successful.
Wow! This module has just walked you through important knowledge, skills,
and values that you can share with your teachers on how to state a teaching
philosophy, conduct facilitative teaching, and evaluate their teaching styles.
Your understanding of these important inputs in the teaching-learning
process will come in handy when you study the succeeding lessons that
focus on effective teaching-learning and communication in teaching.

Let’s Remember
In this lesson, you learned that:
• A teaching philosophy is a set of beliefs that a teacher values

and uses as a guide in teaching. It encompasses the teacher’s
beliefs about students, teaching, and the teacher’s role as an
educator. It is developed by reflecting on one’s basic beliefs about
students, teaching-learning, and the teacher’s role in an academic
institution. A teaching philosophy is not permanent. As a teacher
changes, his/ her philosophy also changes. A school head must,
therefore, guide the teachers in aligning their own philosophies
with the school’s instructional goals.
• Facilitative learning is a learner-centered approach to the teaching

learning process.
• The characteristics of facilitative teaching are:
1. Provides a meaningful context for learning where lessons

are framed by the context of the students’ life situations.
2. Encourages ‘hands on’ and interactive approaches to

learning activities to allow learners to think about and
apply concepts learned.
3. Establishes learning outcomes that are clear in their intent to

achieve ‘work-readiness’ for learners.
4. Gives learners the opportunity to collaborate and negotiate

in determining their learning and assessment processes.
5. Understands learners as ‘co-producers’ of new knowledge

and skills.
6. Recognizes that the prior learning and life experiences of

learners are valuable foundations for constructing new
knowledge and skill sets.
7. Uses flexible teaching approaches that address the different

learning styles of students.
8. Values the social interactions involved with learning in

groups.

• A teaching style is the way in which teaching tasks are chosen
and carried out. They are determined by teachers’ personal
characteristics, experiences, and knowledge of the teaching-
learning process and teaching philosophies.
There are four teaching style categories:
i) Formal Authority – This style is generally teacher-centered,

where the teacher feels responsible for providing and controlling
the flow of the content and the student is expected to receive the
content.
ii) Demonstrator or Personal Model – This style is also teacher-

centered with emphasis on demonstration and modelling. The
teacher using this style acts as a role model by demonstrating
skills and processes and then as a coach/guide in helping students
develop and apply these skills and knowledge. Instructors
with this teaching style are interested in encouraging student
participation and adapting their presentation to various learning
styles. Students are expected to take some responsibility for
learning what they need to know and for asking for help when
they don’t understand something.
iii) Facilitator – This teaching style focuses on activities, emphasizes

student-centered learning, and places more responsibility on the
students to take the initiative for meeting the demands of various
learning tasks. This type of teaching style works best for students
who are comfortable with independent learning and who can
actively participate and collaborate with other students.
iv) Delegator – This style often gives students a choice in designing

and implementing their own complex learning projects and
will act in a consultative role. Students are often asked to work
independently or in groups and must be able to maintain
motivation and focus for complex projects. Students working in
this type of setting learn more than just course specific topics as
they also must be able to work effectively in group situations and
manage various interpersonal roles.

• The All-Round Flexible and Adaptable Teacher is a competent
teacher who assumes a combination of these different theoretical
positions. He/She is able to adjust the teaching approach to
students’ needs.
• An effective teacher is responsive to the unique needs of students

and is able to develop instructional activities that address such
needs. This teacher uses teaching techniques that can benefit all
learners.
• As a school head, you play an important role in helping your

teachers write their statement of teaching philosophy. You also
need to support them in practicing facilitative teaching and in
applying teaching styles and techniques that will lead to effective
student learning.
How Much Have You Learned From This Lesson?

To see how much you have learned from this lesson, try and complete the
following lesson review test.
Part 1.
Read the following critical incident then answer the questions that follow.
Critical Incident
The class was discussing a short story on friendship and social skills.
Earlier, the teacher announced that the objective of the discussion was for
the students to come up with general conclusions on social skills. Seated
in chairs arranged as a letter “U”, the students contributed ideas without
being called upon. As they spoke, the teacher wrote their comments on
the board. She did not speak but simply focused on getting the essence
of the contributions noted down. After about ten minutes, she said to
the class, “Where are we? We need to think about this exchange and see
if we can draw some general conclusions out of it. Please review the
notes I have made on the board.” After several minutes of silence, she
said, “Does anybody see any connections between these comments?”
As the students ventured comments, she drew lines and circles, added
numbers, occasionally revising and sometimes erasing. Students were

directing their comments and responses to each other. Gradually, some
general conclusions emerged, and she asked the students to try forming
them into a phrase or sentence. She asked three students to write their
answers on the board. The class proceeded to discuss the merits of each.
The one they finally came up with integrated several of their individual
ideas. [Adapted from Learner-Centered Teaching: Five Key Changes to
Practice (Weimer, 2002)]
1. How would you describe the teacher’s role in the class activity
presented?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How about the students’ role?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What do you think was the general atmosphere in the class during the
discussion?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Did the teacher in the critical incident demonstrate facilitative teaching?

If your answer is “no”, explain your answer. If “yes”, what characteristics
of facilitative teaching were demonstrated? Support your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Part 2
Answer the following questions using the spaces provided for each.
1. What is a teaching philosophy and why is it important?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. A teaching style is basically the way a teacher teaches. It reflects his/her

teaching philosophy. Identify what teaching style is being described by
the following statements.
_____________________ This teaching style emphasizes student-

centered learning activities. This type allows a teacher to design learning
situations and activities that require student processing and application
of course content in creative and original ways.
_____________________This teaching style doesn’t usually require much

student participation in class. It is often called the “Sage on the stage”
model.
_____________________ A teacher with this type of teaching style might

comment: “I show my students how to properly do a task or work through
a problem and then help them master the task or problem solution. It’s
important that my students can solve independently similar problems
by using and adapting demonstrated methods.”
_____________________Teachers who have this teaching style tend to

place much control and responsibility for learning on individuals or
groups of students. Students are often asked to work independently
or in groups and must be able to maintain motivation and focus for
complex projects.

3. Do you agree with this statement: “A competent teacher assumes
a combination of the four different teaching styles.” Explain your
answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. It is expected that the teachers in your school have different teaching

styles and your students have various learning needs. Given this
scenario, how will you help your teachers deliver effective instruction?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
Compare your answers with those in the Key to Correction on pages 113–117.
If your answers are similar to mine, that’s great! If not, review those where
you made mistakes, then revise them before proceeding to the next lesson.
Congratulations for completing Lesson 1 of this module which focused on

exploring teaching philosophies and teaching styles. In Lesson 2, you will
study the different learning styles of students and learn the strategies for
enhancing the teaching-learning process in your school. Good Luck!

LESSON
Toward Effective
Teaching-Learning
2
What Is This Lesson About?
School heads are expected to provide instructional leadership and help
teachers teach effectively. Being an instructional leader involves finding
ways to address the learning needs of both students and teachers. You may
have already realized by now that like flowers in a field, no two students
are exactly alike. The same is true with teachers. Each teacher has his/her
own unique abilities, personal needs, and, as you learned from the previous
lesson, teaching philosophies and teaching styles. Students, too, have varied
motivations for going to school and capability to learn in different ways.
Effective instruction is one wherein you can appreciate the uniqueness of
each learner, deliver knowledge, and develop skills and desirable values in
ways that address their needs and maximize their abilities.
In Lesson 1, you learned what a teaching philosophy is, how it is created,

and how it affects the way a teacher teaches. You also learned about the
characteristics of facilitative teachers and the four categories of teaching
styles. This lesson will now get down to the business of the actual teaching
itself by answering the question, “How can teachers improve the way they
teach?”
For teaching to be effective, all learning processes must be considered. All

students do not think and learn in the same way. Some learn better through
listening while others through seeing. Their motivators also differ. Some
are encouraged by verbal praise and tangible incentives. Others are more
motivated by their own inner drives to succeed. This lesson will familiarize
you with concepts that enhance the teaching-learning process. It will

start by focusing on students’ learning processes and their motivators for
learning. Later on, it will discuss how you can help your teachers modify
their teaching strategies to deliver more effective instruction.
Do you want to know more about how an instructional leader like you can
guide teachers in improving the teaching-learning process? Read on if you
do.

• Describe the different learning styles.
• Identify the factors that affect learning.
• Describe some common myths about learning.
• Differentiate intrinsic from extrinsic motivation.
• Discuss the advantages and disadvantages of using verbal praise as

an educational motivator.
• Apply the principles of motivation to the learning process.
• Give examples of strategies and models that can enhance

teaching-learning.

Read the critical incident below.
Critical Incident
Mr. Kamulwat is worried about a student named Kim. Kim showed
promise as a learner. However, she did not do well in class activities
that did not involve pictures or stories conveying vivid images. She did
poorly in math and science, but when asked to draw pictures, she did
the task gladly. Whenever she asked questions, she tried to relate a new
concept to something she had seen before. Mr. Kamulwat recognized
that Kim seemed to have a different way of learning. So he tried his best
to provide Kim with opportunities to draw and relate new learnings
with images. He noticed that this strategy seemed to work. However, he
also noticed that this approach did not work well for his other student,

Thuy. Thuy seemed to prefer activities that involved movements. He
liked going out to the schoolyard and particularly loved role-playing
games. Whenever he heard a new concept from Mr. Kamulwat, Thuy
wanted him to come up with physical activities such as games or any
task that required him to move around. Clearly, Thuy was different
from Kim.
Mr. Kamulwat is determined to provide these two students with the

opportunities to learn through activities that address their personal
learning styles.
Answer the following questions using the spaces provided.
1. How would you describe Kim’s preferred way of learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. If you are to describe Thuy’s learning style, how would you do so?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What should Mr. Kamulwat do to address their different

learning styles?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Read on to find out the answers to the preceding questions.

Let’s Study
Learning Styles
Students like Kim and Thuy differ in terms of capacity to learn. Aside from
this or maybe because of it, they also differ in terms of how they learn.
This well-accepted fact has enormous implications for classroom teaching.
Since students learn differently, they should also be taught in ways that
best support their unique ways of learning.
What are learning styles? According to Kolb and Kolb (2005), learning style
describes individual differences in approaches to or ways of learning. A
person’s learning style is a biologically and developmentally imposed set
of personal characteristics that make the same teaching method effective for
some and ineffective for others. What works for Kim will not necessarily
work for Thuy. Like signatures or thumbprints, each learner has a personal
learning style. And if you accept the concept of having different learning
styles, then you must also accept that different approaches to teaching help
students develop their skills because they have unique strengths.
There are many ways to classify learning styles. One of the most popular is
classifying them based on a learner’s sensory preference. The most familiar
concept of learning style involves sensory preferences and how these affect
learning. These preferences lead to different learning styles, which are:
• Visual
• Auditory
• Kinesthetic
• Tactile
In the simplest sense, visual learners best acquire new information by sight.
Kim is a visual learner. She prefers the show-and-tell approach. She wants
demonstrations and assignments rather than mere topic discussions. Visual
learners often ignore verbal directions or find them uninteresting. Hence,
teachers like Mr. Kamulwat must provide opportunities for translating
learning into visual images to help this type of students learn well.

An auditory learner, on the other hand, needs to hear content explanations.
He/She appreciates and learns faster through songs and stories. He/She
also finds it easier to learn through sounds.
A tactile learner learns best by manipulating materials. He/She requires

experimentation and hands-on activities to learn well. He/She needs to
touch, feel, and experience.
Kinesthetic learners like Thuy prefer activities that involve their whole
bodies. Learners like him prefer dramatizations, pantomimes, and fieldtrips.
They may often be restless in class. Role-playing and interactive games are
good strategies to help them learn.

What kind of learner are you? What is your learning style? Recall the
time when you were still in primary school. What activities did you
prefer over others? What did your teachers do before that best triggered
your interest?
Let’s Read
Aside from learning styles based on the different sensory preferences,
learning styles may also be based on other individual preferences. Students
can also be classified based on their individual preferences for:
• Sound levels
• Lighting
• Temperature levels
• Seating arrangements
• Mobility
• Group sizes
• Types of learning activities
• Eating or drinking while concentrating
• Time preferences

These variables allow for different ways of classifying students’ learning
styles. For example, based on preferences for sound levels, learners may
prefer total silence or hear background sounds/noises to concentrate. Have
you heard some students say, “I can study only when the television set is
turned on”? This reflects a learning style that is specific for that student.
The basic principle applies to all the other variables. Can you think of
classifications based on lighting? How about seating arrangements? How
about group sizes? Learning styles research supports the different means
by which students learn. For example, there are existing researches that
document the effectiveness of small-group learning. Students from Grade
Three to Second Year tend to work better in small groups than either alone
or with the teacher (Shalaway, 2005).
Learning styles can also be classified based on recognizing biological

differences among learners. Some learners may be “right brained,” others
“left brained.” According to Goethals (1985), left brain-dominant learners
are more analytic and inductive. They seem to learn in successive levels
using small steps leading to complete understanding of the topic. On the
other hand, right brain-dominant learners are more global and deductive.
This means that they are able to learn faster by obtaining meaning from a
broad concept before focusing on details.
In terms of other categorizations of learning styles, Kolb and Kolb (2005)

described two major differences in how people learn — how they perceive
situations and process information. To perceive new information, some
probe while some think and analyze. Some process by watching while
some do not.
McArthey (Kellough, 1994) described four other categories of learning styles

based on patterns of perceiving situations and processing information,
namely:
1. Imaginative learners: They perceive information concretely

and process it reflectively. They learn well by listening to and
sharing with others while integrating others’ ideas with their
own experiences. They often have a difficulty with traditional
teaching approaches.

2. Analytic learners: They perceive information abstractly and process it
reflectively. They prefer sequential thinking, require details, and value
what experts have to offer. They do well in traditional classrooms.
3. Common sense learners: They process information abstractly and

actively. They enjoy practical and hands-on learning. They often
find school frustrating because they do not see an immediate use for
learning.
4. Dynamic learners: They provide information concretely and process

it actively. They prefer hands-on learning and get excited with new
concepts and ideas. They like taking risks. Activities that are tedious
and sequential frustrate them.
Under what category is your learning style?

Think of your own cognitive activities as an adult. Imagine that you are
to start reading a nice book that you have been wanting to read for a long
time. Given a choice, where would you want to sit? Would you want music
to play in the background? How loud? How about the lighting? Would you
want someone else to be present in the room? Would you prefer to discuss
the book with a friend afterward? How about eating while reading?
What did this activity help you realize?
Let’s Read
Myths and Facts About Learning
You learned from the foregoing readings, discussions, and activities that
the concept of a ‘learning style’ is used to describe the preferred way, or
process, that a student uses to identify and integrate information. In other
words, the way a student seems to learn most often or most effectively is
called his or her learning style. It should be noted, however, that while
individuals vary in their preferred ways of learning, most people learn best
by actively working with new concepts and ideas, solving problems, asking

and answering questions, discussing, debating, brainstorming, researching,
and explaining. Successful teachers provide students with opportunities to
engage in these types of activities.
In light of this understanding of learning styles, let us find out how well
you can identify commonly held flawed beliefs or myths about learning
against facts. In the list below, write F on the blank if the statement is a fact
about learning. Write M if the statement is a myth about learning.
______ We must be sitting in a chair at all times in order to learn.
______ The person who does the most listening does the most learning.
______ The best way to teach is to give information in a well-planned lecture.
______ If we’d only listen, we’d remember more.
______ The more “serious” the learning is, the more we will remember.
______ Fun is not important to learning.
______ The only person who should be the “sage on the stage” is the expert in the
field.
If you wrote M in all the statements, you are correct. Below are flawed
beliefs or myths about learning and their corresponding facts (WGBH
Educational Foundation, 2006).
• Myth: We must be sitting in a chair at all times in order to learn.
Fact: Our ability to learn by experience diminishes in direct

proportion to the amount of time we spend sitting.
• Myth: The person who does the most listening does the most
learning.
Fact: The person doing the most talking, moving, or writing is doing
the most learning.
• Myth: The best way to teach is to give information in a well-planned

lecture.
Fact: We remember 10 to 20 percent of what we hear. If we want

someone to “hear” something, we lecture. If we want students to
“learn,” we need to work as a “guide on the side” and involve
them.

• Myth: If we’d only listen, we’d remember more.
Fact: We learn and remember 80 to 90 percent of what we do and

say. In order to learn anything well, we need to talk about it with
each other and do it a number of times.
• Myth: The more “serious” the learning is, the more we will
remember.
Fact: We learn and remember best when we are engaged and

enjoying what we’re doing.
• Myth: Fun is not important to learning.
Fact: Not only do we learn best and remember more when we enjoy
success at an appropriately challenging experience, but we also
become more willing to seek out other challenging experiences.
• Myth: The only person who should be the “sage on the stage” is the
expert in the field.
Fact: We are all in the process of becoming experts in something.

The more we share our knowledge with others, the more we learn.

To find out what your own learning style is, work on the questionnaire
that follows.
Learning Styles Inventory
[Adapted from Learning Styles Inventory by Wyman in Shalaway (1998)]
Instructions:
To find out what learning style you prefer, encircle the numbers
corresponding to statements you agree with.
1. I prefer to listen to a book on audio tape rather than read it.
2. When putting something together, I always read directions first.
3. I prefer reading to hearing a lecture.
4. When I am alone, I usually have music playing or I hum or sing.
5. I like playing sports more than reading books.
6. I can always tell directions like north and south no matter where I
am.
7. I love to write letters or in a journal.
8. When I talk, I like to say things like “I hear you,” “That sounds
good,” or “That rings a bell.”
9. My room desk, car, or house is usually disorganized.
10. I love working with my hands and building or making things.
11. I know most of the words of the songs I listen to.
12. When others are talking, I usually create images in my mind of what
they are saying.
13. I like sports and I think I am a pretty good athlete.
14. It’s easy for me to talk for long periods of time on the phone with
friends.
15. Without music, life isn’t any fun.
16. I am very uncomfortable with social groups and do not usually

strike up a conversation with almost anyone.

17. When looking at objects on paper, I can easily tell if they are the
same no matter which way they are turned.
18. I usually say things like “I feel I need to get a hand on it” or “Get a
grip.”
19. When I recall an experience, I usually see a picture of it in my

mind.
20. When I recall an experience, I mostly hear sounds and talk to myself
about it.
21. When I recall an experience, I remember mostly how I felt about it.
22. I like music more than art.
23. I often doodle when I am on the phone or in a meeting.
24. I prefer to act things out rather than write a report on them.
25. I like reading more than listening to stories.
26. I usually speak slowly.
27. I like talking better then writing.
28. My handwriting is not usually neat.
29. I generally use a finger to point when I read.
30. I can multiply and add quickly in my head.
31. I like spelling and I think I am a good speller.
32. I get very distracted if someone talks to me while the television is

on.
33. I like to write down instructions that people give me.
34. I can easily remember what people say.
35. I learn best by doing.
36. It’s hard for me to stay still very long.
Scoring to Determine Your Own Learning Style
Get your total score using the following guide to determine your learning
style.
Visual statements: 2, 3, 6, 7, 12, 17, 19, 23, 25, 30, 31, and 33
Auditory statements: 1, 4, 8, 11, 14, 15, 16, 20, 22, 27, 32, and 34
Kinesthetic statements: 5, 9, 10, 13, 18, 21, 24, 26, 28, 29, 35, and 36

Fill in the table below. If, for example, you encircled statement 1, place a
check mark (p) in row 1 under the Auditory column because according to
the guide above, statement 1 is an auditory statement. Do the same for each
statement number.
Statement Number Visual Auditory Kinesthetic

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Total _______ Total _______ Total _______

To get your score in percentage form, add the number of check marks in
each column. Divide this by the total number of check marks in all three
columns. For example, if you got a score of 12 for the Visual column and
your total number of check marks is 30, then 12 ÷ 30 = 0.4. Multiply this
number by 100 to get your score in percentage format, that is, 0.4 x 100 =
40%.
Your percentage score for each style indicates your relative preferred
learning style/s. Compare your scores for each column. What is/are your
predominant learning style/s based on the test? Some people have very
strong preferences, even to the extent that they have little or no preference
in one or two of the styles. Other people have more evenly–balanced
preferences, with no particularly strong style. The point is simply to try to
understand as much as you can about yourself and your strengths (your
preferred style or styles), and then make best use of learning methods
which suit your strengths (your preferred style or styles).
Now that you know how to determine your learning style, it’s time to
introduce the self-test to your teachers. Afterwards, they can ask their
students to accomplish the same instrument. The more the teachers
understand their students’ learning styles, the better they can adapt their
instructions to accommodate as much learning preferences as possible. The
better students know the way they learn best, the greater their chances of
performing well in school.
What is your role as school head in this regard? Your responsibility is that
of guiding your teachers in preparing lesson plans using teaching styles
and techniques that would cover as many learning styles as possible.
Remember the teaching techniques that will benefit all learners covered on
pages 35-36? Ask them to use those and see what difference they make.

Let’s Study
Do you want to know more about how your teachers can facilitate the
teaching-learning process effectively? This part of the lesson will introduce
you to the concept of motivation that you can share with your teachers and
its potent force in promoting and enhancing student learning.
Motivating Students to Learn
Reflect on the statement below.
“Do not train children to learning by force and harshness, but

direct them to it by what amuses their minds, so that you may
be better able to discover with accuracy the peculiar bent of the
genius of each.”
— Plato (Gura and Percy, 2005)
Plato, one of the great Greek philosophers, was Aristotle’s teacher, who
in turn, was Alexander the Great’s teacher. A great teacher, Plato, used
didactics or discussions as his primary form of teaching. He acknowledged
very early on that motivation was the key to learning and teaching. Do you
agree with him?
Now, read the story below.
There was once a young duck who was born with only one leg. All
the ducks in the pond laughed at him because of his peculiar state.
Nevertheless, he never gave up trying to learn how to swim with only
one leg. He started by learning how to float. Next, he found a way to
use his wing to compensate for his lack of one leg. In spite of many
failed attempts, he was able to swim in the end. He also helped other
young ducks swim and this made him very happy. The other ducks
were amazed at what he was able to accomplish. One of the older ducks
said, “Young duck, I am impressed by your nice wing and how you were
able to use it to balance and swim.” The young duck replied, “Thank
you, sir, but I wish you could also see the determination behind it.”
What lesson does the simple story impart?

The story reminds us that in all cases, it is one’s personal desire or
motivation that underlies any successful attempt to learn. Like the young
duck, learners may also be initially encouraged to take risks. They may
need help to understand that sometimes, failing is a part of succeeding.
Like the young duck, a teacher needs to learn how to capitalize on a

student’s interest and curiosity as he/she models the learning process.
When the young duck finally succeeded in overcoming his limitations and
learned to swim as fast as the others, the first thing he did was to share
his knowledge with the other ducks that needed his help. When others
did not listen, he simply showed them how he did it. This was how he
was able to slowly win converts. He inspired others through example. Like
him, teachers can help students achieve academic success through effective
instructional strategies. Teachers can motivate students to study and foster
their desire to learn. Their quest for knowledge and curiosity about the
world is part of their being human. Your role as school head is to feed that
curiosity and facilitate its development.
The following are some basic principles in motivating students to learn:
• Motivation comes naturally. Teachers have to keep students from

losing their motivation. People by nature are passionate, curious,
and intrigued. They like making theories about things, finding
patterns, making sense out of things, and connecting with others.
Unfortunately, somewhere along the way, some students stop
looking at the school as a place where their curiosity and abilities
are nurtured. School becomes just a place where they take tests,
learn how to conform, and give what is expected of them.
• Teachers need to model passion for learning. Passion is associated

with enthusiasm, caring, commitment, and hope, which are
themselves key characteristics of effectiveness in teaching. Teachers
who have a passion for teaching listen to what students say,
develop emotional closeness with them, demonstrate good sense
of humor, encourage students to learn in different ways, and create
learning environments that engage students and stimulate their
passion for learning. But passionate teachers cannot have all these
characteristics without learning these first. Thus, passionate teachers
are also passionate learners. They keep themselves knowledgeable

about their subject and teaching strategies that work; thus, they are
able to facilitate confidently their students’ learning. Such passion
for teaching and learning is strongly felt by the students, inspiring
their own passion and motivation.
Because a teacher’s passion for teaching and learning is a critical

ingredient in effective students learning, you, the school head, are
expected to promote and sustain such passion. Towards this, Day
(2004) suggests that the following influences on the teacher be taken
into consideration carefully by both the teachers and the school
head:
• Teacher’s understanding of self or ability to be reflective
• Emphatic leadership
• Cultures of openness and collegiality among staff
• Professional learning and development opportunities integral

to the progress of the lives and work of individuals as well as
organizations.
• Properly structured learning experiences foster motivation. If

students are provided with opportunities to ask and seek answers
to interesting questions and encouraged to learn in their own ways,
they will be more motivated to succeed. Success in itself can be
highly motivating as well.
So what can your teachers do to become better at their work? Continue

reading to find out.

Let’s Read
The Science and Art of Teaching
According to Shalaway (2005), the science of teaching refers to instructional

strategies that work based on research. Scholars call this a teacher’s
professional knowledge base. It is a set of principles that are unique and
essential to good teaching. It refers to teaching behaviors that make a
difference. Lastly, it refers to instructional strategies that teachers can
control and do something about to improve their skills. The following are
some examples of effective teaching strategies:
• Organizing instruction into integrated thematic units
• Using cooperative learning and group approaches
• Recognizing and teaching to multiple intelligences
• Accommodating individual learning styles
• Stressing thinking skills over plain memorization
• Harnessing the power of technology
• Practicing authentic assessment of student learning through

effective evaluation methods
• Motivating students to value learning
• Acknowledging the importance of active learning, engaged time,

and academic learning time
• Using wise group practices
• Encouraging student inquiry and initiative
This list of teaching strategies assumes a particular philosophy of teaching,

that is, “The teacher’s most important job is to teach students how to learn
and become independent thinkers.” Do you agree with this philosophy?
Said statement compels us to reexamine the basic role of teachers in the

classroom. Are teachers supposed to be “sages on the stage” or “guides on
the side”? A sage is a respected, wise person. Educators who act as sages on
the stage follow traditional teaching approaches where they act as primary
sources of information. In contrast, those who act as “guides on the side”
follow the facilitative teaching approach and practice cooperative learning.
Which one do you think is better?

According to novelist Edith Wharton (Cashman, 2008), “There are two
ways of spreading light: to be the candle or the mirror that reflects it.” You
can either use a candle or be a mirror to reflect a candle’s light. What does
this saying mean to an educator like you? Write down your answer in the
space provided below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
This saying means that a teacher can provide the “light of knowledge” in two
ways — by being a provider of information or by acting as a guide, helping
his/her students through the processes of discovery and exploration. This
is especially true in primary schools because studies have shown that early
experiences can be so powerful that they can determine how a person turns
out in the future.
Current research on education favors teaching approaches wherein teachers

act more as “guides on the side.” This facilitative learning approach, also
known as “cooperative learning,” allows students to be active partners
in learning and are given opportunities to plan, implement, and evaluate
lessons and instructional activities. How these specific activities are
effectively delivered depends on many factors, including how motivated
students are to learn.
As an instructional leader, you are expected to guide the teachers in your

school in motivating their students to become actively engaged in the
teaching-learning process. In the next part of the lesson, you will learn
more about motivation and motivational practices that can make teaching
and learning more effective.

Are you familiar with the concepts of internal and external motivation?
The list below shows concepts that are associated with either internal or
external motivation. On the space before each number, write I if the concept
is associated with internal motivation, E if the concept is associated with
external motivation.
________ 1. A student’s natural curiosity

________ 2. Money as reward
________ 3. Getting good grades
________ 4. Hearing words of encouragement from classmates
________ 5. The desire for mastery and success
Compare your answers with those in the Key to Correction on page 117.
Let’s Study
Intrinsic and Extrinsic Motivation for Learning
Motivation is defined as the process that initiates, directs, and sustains goal-
oriented behaviors. Sometimes, these processes are nurtured by drives and
needs within ourselves and the outside forces that direct them (Shalaway,
2005).
Intrinsic motivation is associated with internal drives and needs. It is fueled

by a student’s natural curiosity. It also refers to one’s desire for mastery,
success, and a sense of accomplishment. It is interest for its own sake: a
satisfaction derived directly from understanding a concept or learning a
skill. It is also associated with one’s confidence in one’s abilities, sense of
ownership, or choices as well as other innate factors. Simply expressed,
intrinsic motivation is a natural love for learning.
Intrinsic motivation’s strengths lie in its ability to create enthusiasm and

commitment. However, it may also lead the learner to get “carried away”
and lose sight of his/her real motivational goal as he/she becomes too
focused on getting results.

Extrinsic motivators, as the term implies, arise from outside an individual.
They are also called “external reinforcements” or “rewards.” Examples
include praise, good grades, money, and anything observable.Extrinsic
motivation can result in cooperativeness and class-orientedness of the
learner who desires social acceptance or praise, for example. Extrinsic
motivation can also later on develop into more significant commitment.
The probable downside, however, includes the possibility that the learner
might concentrate on the appearance of achievement to the detriment of
“deep” learning (Atherton, 2010). Some authors also contend that extrinsic
motivators sometimes discourage creativity, the desire to learn, and
commitment to good values (Shalaway, 2005). For example, Jere Brophy,
an educational researcher, said,“The improper use of praise, an extrinsic
motivator, can undermine a student’s desire to learn. Simply saying, ‘You
did a great job!’ may be interpreted in many ways. In this case, the student
who receives the praise may say, ‘Why are you saying that? Is it because I
was doing a poor job before?’” But still, it is important to praise children
for a job well done. This helps them to feel good about themselves and be
willing to continue to try harder. Challenge your teachers to find something
to praise children for each day.
Training your teachers, then, in using praise effectively to promote and

encourage student learning is one of your important tasks as instructional
leader. Below are some guidelines for effective praise and encouragement
that you can share with them.
Guidelines For Effective Praise (Kizlik, 2010)
Effective Praise Ineffective Praise

1. Is delivered immediately 1. Is delivered long after
upon student performance of student task performance
desirable behaviors or genuine or irregularly and
accomplishment. (You make me feel without specific
glad that you’re applying the terms attention to genuine
and concepts learned like what you are accomplishment. (You
doing now.) did some good work last
week!)
2. Specifies the praiseworthy aspects 2. Is general or global, not
of the student’s accomplishments. specifying the success.
(I’m glad that you were able to follow (Great work!)
accurately the steps in the science
experiment.)

Effective Praise Ineffective Praise
3. Is expressed sincerely, showing 3. Is expressed blandly
spontaneity, variety and other non- without feeling or
verbal signs of credibility. (Thank animation, and relying
you. I really appreciate your creativity on stock, perfunctory
in coming up with that poster.) phrases. (Okay.)
4. Is given for genuine effort, 4. Is given based on
progress, or accomplishment which comparisons with others
is judged according to standards and without regard to
appropriate to individuals. (Coming the effort expended
up with that good hypothesis in your or significance of the
science class proved that your diligence accomplishment of an
in studying and reading paid off.) individual. (You’re the
most talented student in
your class!)
5. Provides information to students 5. Provides no meaningful
about their competence or the value information to the
of their accomplishments. (You have students about their
been trying so hard to learn those new accomplishments. (Very
words and now you are able to read the good!)
whole story!)
6. Helps students appreciate better 6. Orients students toward
their thinking, problem-solving comparing themselves
and performance. (Student: with others. (Student:
Understanding how I learn best and I’m the best in gymnastics
using that study technique really in my class because I’m
helped me perform better in my talented!)
language class!)
7. Attributes student success to effort 7. Attributes student
and ability, implying that similar success to ability alone
successes can be expected in the or to external factors
future. (Since you have been doing such as luck or easy
all your math homework, you have task. (You are lucky!)
improved your grade! Continue doing
that and you’ll stand a good chance of
being invited to the Math Circle.)
8. Encourages students to appreciate 8. Encourages students
their accomplishments for the effort to succeed for external
they expend and their personal reasons -- to please
gratification. (Congratulations for the teacher, win a
coming up with a very practical and competition or reward,
useful home technology project! You etc. (Use your talents and
must be pleased with yourself and bring home the bacon!)
feeling proud that all your hard work
has paid off.)

Praising Children Publicly or Privately
Your teachers praising children publicly is also a good practice. It has the
benefit of inspiring other students to follow the example. Students may
act embarrassed, but the more your teachers point out the positive things
students do, the more students will work to receive your praise. Public
praise is also an excellent way to keep students behave appropriately. For
children who commit misdemeanours in your class, try to catch them in
moments when they are doing good things and focus on praising them. This
will help them shape up faster than being compared to their classmates.
Praising children quietly for a job well done is an alternative to public

praise when a student is particularly sensitive. Quietly praising a student
for following directions, neat handwriting, or correct answers can be a great
motivator for students. Consider the student’s personality when deciding
whether to give public or private praise for a job well done (Wagaman,
2009).

Can you tell between effective and ineffective praise? Write E on the spaces
beside praise statements that are effective, and I for ineffective praise
statements.
_________1. I noticed how you took time to show the new student around
the school. I am sure she appreciated the help.
_________2. I’m proud of you!
_________3. That’s an interesting idea!
_________4. You are amazing!
_________5. I can see that you enjoy math. You have worked on these
problems for over half an hour!
_________6. You are such a good student.
_________7. I’m glad to see you are working so hard on your spelling!
_________8. Your artwork is the best in your group!

Feedback
To check your answers, turn to the Key to Correction on pages 117–118.
If you answered all eight questions correctly, you already know very well
how to provide effective praise and you can easily train your teachers
on this skill. If you missed one or more items, you need to re-study the
discussion on how to provide effective praise.
Aside from giving rewards, teachers’ expectations can also influence student
motivation and achievement. Students often reflect and even magnify their
teachers’ expectations. If teachers do not expect much from their students,
chances are, the students will be less motivated to learn.
Let’s Read
Teacher Expectations and Student Behaviors
Low expectations often result in low achievement and poor behavior.

Raising expectations may improve behavior and achievement even in the
youngest students. It is a common understanding that children will rise to
meet the expectations placed upon them. Raising expectations for students
has to be done carefully in order for those expectations to be reasonable for
students. Teacher expectations may be grouped into three areas: student
classroom behavior, academic achievement, and social behavior.
Teacher Expectations for Student Classroom Behavior
Teachers need to expect more from their students regarding their

obedience and classroom behavior. Students should understand the rules
and consequences for misbehavior and know that their teacher believes
in their ability to follow those rules. Teachers may discover that changing
their expectations is all that is necessary to turn a misbehaving class into a
focused, obedient class.

Teacher Expectations for Student Academic Achievement
Raising expectations for academic achievement should be done carefully

because students who struggle and have difficulties learning in some areas
might be pushed too far and fail. At the same time, though, students who
are capable of reaching higher levels of academic success should be pushed
and required to meet higher expectations.
Teachers should make a habit of expecting just a little more from their
students each day. Pick a subject, an assignment and push students a
little more. It is important that these expectations are not portrayed in an
angry, frustrated or impatient tone. Expectations should be conveyed with
patience, confidence, and gentleness.
Teacher Expectations for Student Social Behavior
Teachers need to spend some time teaching students simple social skills
that help them understand how to make a friend, how to be good friends,
how to walk away from a fight, and other basic social skills. When speaking
with students about how a situation was handled, the teacher should
convey the expectation that next time, the students will act and react more
positively. Teachers need to reward students for small actions that show
they, the students, are meeting expectations (Wagaman, 2009).

What can you say about your own expectations of students? How about
your teachers – are they expecting enough of the students? What makes
you think so?
Knowing more about what motivates students as well as being conscious

of your teachers’ expectations of students can help your teachers design
lessons, activities, and teaching strategies that capitalize on their students’
interests. Your teachers’ main goal must be to motivate the students to
learn. For students to become lifelong learners, teachers need to motivate
them to learn early on in life.
To learn more about motivating and effective teaching strategies that you
can train your teachers to apply, read on.

Let’s Study
Effective Teaching Strategies
Effective learning is a function of effective teaching. You learned earlier

that students learn better if they are properly motivated to do so. You also
studied some suggestions to improve your teachers’ teaching skills based
on the basic principles of teaching and learning.
What effective teaching strategies can your teachers use to further improve
the teaching-learning process? Here are some of them:
• Experiential Learning
Teachers provide opportunities for real-world experiences.

Students may expand upon their prior knowledge and apply what
they already know. Examples include field trips, role playing,
simulations, drama, and laboratory experiments.
Students who engage in real-world experiences will attain and

assimilate information effectively because the activities are
meaningful in their day-to-day life experiences.
• Direct Instruction
This is a highly structured, teacher-centered information delivery

method. Many teachers routinely follow this strategy. It includes:
objectives, a materials list, warm-up, presentation, guided practice,
independent practice, closure, appraisal, and evaluation.
This strategy provides the teacher with a framework for imparting

information.
• Social Learning
Teacher-guided cooperative learning that facilitates student

interaction. This strategy is based on the belief that information will
be learned and remembered if there are social interactions about the
information.

This strategy strengthens students’ ability to retain information
through social interaction involved with cooperative learning
within socially appropriate norms.
• Problem-based Learning
This strategy promotes critical thinking by presenting students with

interesting and puzzling problems to solve. The problem-solving
process involves observing, developing, and testing predictions,
collecting and organizing data, and formulating concepts and
explanations.
• Constructivist Instruction
The teacher encourages students to construct hypotheses, make

decisions, and discover principles by themselves. The instructor’s
task is to “translate information to be learned into a format
appropriate to the learner’s current state of understanding” and
organize it so that the student continually builds upon what he/she
has already learned.
The context in which an idea is taught as well as students’ beliefs

and attitudes affects learning.
• Multiple Intelligences
Under this strategy, the teacher helps students learn effectively by

utilizing the learning strengths and intelligences of each student. At
the same time, the teacher assists the students in the development
of less–developed skills, which will enable them to function well in
the world of work and society.
It identifies students’ abilities in eight areas of intelligence and does

not limit intelligence to strength in the logical-mathematical and
linguistic areas. This teaching approach is based on the theory of
Howard Gardner: learners learn in different ways because they are
also smart in different ways. Learners can be:
• word smart • music smart

• number smart • people smart
• picture smart • self smart
• body smart • nature smart

An effective teacher knows how to vary his/her teaching strategies to
address different learning needs and styles. To learn more about this, you
may study the TEACHeXCELS module Manage the Integration of Multiple
Intelligences and Higher Order Thinking Skills.
Which among these strategies are your teachers using in their classes?
Are there other strategies and approaches that they are already effectively
applying? Share and discuss these other teaching strategies with your
Flexible Learning Tutor and co-learners.
Let’s Read
Motivating Students to Learn
Students become more motivated to learn if the teaching-learning activities

are enjoyable and pleasant. For this to take place, it is your role to impart
to your teachers that learning should not be held within a competitive or
stressful atmosphere , such as when teachers say, “Study this because this
will be part of the exam,” or “Memorize this or else you will get a low
grade.”
To motivate students to study and learn, it is also important for teachers to

teach students that the amount of effort they exert in learning affects how
effectively they will learn. Putting in more effort will yield better school
performance. Teachers need to emphasize to their students that their:
Level of effort = Level of outcome
How can you motivate students to increase their efforts in studying?

Researcher Jere Brophy (Shalaway, 2005) suggests that teachers should ask
students to:
• Work on building their skills. “When you work on this project, it

will be easier for you to accomplish the next tasks in this course.”
• Develop their skills in stages. “You may find it difficult now but
it will become easier with practice and as you exert more effort.
Sooner or later, you will master the lesson and will find it much
easier.”

• Focus on mastery rather than competing and comparing with
others. “If you work on this science project well, you will develop
a better understanding of how clocks work,” and not “Put in more
effort for this project because your classmates are working hard on
theirs.”
Another good approach to teaching is by providing students with choices.

Remember when you were a student yourself? Did you like it when your
teacher gave you a choice on what to do? The principle remains the same.
Students may easily lose interest if they are not provided with choices in
terms of topics and learning activities. According to Khon (Shalaway, 2005),
effective teachers provide opportunities for their students to choose from:
• What to learn
• How to learn
• How well they need to learn and why
A teacher’s job is to guide students to make responsible choices and take

control of their own learning and behaviors. In short, at least once a day,
give learners an opportunity to decide what to do. It may not be very grand
but asking them what story they would like you to read to them is very
empowering and motivating in terms of their learning process.
A good way that you can impart to your teachers in motivating their
students is to create a thinking atmosphere inside the classroom. Think of
eight possible ways to achieve this. Write down your answers in the spaces
provided below.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ______________________________________________________________
7. ______________________________________________________________
8. ______________________________________________________________

Compare your answers with mine below. Are they similar?
The following are my suggestions for creating a thinking atmosphere inside

the classroom:
1. Examine your own thinking about thinking.
2. Start early.
3. Every day, give students something to think about.
4. Teach students to look at all sides of a concept or issue.
5. Encourage students to find threads and patterns or make connections.
6. Encourage students to question standards or the way things are always

done.
7. Ask unconventional questions.
8. Teach students to say what they mean.
9. Encourage students to consider other points of view.
10. Ask students to “wear other people’s shoes.”
11. Write things down.
12. Encourage students to ask questions to each other.
According to Kellough (1994), there are so many activities that teachers can
do to facilitate the teaching-learning process. Basic behaviors that teachers
can manifest to make students learn include:
• Structure the learning environment.
• Establish an intellectual, psychological, and physical environment

that enables students to act and react productively.
• Accept instructional responsibilities.
• Intervene and redirect potential misbehaviors.
• Overlap topics to help students see relationships between them.
• Provide a variety of motivating and challenging questions.
• Engage students’ preferred learning styles.
• Model behaviors.
• Facilitate data acquisition.
• Accept students’ opinions.

• Clarify confusion.
• Use silence.
• Question intelligently.
Further information regarding each of these teaching behaviors are

discussed in Annexes B and C of this module. Refer to the Annexes if you
want to share more with your teachers.
Many of these teaching behaviors reflect a constructivist teaching and

learning environment. In such an environment, learning is an active
process in which learners construct new ideas and concepts based on their
current and past knowledge and experience. For more information about
“constructivist teaching behaviors,” please refer to Annex D.
As a school head performing instructional leadership roles, you are

expected to provide your teachers with knowledge and resources to help
them meet the instructional needs of all students. The teachers’ ability to
apply teaching strategies that motivate students to focus on their studies
and succeed is half of the story. The other half lies in how you motivate
and support both teachers and students in this respect. We hope that the
previous discussions have equipped you with the knowledge and practical
skills that you need to enable your teachers to progress from traditional
to facilitative teachers and your students from average to high-achieving
learners.

There are many ways for you to help your teachers improve their teaching
strategies. In this lesson, you learned some guiding principles that teachers
can follow. However, you need to make your teachers understand that
these guidelines are not meant to be treated as a strict recipe for practice.
Teaching is a complex human behavior. Teaching philosophies and styles,
learning preferences, and motivation all have to be factored in. One of your
most important roles as an instructional leader is to exemplify all learnings
from this lesson and in the next. As an example, just as you will soon be
coaching your teachers on building the confidence of their students, you
will also have to build confidence among the teachers. Like your teachers to
their students, you must communicate high expectations and then ensure
that your teachers develop the confidence to meet those expectations.
Remember, they can who think they can. You can if you think you can.
Let’s Remember
• A person’s learning style is a biologically and developmentally

imposed set of personal characteristics that make the same
teaching method effective for some and ineffective for others.
Each learner has his/her own preferred way of, or approach to,
learning.
• There are many ways to classify learning styles. The learning

styles based on sensory preferences are:
o Visual
o Auditory
o Kinesthetic
o Tactile
• Students’ learning styles may also be classified based on their

individual preferences for:
o Sound levels
o Lighting
o Temperature levels

o Seating arrangements
o Mobility
o Group sizes
o Types of learning activities
o Eating or drinking while concentrating
o Time preferences
o Biological differences
• The four learning styles based on patterns of perceiving situations

and processing information are:
o Imaginative
o Analytic
o Common sense
o Dynamic
• Some common myths on learning are:
o Myth 1: We must be sitting in a chair at all times in order to

learn.
o Myth 2: The person who does the most listening does the
most learning.
o Myth 3: The best way to teach is to give information in a

well-planned lecture.
o Myth 4: If we’d only listen, we’d remember more.
o Myth 5: The more “serious” the learning is, the more we will
remember.
o Myth 6: Fun is not important to learning.
o Myth 7: The only person who should be the “sage on the

stage” is the expert in the field.
• To effectively provide learners with opportunities that address

their different learning styles, teachers need to vary their teaching
strategies to provide many choices of activities and experiences to
encourage learning.

• A teacher needs to learn how to capitalize on students’ interests
and curiosity as he/she models the learning process. A teacher
can motivate students to study and foster their desires to learn.
Some basic principles in motivating students to learn include:
o Motivation comes naturally.
o Teachers need to model passion for learning.
o Properly structured learning experiences foster motivation.
• Some effective teaching strategies include:
o Organizing instruction into integrated thematic units
o Using cooperative learning and group approaches
o Recognizing and teaching to multiple intelligences
o Accommodating individual learning styles
o Stressing thinking skills over plain memorization
o Harnessing the power of technology
o Practicing authentic assessment of student learning through

effective evaluation methods
o Motivating students to value learning
o Acknowledging the importance of active learning, engaged

time, and academic learning time
o Using wise group practices
o Encouraging student inquiry and initiative
• Motivation is defined as a process that initiates, directs, and

sustains goal-oriented behaviors. Intrinsic motivation is associated
with internal drives and needs. Extrinsic motivators come from
outside an individual.
• Teachers should strive to use praise effectively.
• Aside from rewards, teachers’ expectations can also influence

student motivation. Knowing more about how to motivate
students and what to expect of them can help teachers design
lessons and activities that capitalize on student interests.

• The main goal of teaching is to nurture students’ potentials and
make them lifelong learners As such, teachers need to motivate
them from the very beginning.
• Effective teaching strategies should:
o Help students find their own reasons to learn and realize

why learning is important
o Be relevant to students’ needs and circumstances
o Provide a variety of activities to promote interest and address

individual learning styles
o Require active learning and actions/applications
o Provide opportunities to discuss personal meanings and

values
o Encourage student inquiry and nuture students’ natural

curiosity
• Good teaching aims to provide students with choices. Effective

teachers should provide opportunities for students to choose
from:
o What to learn
o How to learn
o How well they need to learn and why
• A teacher should guide his/her students to make responsible

choices and take control of their own learnings and behaviors.
• As an instructional leader, a school head should support teachers

in learning and applying instructional knowledge and skills that
acknowledge the presence of students’ various learning styles and
motivation to learn. However, it is only when the school head has
built his/her own competence in facilitating the teaching-learning
process that he/she can provide this kind of instructional support
to teachers.

Let’s see how much you have learned from this lesson. Try to answer the
questions below.
Part 1
1. Match each student learning style with the most appropriate learning
strategy by connecting each correct pair with a line.
Learning Style Learning Strategy
Visual a. Listening to stories

b. Looking at pictures
Auditory c. Role playing
d. Physical games
Kinesthetic e. Touching objects
f. Imagining scenes
Tactile g. Singing
2. Explain why the following learning style statements are considered

learning myths.
a. We must be sitting in a chair at all times in order to learn.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. The person who does the most listening does the most learning.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

c. The best way to teach is to give information in a well-planned lecture.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
d. The more “serious” the learning is, the more we will remember.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Differentiate intrinsic from extrinsic motivators.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Explain how teachers’ expectations can influence students’ motivation

and learning performance. Give examples.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Why should teachers provide students with choices in terms of learning

activities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

6. Which of the following are characteristics of effective praise? Encircle
the letter of the correct answers.
a. Delivered long after student task performance.
b. Sincere, spontaneous, with variety and other non-verbal signs of

credibility.
c. Provides information to students about their competency.
d. Given based on comparisons with others.
e. Specifies the praiseworthy aspects of the student’s accomplishments.
f. Is given for genuine effort, progress, or accomplishment which is

judged according to standards appropriate to individuals.
g. Expressed blandly without feeling or animation.
h. Is general or global.
i. Helps students to appreciate better their thinking, problem-solving

and performance.
j. Is given according to standards appropriate to individuals.
k. Attributes student success to effort and ability, implying that similar

successes can be expected in the future.
Part 2
Read the critical incident below and answer the questions that follow.
Critical Incident
The clock ticks to 2:40 p.m. and the bell rings. With a weary smile, Ms.
Choong waves goodbye to her grade two pupils as they scurry out of
the classroom. Feeling a sense of relief, she goes back into the classroom.
Sighing, she looks at the pile of spelling test papers on her desk, starts
going through them, and finds that most of the words in the test papers
were misspelled. She had been so sure that her pupils would be able to
spell most of the words because she saw them listening well and looking
at the flashcards when she taught them the words. Apparently, it was
not so. At least, not for everyone. Ms. Choong sets aside the papers,
too disheartened to review them. Her eyes feel teary as she reflects on
her day. She had caught Adi, Mazlan, and Ros secretly drawing each

others’ faces while she discussed the history of the national flag in their
social studies class. The experiment she taught the pupils to perform
for the unit on rocks in their science class was too difficult. And her
throat felt painful but she could not take time off and leave her class to
a substitute. [Adapted from Jonson, K. (2008)]
Pretend that you are the school head of Ms. Choong.
1. What seems to be her teaching style?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What results does she get from adapting the teaching style?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. How would you describe the pupils’ motivation for classroom

learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. In the table below, write the challenges encountered by your teacher,
Ms. Choong, and how you, as her instructional leader, would help her
overcome the challenges.
Ways to Overcome
Challenges
the Challenges

Feedback
Compare your answers with those in the Key to Correction on pages 118–
122. For essay type items, your answers may not be written in exactly the
same words, but as long as the thoughts expressed are similar, you may
give yourself a check mark.
If you got all the 30 answers correct, that’s great! This means that you have
already learned so much from Lesson 2. You may now proceed to Lesson
3. If you missed 5 items or less, you still did well, but review the parts of
the lesson that you missed in order to appreciate the concepts better. If you
got 6 or more incorrect answers, study this lesson carefully one more time.
Reviewing the contents may help you understand the lesson much better.
Concentrate on the parts that you missed. Revise your answers after your
review. After doing so, you may then proceed to Lesson 3.

Enhancing Questioning and LESSON
Active Learning Skills for

Effective Teaching 3
What Is This Lesson About?
Teaching is the heart and soul of a school. As you learned earlier, it forms the
core of the “business of education.” Therefore, teaching must be delivered
in the most effective way to help the school successfully achieve its goals.
Part of good teaching is the ability to ask questions that trigger the use
of information stored in the mind of the student. Facilitative teachers ask
enabling questions that promote further learning and the use of higher
order thinking skills.
In Lesson 1, you learned how to guide your teachers to explore their

teaching philosophies. Lesson 2, on the other hand, familiarized you with
the guidelines for enhancing the teaching-learning process. Lesson 3 will
now focus on enhancing your questioning skills as a tool towards effective
teaching and improved learning. It will help you guide your teachers in
asking good questions when teaching. It will equip you with strategies
for converting simple questions into more challenging ones. You will also
find how active learning can take place in your teachers’ classrooms and
how they can engage in reflective teaching as an instrument for further
developing their instructional skills.

• Provide guidelines for asking good questions in class.
• Apply strategies to convert simple questions into more challenging

ones.
• Describe the process of active learning.
• Define what reflective teaching is.
• Enumerate some guidelines for journal keeping.

Read the story below.
The Obstacle in Our Path

by Tingting Rimart (2006)
In ancient times, a king had a boulder placed on a roadway. Then he

hid himself and watched to see if anyone would remove the huge rock.
Some of the king’s wealthiest merchants and courtiers came by and
simply walked around it. Many loudly blamed the King for not keeping
the roads clear, but none did anything about getting the stone out of the
way.
Then a peasant came along carrying a load of vegetables on his back.

Upon approaching the boulder, the peasant laid down his burden and
tried to move the stone to the side of the road. After much pushing
and straining, he finally succeeded. As the peasant picked up his load
of vegetables, he noticed a purse lying on the road where the boulder
had been. The purse contained many gold coins and a note from the
King saying that the gold was for the person who removed the boulder
from the roadway. The peasant learned what many would never
understand!

Answer the following questions about the story using the spaces
provided.
1. What did the king place on the roadway?
_______________________________________________________________
2. What did the merchants and courtiers do when they came upon the
roadway?
_______________________________________________________________
3. What was the peasant carrying on his back?
_______________________________________________________________
4. What did the peasant find under the boulder?
_______________________________________________________________
5. What did the purse contain?
_______________________________________________________________
What do you think about the questions you have just answered? Respond
to the following questions with a Yes or a No.
1. Did the questions encourage you to think about the story? __________
2. Did they challenge you to extract the moral of the story? __________
3. Did the questions lead you to appreciate the story based on how they
were asked? __________
The answers to all the questions above should be No. They were all recall
questions. As such, they failed to encourage you to analyze and appreciate
the moral of the story. They are what almost 90 percent of teachers ask
their students every day. It is about time you learn how to transform recall
questions into enabling ones or questions that enhance learning and the
use of higher-order thinking skills.

Let’s Read
What are enabling questions? How are they formed? Read on to find out.
Asking Good Questions to Enhance Learning
Nearly 2,200 years ago, Socrates, the teacher of Greek philosopher,

Plato, asked questions that stimulated thinking among his students. He
asked questions and his students responded. Their answers led to more
questions. For Socrates, the process of asking questions and coming up with
well-thought of answers form the foundation of learning. Learning was
defined as a change in beliefs, attitudes, or behaviors due to experiences. As
students go through the experience of being asked, they gain more insights
about topics and develop their own capacities to reason and respond.
However, merely asking questions is not enough. Teachers must also know
what kind of questions to ask.
Through the years, educators have recognized the value of good questioning
as an essential educational tool. Questions have many significant purposes
in education. Questions can encourage critical thinking, promote reasoning
skills, determine the amount of information absorbed by students, and
stimulate interest. Asking the “right” questions can stimulate higher
order thinking skills which develop creativity and insight among students
(Shalaway, 2005). Do you know what higher order thinking skills are? They
represent the higher levels of cognitive functioning. Higher order thinking
skill questions are not merely fact-recall or comprehension questions. They
encourage learners to analyze and explore further applications of acquired
knowledge. You may learn more about higher order thinking skills in the
TEACHeXCELS module, Manage the Integration of Multiple Intelligences
and Higher Order Thinking Skills.
Many teachers today still ask questions that only encourage recall of
information (Shalaway, 2005). These questions focus on the lowest level
of cognitive functioning. Put simply, they only challenge students to
regurgitate or repeat information and not actively process them. Asking
good questions is essential in enhancing the teaching-learning process.
As school head, you are expected to guide your teachers in learning how
to ask more enabling rather than just recall questions. Teachers need to
develop their skills in asking “good” questions and, in the process, help
their students become better thinkers. Study the strategies given below.

Strategies to Convert Simple Questions to More
Challenging Ones
[Adapted from Shalaway (1999)]
1. Yes, but why? Teachers need to ask their students why they
think their answers are correct rather than just accept them as
true. If a student answers that “Photosynthesis is the process of
food/energy production in plants,” don’t just say, “That’s right!”
Instead, ask him/her, “Yes, but why can’t plants produce food the way
humans do?” This will encourage better information processing
and not just recalling as well as develop the student’s ability
to think.
2. What’s the use? Teachers need to ask questions that encourage the use
of information. Ask questions like, “Why do you need to know the different
ways of food production by various organisms?” In this way you present
to your students an opportunity to remember facts more easily and
promote appreciation for the topic by highlighting its relevance.
3. What’s different now? If something changes, teachers need to ask “How

will this change affect the way things are done?” Furthermore, there are
eight tactics to introduce changes in concepts through which teachers
can construct challenging questions:
• Adapt. “How would we (humans) function if we produced food the way

plants did?”
• Modify. “If plants were to produce food only through the use of moonlight
instead of sunlight, what do you think would happen?”
• Substitute. “What do you think would happen if all plants were blue
instead of green?”
• Magnify. “If bees that help pollinate flowers were as big as cats, would
they still be able to do their job?”
• Minify (make smaller). “What would happen to the food production

capacity of plants if all their leaves were smaller?”

• Rearrange. “If a plant’s roots were above the ground and its leaves
underground, which of their processes would need to be changed?”
• Reverse. “If fruits appeared before flowers, how would this affect the
pollination cycle?”
• Combine. “How different would the world be if there were only one kind
of plant?”
4. Can you prove it? Ask for proofs for answers. This requires learners to
formulate answers and support them. “How can you prove that sunlight is
essential for photosynthesis in plants?”
5. Right, wrong, or neither? Avoid questions that have only one correct
answer. Encourage creative thinking by asking questions that have
answers that require students to defend them. Ask questions like,“How
important is knowing about agriculture in human history?”
6. All of the above? Ask questions that have more than one correct answer
like, “What plants can be used as medicine? Why?”
7. Alike or different? Ask questions that require comparison and contrast

like,“How is a cactus similar to an orchid? How are they different?”
8. Square peg and round hole? Questions with unusual relationships

encourage creative thinking like,“What do you think would happen if human
beings had no ears?”
As an instructional leader, you ought to guide your teachers in the practice

of transforming recall questions into enabling ones using the suggestions
above. Doing so can enhance their teaching skills, no doubt about it.

To find out how creativity is enhanced through the use of enabling questions,
answer the question below.
“What do you think would happen if humans produced food through

photosynthesis?”
Write down as many answers/scenarios as you can think of on a separate

sheet of paper.
Feedback
Compare your answers with mine in the Key to Correction on page 122.
How did you find the activity above? Did it stimulate your interest in the
topic? Did it make you think more analytically and creatively? Did you find
this activity fun? Imagine what it would be like for your teachers and their
students!

Before proceeding, change the following recall questions in Activity 3.1
into enabling ones. Write your revised questions on the spaces provided.
1. What did the king place on the roadway?
_______________________________________________________________
_______________________________________________________________
2. What did the merchants and courtiers do when they came upon the
roadway?
_______________________________________________________________
_______________________________________________________________
3. What was the peasant carrying on his back?
_______________________________________________________________
_______________________________________________________________
4. What did the peasant find under the boulder?
_______________________________________________________________
_______________________________________________________________
5. What did the purse contain?
_______________________________________________________________
_______________________________________________________________
Do you think your questions would now make the students think more? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Compare your answers with mine in the Key to Correction on page 123.

Let’s Read
Tips for Asking Questions
Now that you are already more familiar with the kinds of questions to ask
to strengthen learning among students, you will learn next how to ask
these questions. Below are some tips for asking questions that can further
enhance the teaching-learning process.
• Ask questions that are appropriate to the students’

level of mental development.
• Elicit thinking by asking different kinds of questions.
• Prepare questions in advance.
• Be alert for opportunities to ask questions during the class session.
• Call on students randomly to respond to questions.
• Repeat or rephrase a question to help students in answering it.
• Give students adequate time to respond to your questions.
Asking better questions helps students become better thinkers. Converting

simple questions to challenging ones promotes “cognitive independence”
or the ability to think for oneself.
On the other hand, questions should not only come from the teacher.
Students should also be encouraged to direct their own questions not
only to the teacher, but also to each other. Many students are afraid to
ask questions for fear of ridicule. Make sure that the classroom is an
environment that is safe for such an activity. Show respect to your students
for them to also respect you. In other words, teach by example.

Let’s Study
Active Learning
Active learning refers to dynamic teaching and learning, which engages

learners as active participants in the teaching-learning process. Teacher
and students learn by doing, performing, and reflecting on insights
gained from specific activities such as fun games, simulations, role play,
introspection, and the like. Active learning facilitates an engaging process
of reflection on an action for the purpose of developing or enhancing skills
and competencies.
Here are some examples of active learning strategies.
Think-Pair-Share
Sample situation:
The teacher gives students a task such as a question or problem to solve,

an original example to develop, etc. The students are given 2-5 minutes to
work on it alone (think). Then they form pairs to discuss their ideas for 3-5
minutes. Finally, the student pairs will share their ideas with the whole
class (share).
Collaborative Learning Groups (CLG)
These may be formal or informal, graded or not, short-term or long-term.

Students are assigned to heterogeneous groups of 3-6 students. They
choose a leader and a scribe (note-taker). They are given a task to work on
as a group. Often, student preparation for the CLG has been made earlier
(reading or homework). The group produces a group answer or paper or
project.
Games
Games such as jeopardy and crossword puzzles can be adapted as course

materials and used for review, for assignments, or for exams. They can
be used at the individual, small group or full class levels. There are now
some computer programs, for example, to help teachers create crossword
puzzles.

Video Analysis
Videos offer an alternative presentation mode for course material. Videos

should be relatively short (5-20 minutes). The teacher should screen them
beforehand to make sure they are worth showing. Students should be
prepared ahead of time through the use of reaction or discussion questions
or a list of ideas on which to focus; this will help them pay attention. After
the video, the teacher may have them work alone or in pairs to answer
critical questions, write a “review” or reaction, or apply a theory.
Student Debates
These can be formal or informal, individual or group, graded or not,

etc. They allow students the opportunity to take a thesis or position and
gather data and logic to support that view critically. Debates also give
students experience with verbal presentations. Some teachers ask students
their personal view on an issue and then make them argue the opposite
position.
Student Dialogues
Student-to-student (peer-to-peer) dialogues provide an opportunity for

students to present their own ideas, as well as to hear and reflect on the
ideas of others. Dialogue with one’s peers facilitates the meaning-making
process and is the foundation of effective cooperative learning.
Student-Generated Exam Questions
This strategy may be used for review or for the actual exam. This technique
helps students actively process material, gives them a better understanding
of the difficulties in writing reliable and valid examination questions, helps
them review material, and gives them practice for the exam.
Mini-Research Projects
A teacher can have the students conduct a research study on a topic from
the class. The teacher can guide them on collecting data during class time
through observing some situations or giving out short surveys. The teacher
can also guide students on doing outside-of-class data gathering. Either
way, students will, afterwards, present their research in a class research
symposium similar to the conduct of professional meetings. The teacher
may invite other faculty and students as guests.

Use of Raw Data
The teacher may ask students to do three steps: collate raw data about
certain topics, analyze them, and draw up a conclusion. The teacher can
review the students’ data analysis and provide feedback so the students
are guided on how to utilize raw data.
Case Studies
The teacher may bring to class case studies for students to read. Students
can discuss and analyze the case as well as apply concepts, data, and theory
to the class. They can work individually or in groups or do this as a think-
pair-share activity. The teacher may consider combining this with a brief
in-class writing assignment.
Keeping Journals or Logs
The teacher can have students make journal or log entries periodically (on
paper or computer, in or outside of class). He/She may also require a brief
critical reflection or analysis of each entry. The teacher should be aware of
ethical issues involved in asking students to record and analyze personal
events or issues.
Newsletter
As school head, you may support small groups of students in producing a

newsletter on specific topics related to class, relevant research, information
on upcoming related public events, and so on.
Concept Map
Students may create visual representations or models of ideas and

relationships between concepts. These can be done individually or in
groups and can be shared, discussed, and critiqued.

“Students who are hands-on are students who are minds-on.”
What does the statement above mean to you? Do you agree with it?
The statement above means that students who are actively involved in the
learning process learn better. In active learning, students are provided with
opportunities to learn through application and practice, which enhance the
learning process and guarantee comprehension.
Teaching-learning is a dynamic process. A teacher should never stop

working toward becoming better at his/her vocation. What tools can he/
she use to improve his/her teaching? Read on to find out.
Let’s Read
Reflective Teaching: Thinking About Teaching
Toward Professional Growth
Teaching is a constantly evolving process. Like doctors who attend

training regularly to improve their skills, teachers should constantly try
to perfect the art of instruction. The process may not be easy, but thinking
about the way one teaches is a start to improve one’s teaching skills.
Being professionals, teachers should be thinkers and decision makers as
well. They are expected to take full responsibility for their classrooms
and students.
There is a saying that goes, “The better you are at thinking and talking
about teaching, the better you are in the classroom.” Do you agree
with this? Teachers should be encouraged to stop and think about the
way they teach every now and then. As school head, you should help
them reflect on their skills as educators. Systematic reflection on one’s
teaching skills is not easy. It needs time and effort. Reflective teaching is
thinking about one’s skills as a teacher and constantly findings ways to
improve them.

Journal-Keeping and Reflective Teaching
Encourage your teachers to write in their personal journals about their

teaching. The process of writing is in itself already a form of thinking.
Often, people do not really know what and how they think until they write
about it. The process of journal-keeping is powerful. Many teachers have
benefited from this practice in improving their teaching skills. Keeping a
teaching journal can boost teachers’ morale. It may also be an eye-opening,
tension-releasing, and instructive experience. Consciously documenting
self-observations encourages teachers to become “educational researchers”
using themselves as sources of data.
The following are some tips on journal-keeping that you can share with
your teachers (Shalaway, 1999).
• Make entries regularly.
• Keep a permanent record.
• Set aside a regular time for journal-writing.
• Write any thought or reflection that comes to mind.
• Document your growth as a teacher.
• Identify and celebrate small successes.
• Target different aspects of teaching.
• Keep track of how much you have been focusing on each aspect of
teaching.
• Occasionally review your journal.
• Store your journal in a safe place.

Let’s Study
Below are some entries in teachers’ journals.
July 12, 2009
I had a wonderful time in class today. The students enjoyed the

story they chose to reflect on. I think it was a good idea that they
chose parables because they are short and they encourage students
to really think for themselves. I remember last week when I read
to them a story that was quite long. Some seemed bored. I should
continue giving them shorter stories as anchor for group discussions.
To vary the presentation, I might ask some students to act out
some scenes from the story. That would be exciting! I will try that
next time.
What do you think of the journal entry above? Was it easy to understand?
Were you able to relate to the teacher who noted her insights about the way
she teaches and the way her students respond to her in class? How would
your teachers like it as a sample for writing simple journal entries?
Some teachers may want to keep track of their progress but have little time
for writing. They may write shorter journal entries similar to those shown
below.
August 8, 2009
Rene participated in the discussion today. Now I realize that all he

needs is to be a group leader. I should give him more chances to
play that role.
August 9, 2009
I am glad the poem appreciation lesson went well!
August 10, 2009
Must read more on higher-order thinking questions.

Whether journal entries are written in long narratives or simple phrases,
what is most important is for teachers to have a system to document or
track their teaching progress.
Writing journals is just one of the activities in reflective teaching. Teachers

may also prepare class newsletters, take videos, or run discussion groups
with their colleagues. In any activity, just remember that the goal of
reflective teaching is to allow for a way to document, reflect, and analyze
one’s teaching abilities through observations. It is an essential step toward
professional growth and teaching-learning enhancement.
As school head leading your teachers towards instructional effectiveness,

you should always support them in their efforts to teach reflectively. One
way of doing this is by sharing your insights and expertise with them in
the process of acquiring reflective teaching skills.
This module has just walked you through your role as the first resource on
facilitative and reflective teaching for the teachers. With the knowledge,
skills, and values you have gained on leading teachers in facilitating the
teaching-learning process in your school, you can now look forward to
improved student performance and enhanced teacher competencies.
Let’s Remember
• It is important for teachers to develop the ability to ask enabling

questions or questions that tap higher order thinking skills among
students.
• Asking the “right” questions can stimulate higher-order thinking

skills and develop creativity and insight among students. As
school head, you are expected to help teachers learn how to ask
enabling questions rather than just recall questions.

• The strategies for converting simple questions into more
challenging ones include:
o Yes but why?
o What’s the use?
o What’s different now?
n Adapt
n Modify
n Substitute
n Magnify
n Minify
n Rearrange
n Reverse
n Combine
o Can you prove it?
o Right, wrong, or neither?
o All of the above.
o Alike or different?
o Square peg and round hole?
• The following are some tips for asking questions:
o Ask questions that are appropriate to students’

knowledge level.
o Elicit thinking by asking different kinds of questions.
o Prepare questions in advance.
o Be alert for opportunities to ask questions during the

class session.
o Call on students randomly to respond to questions.
o Repeat or rephrase a question to help students in answering

it.
o Give students adequate time to respond to your questions.

• Active learning refers to a dynamic process of learning new ideas,
skills and attitudes by engaging learners as active participants in
the teaching-learning activities. Teachers and learners are both
learning from doing, performing, and taking action through
learning vehicles/devices such as:
o Think-Pair-Share
o Collaborative learning groups
o Games
o Student debates
o Student-to-Student dialogues
o Student-generated exam questions
o Mini-research proposals or projects
o Using raw data
o Analysis of case studies
o Keeping journals or logs
o Writing and producing newsletters
o Concept mapping
• Reflective teaching is thinking about one’s skills as a teacher

and constantly finding ways to improve them. Journal-keeping
is an important activity in reflective teaching. Keeping a teaching
journal can boost one’s morale. It can also be an eye-opening,
tension-releasing, and instructive experience.
• As an instructional leader, you may have teachers who can ask

enabling questions that tap students’ higher order thinking skills,
who can promote active learning, and who can engage in reflective
teaching. That is a great advantage; however, having teachers with
these qualities does not happen overnight. It requires a school
head who possesses these competencies and who can share and
model these teaching skills. It needs an instructional leader who
can exemplify how effort works towards success. And it calls for
a motivating school head whose support is felt and seen by the
teachers as they set out to be reflective and effective teachers.

Answer the following questions using the spaces provided for each.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Convert the simple questions below into more challenging ones.
a. What is photosynthesis?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. Who is the head of the United Nations General Assembly?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
c. What is the third letter of the English alphabet?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
d. When was the light bulb invented?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Why is active learning important?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Why should teachers provide ample time for students to respond to a

question?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
124. If your answers are similar to mine, that’s great! If not, review the
parts of the lesson you made mistakes in; then, revise your answers before
proceeding to the final part of the module.

Let’s Sum Up
• Lesson 1 introduced to you what a teaching philosophy is and
how it is created. It also defined facilitative learning and its
characteristics. You also studied the four major teaching styles
—formal authority, demonstrator, facilitator, and delegator.
• Lesson 2 described the different learning styles of students. You

also learned the factors that affect learning, as well as the common
myths about learning styles. It also familiarized you with intrinsic
and extrinsic motivation, as well as provided a discussion on the
use of verbal praise as an educational motivator. Lastly, it taught
you several strategies and models in enhancing the teaching-
learning process.
• In Lesson 3, you learned how to formulate enabling questions to

enhance the learning process. You also studied active learning
and reflective teaching.
• The lessons covered in this module provided you with knowledge

and skills you need to help your teachers enhance your school’s
teaching-learning activities.

How Much Have You Learned From This Module?
To find out how much you have learned from this module, answer the
following questions.
1. What are the strengths of facilitative teaching? Its challenges? Explain

your answers.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What information is usually included in a teaching philosophy?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Why is it important for teachers to know and understand their dominant

teaching style/s?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Encircle the letters that correspond to words/descriptions below that

refer to the facilitative teaching style.
a. Teacher-centered
b. Democratic
c. Student-focused
d. Encourages critical thinking among students
e. Chairs are arranged in the usual linear pattern

f. Promotes active learning
g. Relies heavily on lectures
h. Does not encourage competition
i. Focuses on enhancing students’ critical thinking skills
j. Encourages student participation in activities
k. Works best for independent learners
l. Encourages collaboration with other students
5. Enumerate the four learning styles based on learners’ sensory preferences.

Give a brief description of each one.
a. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
b. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
c. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
d. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What are the limitations of extrinsic motivation in encouraging and

sustaining learning. Give a concrete example of such.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

7. Transform the two recall questions below into enabling ones.
a. What is the capital of Vietnam?
_______________________________________________________________
_______________________________________________________________
b. Who invented the phonograph?
_______________________________________________________________
_______________________________________________________________
8. What do you think would happen if a teacher did not practice reflective
teaching?
_______________________________________________________________
_______________________________________________________________
9. Why is it disadvantageous to use questions that merely explore recalling

and memorizing?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
10. How does active learning promote effective learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
11. What do you think are the key elements of active learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

12. What are the roles of a school head in promoting teachers’ skills in
facilitating the teaching-learning process?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
127. Some of your answers may not be worded exactly as mine, but so long
as they express the same thought, you may give yourself a point.
If you answered all the questions correctly, that’s great! That means you
have learned much from this module. If not, review the parts of the module
that you made mistakes in. Revise your wrong answers after your review.

How Do You Rate Yourself Now?
Congratulations! You have done well in finishing this module. I hope you
have gained a lot of learning and insights about facilitating the teaching-
learning process in your school and in sharing the knowledge and skills
with your teachers.
For a final check, may I invite you to return to the Self-Rating Competency
Checklist on pages 8-9. Review the list of competencies and place another
set of check marks (p) on the “Post” column that best describes your level
of mastery of each competency now that you have completed the module.
Compare your competency level before and after studying the module and
reflect on how much you have learned. Write your insights on the space
below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Good luck in your work in implementing the facilitative teaching-learning

process in your school!

Let’s Apply What You’ve Learned
(Module Assignment)
The final activity for this module requires you to complete the following
module assignment. Please follow the Module Assignment Guidelines
detailed below.
Module Assignment Guidelines

1. Call your teachers to a meeting.
2. Present to them what you have learned from this module regarding how
they can improve the teaching-learning process.
3. Divide them into groups, then have each group come up with a lesson
plan that integrates enabling questions and active learning strategies
into the teaching process.
4. Discuss their lesson plans with them and ask them to implement these
for one week. Explain to them that you will be visiting their classes in
which they will apply the respective lesson plans.
5. Conduct a post-observation conference with individual teachers to find

out how they think their lesson plans worked. Provide feedback on
their use of enabling questions and active learning strategies.
You may also ask your teachers to start their own journals where they
can record their reflections or learnings from you as their school head/
supervisor. Their journals should document how they applied their
learnings to improve student performance.
6. Write a reflection (approximately 500 words) on how you conducted the

activities in this module assignment. In this short reflection, make sure
you answer the following questions:
a. What worked and what did not work when your teachers
implemented their respective lesson plans?
b. What feedback did you provide to your teachers? Give examples.
c. What other support did you extend to your teachers on their use of
enabling questions and active learning strategies?
7. Submit your reflection with supporting photo documentation and a

sample of the best work from your teachers to your Flexible Learning
Tutor for review and feedback.
Good luck in your quest to achieve instructional success!

Key to Correction
What Do You Already Know? pages 5–7
1. What is the rationale behind writing a teaching philosophy?
Writing a teaching philosophy provides you and the teachers with an

opportunity to reflect on your basic beliefs about teaching. It may also
be an eye-opening and instructive experience that can give you and your
teachers insights on your growth as educators.
2. What is facilitative teaching?
Facilitative teaching is teaching that guides, instigates, and motivates

students to learn. It is learner-centered, not teacher-centered. The
teacher is the facilitator rather than the source of learning (Methodist
University, 2010).
3. The four learning styles based on a learner’s sensory preference

are provided below. Give two examples of teaching/instructional
activities that can maximize each learning style in the
spaces provided.
Examples of activities that maximize the four learning styles include:
a. Visual
Viewing students’ photo and art exhibit
Constructing maps
b. Auditory
Listening to stories
Singing about a topic
c. Kinesthetic
Role playing
Playing games that involve physical activities
d. Tactile
Performing experiments
Preparing a diorama or dish garden

4. Discuss the role of motivation in learning.
Motivation is defined as a process that initiates, directs, and sustains

goal-oriented behaviors. It plays a very important role in learning.
Motivated teachers give their best to help students learn. On the other
hand, motivated students strive hard to acquire knowledge, skills, and
values. Motivation energizes teachers and students to expend effort
and other resources towards achieving success in the teaching-learning
process.
5. What might happen if teachers failed to provide students with choices in terms
of learning activities?
Students tend to lose interest and motivation faster if they are not
given choices in terms of activities. Different students are interested in
different things. Thus, the challenge for teachers is to provide varied
activities that will tap the interests of their different learners.
6. Can you tell between effective and ineffective praise?
I a. Good job!
This is an ineffective praise statement because it does not provide

information to the learner on why the job performed is considered
good.
E b. I am glad you completed your project on time.
This is an effective praise statement because it specifies the reason

that praise is given. It also provides information on a quality that
could lead to future successful accomplishment.
I c. You have the most scientific solution in your group.
This is an ineffective praise statement because it compares the

learner with other people and it does not provide information
about the achievement.
Reflective teaching is thinking about one’s skills as a teacher and

constantly finding ways to improve them. It provides opportunities
for self-assessment and professional development as a teacher.

8. Why should teachers choose enabling questions over recall questions?
Enabling questions promote higher-order thinking skills, recall questions

do not. Questions that ask why and how are enabling types of questions
because they ask students to explore and probe further ideas presented.
On the other hand, recall questions often merely ask students to repeat
the information given.
Lesson 1: Understanding the Facilitative Teaching-

Learning Process
Let’s Try This (Activity 1.1) page 13
Teaching Mr. Kamulwat Mrs. Prinsakorn

Beliefs
Components
Beliefs about Teaching by example Good teaching means providing
good teaching is key. Students have as much to students as much knowledge as
teach him as he has to them. possible. Her role as an educator
is much like that of a driver
who brings students to their
destination wherein she is in
total control.
Preferred class He uses activities that enable She gives lectures in class and
activities students to apply new learnings expects students to listen. She
to practical situations. asks students to work on long
assignments.
He provides students with
opportunities to work in groups
and come up with projects that
can help them further explore
their new skills.
Beliefs about Students have their Students are like empty vessels
students own unique abilities that can be that need to be filled with
further developed. knowledge.
He respects their opinions and They are expected to listen to

believes that there are many her attentively as she conducts
things he can learn from them. lectures.
They are passive receivers of

information.
Learning goals To develop students’ skills by For students to learn as much
for students giving them opportunities to knowledge as possible and to
learn and practice. think more.
Goals for self- To rediscover himself by To follow a career plan that will
improvement enrolling in professional lead to her promotion at school.
development courses available
for teachers.

How Much Have You Learned From This Lesson? pages 39–42
Part 1
1. How would you describe the teacher’s role in the class activity presented?
The teacher’s role in the class activity presented is that of a recorder

of students’ comments. By doing this the teacher skillfully transformed
herself from being the focal part of the discussion to being the facilitator
who drew the students into the center of the discussion.
2. How about the students’ role?
The students’ role was that of active participants and “resource persons”
in the class discussion. They were the main players in the activity.
3. What do you think was the general atmosphere in the class during the discussion?
The class had a general atmosphere of excitement and enjoyment that

was conducive to learning during the discussion.
4. Did the teacher in the critical incident demonstrate facilitative teaching? If

your answer is “no,” explain your answer. If “yes,” what characteristics of
facilitative teaching were demonstrated? Support your answer.
The teacher in the critical incident demonstrated facilitative teaching.

The following characteristics were demonstrated:
a. Provides a meaningful context for learning where lessons are framed by the
context of the students’ life situations.
The topic of the short story was on friendship and social skills. This
is an important topic for students as it forms part of their day-to-day
activities at home and at school.
b. Encourages ‘hands on’ and interactive approaches to learning activities to allow

learners to think about and apply concepts learned.
The teacher drew out responses from the students and provided
questions and prompts that encouraged the students to exchange ideas
and discuss with one another. The process also enabled the students to
exercise critical thinking skills.

c. Understands learners as ‘co-producers’ of new knowledge and skills.
Instead of giving information straight to the students, the teacher drew

out the ideas from the class members, enabling them to share their
knowledge with everyone in class and to come up with a synthesis of all
their ideas.
d. Recognizes that the prior learning and life experiences of learners are valuable
foundations for constructing new knowledge and skill sets.
The teacher’s choice of the short story topic manifests a consideration

of what the students already know based on their experiences. But
considering the limited information from the critical incident, the topic
scope of the material alone is not the only indicator that prior learning
and life experiences of students are recognized by the teacher. The
discussion subtopics, the examples given, and the applications cited
provide opportunities for relating the subject matter to the students’
environmental context.
e. Values the social interactions involved with learning in groups.
This characteristic is most obviously seen in the critical incident. The

way the teacher conducted the class discussion and phrased questions
clearly shows her intention that the students directly address one
another, deliberate on the issues, negotiate suggestions, and come up
with a synthesis.
Part 2
1. What is a teaching philosophy and why is it important?
A teaching philosophy is a set of beliefs that a teacher values and uses

as guide for instructional activities. It encompasses his/her beliefs
about students, teaching, and the role of an educator. It is developed by
reflecting on one’s basic beliefs about students, teaching-learning, and
the role of a teacher in an academic institution, such as a school.
Writing down teaching philosophies allows teachers to explore their

beliefs and attitudes about students, teaching, and their role as educators.
They provide opportunities to find out why they are teaching the way
they do. A principal must guide his/her teachers to align their own
philosophies with the school’s instructional goals.

2. Identify what teaching style is being described by the following statements.
Facilitator – This teaching style emphasizes student-centered learning

activities. This type allows a teacher to design learning situations and
activities that require student processing and application of course
content in creative and original ways.
Formal Authority – This teaching style doesn’t usually require much

student participation in class. It is often called the “Sage on the stage”
model.
Demonstrator or Personal Model – A teacher with this type of teaching

style might comment: “I show my students how to properly do a task or
work through a problem and then help them master the task or problem
solution. It’s important that my students can solve independently similar
problems by using and adapting demonstrated methods.”
Delegator – Teachers who have this teaching style tend to place much
control and responsibility for learning on individuals or groups of
students. Students are often asked to work independently or in groups
and must be able to maintain motivation and focus for complex
projects.
3. Do you agree with this statement: “A competent teacher assumes a combination

of the four different teaching styles.” Explain your answer.
If you answered “Yes”, you are correct. A competent teacher assumes a

combination of the four teaching styles. This teacher is called the “All-
Round Flexible and Adaptable Teacher”. He/She is able to adapt the
most appropriate teaching approach to individual students’ learning
needs. A combination is necessary so that the teacher can be responsive
to the unique needs of each learner. For example, a teacher can apply a
formal authority teaching style with students who prefer it because of
the difficulty they are encountering as a result of personal limitations.
At the same time, the teacher can apply the delegator teaching style
with students who he/she knows prefer to take responsibility for their
own learning as a result of their past successful experiences in various
learning tasks.

4. It is expected that the teachers in your school have different teaching styles and
your students have various learning needs. Given this scenario, how will you
help your teachers deliver effective instruction?
You can help your teachers meet their students’ needs and deliver
effective instruction by sharing with them teaching techniques that can
benefit all learners. The teachers should be encouraged to include as
many techniques as are doable in their situation and continue adapting
more until they are able to apply all the techniques. These teaching
techniques include:
• Motivate learning by relating the material being presented to what

has come before and what is still to come in the same class subject, to
material in other subjects, and particularly to the students’ personal
experience.
• Provide a balance of concrete information (facts, data, real

experiments, and their results) and abstract concepts (principles,
theories, and mathematical models).
• Balance problem-solving methods with simple knowledge-level

methods.
• Use pictures, schematics, graphs, and simple sketches liberally

before, during, and after the presentation of verbal material. If
possible, show films or provide demonstrations and hands-on
activities.
• Use technology-assisted instruction, if possible.
• Do not fill every minute of class time lecturing and writing on the
board. Provide intervals - however brief - for students to think about
what they have been told.
• Provide opportunities for students to do something active besides

writing notes. Small-group brainstorming activities that take no
more than five minutes are extremely effective for this purpose.
• Assign some drill exercises but do not overdo them. Also provide
some open-ended problems and exercises that call for analysis and
synthesis.
• Give students the option of cooperating on homework assignments

to the greatest possible extent.

• Applaud creative solutions, even incorrect ones.
• Talk to students about learning styles to reassure them that their

academic difficulties may not all be due to personal inadequacies.
Explaining to learners how they learn most efficiently may be an
important step in helping them reshape their learning experiences
so that they can be successful.
Lesson 2: Toward Effective Teaching-Learning
1. I: A student’s natural curiosity is an intrinsic drive. It comes from

within the person and is rooted in one’s rational powers.
2. E: Money as reward is an example of extrinsic motivation. The drive

is created from outside the individual.
3. E: Along with praise, verbal encouragement and anything

observable, getting good grades is an extrinsic motivator.
4. E: Hearing words of encouragement from classmates is an extrinsic

motivator.
5. I: The desire for mastery and success is intrinsic to the learner

who motivates himself/herself.
Let’s Try This (Activity 2.4), page 64
E 1. I noticed how you took time to show the new student around the school. I am
sure she appreciated the help.
The correct answer is E, effective, because the statement specifies the
praiseworthy aspects of the student’s behavior.
I 2. I’m proud of you!

The correct answer is I, ineffective, because the statement neither
specifies the praiseworthy behavior nor provides information about
it.

I 3. That’s an interesting idea!
The correct answer is I, ineffective, because the statement does not
provide information about why the idea is interesting.
I 4. You are amazing!

The correct answer is I, ineffective, because the statement is general
and does not specify the successful behavior.
E 5. I can see that you enjoy math. You have worked on these problems for over
half an hour!
The correct answer is E, effective, because the statement attributes
student success to effort and ability.
I 6. You are such a good student.

The correct answer is I, ineffective, because the statement is general
and does not provide meaningful information.
E 7. I’m glad to see you are working so hard on your spelling!

The correct answer is E, effective, because the statement specifies the
praiseoworthy behavior and implies the value of effort on student
success.
I 8. Your artwork is the best in your group!

The correct answer is I, ineffective, because the statement does not
provide meaningful information and orients the student toward
comparing him/herself with others.
Part 1
1. Visual: b and f
Auditory: a and g
Kinesthetic: c and d
Tactile: e
2. a. We must be sitting in a chair at all times in order to learn.

This is a learning myth because while some learners may learn
effectively sitting in a chair, most learners learn better if their bodies
are active and doing something relative to the learning materials.

b. The person who does the most listening does the most learning.
This is a learning myth because not all learners learn best from
listening (auditory learners). Some learners prefer to see visual
materials on the concept being learned (visual learners), others learn
most when they have bodily movements or when they do something
(kinesthetic learners), and some others learn more effectively when
they touch objects (tactile learners).
c. The best way to teach is to give information in a well-planned lecture.

This is a myth because not all teachers belong to this formal authority
teaching style. While many teachers prefer to teach by giving
lectures in teacher-centered classrooms, some others find facilitative
teaching as the best way to teach. Others prefer the delegator-type
teaching style, and others consider personal model teaching style as
the best teaching style.
d. The more “serious” the learning is, the more we will remember.
This is a myth because studies have shown that while some learners
prefer a serious learning atmosphere, others thrive well in a learning
situation where there is sense of humor and fun.
3. Differentiate intrinsic from extrinsic motivators.
Motivation is defined as a process that initiates, directs, and sustains

goal-oriented behaviors. Intrinsic motivation is associated with internal
drives and needs. For example, a teacher giving a positive statement of
encouragement after a learner’s demonstration of an interest in reading:
“It is great, Desy, that you enjoy reading the book!” Extrinsic motivators,
on the other hand, arise from outside an individual. For example, same
as the one given earlier but with an incentive: “It is great, Desy, that you
enjoy reading the book! Because of your love for reading, I will include you in
our Advance Readers Star Circle so that you’ll get a chance to qualify for our
annual school story-telling competition!”.
4. Explain how teachers’ expectations can influence students’ motivation and

learning performance. Give examples.
Aside from giving rewards, a teacher’s expectations can also influence

student motivation. Knowing more about motivating students as well
as being conscious of one’s own learning expectations can help a teacher
design lessons and activities that will capitalize on student interests

such as projects and theme studies. If a teacher has low expectations
of students, he/she would be less inclined to offer them intellectually
challenging activities.
5. Why should teachers provide students with choices in terms of learning

activities?
Teachers should provide students with choices in terms of learning

activities so that students will be able to learn using their learning styles.
This will make studying more fun, more interesting, and therefore, more
motivating for them. Having choices on activities to engage in will also
enable them to try out other learning styles.
6. Which of the following are characteristics of effective praise?

The encircled letters are the correct answers.
a. Delivered long after student task performance.
b. Sincere, spontaneous, with variety and other non-verbal signs of

credibility.
c. Provides information to students about their competency.
d. Given based on comparisons with others.
e. Specifies the praiseworthy aspects of the student’s accomplishments.
f. Given for genuine effort, progress, or accomplishment which is

judged according to standards appropriate to individuals.
g. Expressed blandly without feeling or animation.
h. General or global.
i. Helps students to appreciate better their thinking, problem-solving

and performance.
j. Is given according to standards appropriate to individuals.
k. Attributes student success to effort and ability, implying that similar

successes can be expected in the future.
Part 2
Pretend that you are the school head of Ms. Choong.
1. What seems to be her teaching style?
Ms. Choong predominantly applies the formal authority teaching style.

Her classroom is teacher-centered where she serves as the main source
of knowledge.

2. What results does she get from adapting the teaching style?
Many of Mrs. Choong’s pupils are not performing well in spelling tasks
and some become uninterested in the class. Some activities, like the
science experiment, become too difficult for her because she tries to do
them all her own. She becomes weary and her health suffers because she
does most of the doing and talking in class.
3. How would you describe the pupils’ motivation for classroom learning?
The pupils’ motivation for classroom learning is low. This is manifested

in their low performance in their spelling class and in their behavior that
showed a lack of interest in the social studies lecture.
4. In the table below, write the challenges encountered by your teacher, Ms.
Choong, and how you, as her instructional leader, would help her overcome the
challenges.
Ways to Overcome
Challenges
the Challenges
Many of Ms. The school head may train Ms. Choong on the use
Choong’s of facilitative teaching skills and techniques that can
pupils are not benefit all learners no matter what their learning
performing styles are. Instead of just using flash cards and
well in spelling direct teaching to the pupils (which benefit only
tasks. visual learners), Ms. Choong could provide concrete
materials like actual objects or pictures of the words
being spelled, or create opportunities for students to
do something active besides reading the flash cards
and writing notes, such as acting out the words or
spelling the words with their bodies or by forming the
words using beads or other things that they like.
Pupils’ lack of The school head may train Ms. Choong on applying
interest in the teaching techniques that heighten the motivation of
topic being students to learn. This includes relating the topic to
discussed. situations that are fun, familiar, and significant to
the pupils. For example, instead of directly teaching
the pupils about flags, Ms. Choong may group the
students into three teams and ask the teams to create
their own flags that would symbolize their respective
teams. This will definitely be a fun starting point for
rich pupil-centered discussions about flags, leading
to their discussion of the national flag as guided by
Ms. Choong. The school head can also train her on
exploring the multiple intelligences of the students
by asking them to draw or create the national flag
using available materials or to act out the history of
the flag.

Ways to Overcome
Challenges
the Challenges
Ms. Choong’s Instead of doing the experiments herself, Ms. Choong
difficulty in could guide her pupils in performing it. The students
conducting will learn much from the hands-on activity and Ms.
activities such Choong won’t be exhausting herself too much.
as experiments.
Ms. Choong’s The school head needs to help Ms. Choong realize that
health condition her formal authority teaching style necessitates her
and weariness. to speak and move all the time in the classroom. This
Ironically, can exhaust her vocal cords and drain her stamina.
although she The school head may ask Ms. Choong to observe
feels unwell, classes of effective and relatively relaxed teachers
she cannot who adopt learning styles different from her own.
delegate
teaching to
a teacher
substitute. Ms.
Choong truly
feels like a
“sage on the
stage”!
Lesson 3: Enhancing Questioning and Active Learning

Skills for Effective Teaching
Possible answers to the question, “What do you think would happen if humans
produced food through photosynthesis?”
1. We would constantly be exposing ourselves to the sun.
2. We would always feel hungry at night.
3. Machines would be invented to replace the energy coming from the

sun.
4. There would be no more use for plates and utensils.
5. Cooking will become a thing of the past.
6. Restaurants would necessarily have to change.
7. Having lunch breaks would mean going out to get doses of sunlight.
You may have thought of other creative ideas. Share and discuss them with
your co-learners and Flexible Learning Tutor.

Let’s Try This (Activity 3.3), page 90
Possible enabling questions include:
1. If you were the king, would you have done the same thing? Why?
2. How is the peasant’s attitude different from the merchants’ or

courtiers’?
3. How similar or different would the story be if the merchants and the
courtiers were also carrying the same load on their backs?
4. Make analogies between the elements of the story and your life.
5. Explain the statement, “The peasant learned what many did not
understand.”
You may have thought of other interesting enabling questions. Share and
discuss them with your co-learners and Flexible Learning Tutor.

constantly finding ways to improve them. It provides opportunities for
self-assessment and professional development as a teacher.
2. Convert the simple questions into more challenging ones.

Here are possible answers.
a. Why is photosynthesis an important process for plants?
b. Explain why being the head of the United Nations General

Assembly is a challenging position for anyone.
c. What do you think would happen if the third letter of the English
alphabet were removed?
d. What do you think would happen if the light bulb had not been
invented?
You may have thought of other interesting questions. Share and discuss
them with your Flexible Learning Tutor.

3. Why is active learning important?
Active learning is important because it fosters learner-centeredness in

the teaching-learning process. Learners are engaged in activities and
knowledge construction rather than merely “passively” absorbing
information from teacher lectures and traditional “chalk-and-talk”
sessions. It involves strategies that facilitate discovery, cooperation,
critical and creative thinking, and fun-filled learning.
4. Why should teachers provide ample time for students to respond to a

question?
Some students need time to think of an answer. Hence, teachers have to

provide time for them to respond. If students find it difficult to answer,
the teacher may rephrase the question or give clues.
How Much Have You Learned From This Module?, pages 104–107
1. What are the strengths of facilitative teaching? Its challenges? Explain your
answers.
The strengths of facilitative learning include its ability to engage

students in active learning, in the use of higher order thinking skills,
and in stronger motivation to learn. All these translate to improved
learning and performance of the students. The challenges that may be
encountered in applying facilitative teaching are the increased amount
of time and effort the teacher may need in preparing for the class, the
change in teaching philosophy that may be required of the teacher,
and the more active role the instructional leader will need to play in
supporting facilitative teachers.
2. What information is usually included in a teaching philosophy?
A teaching philosophy is a set of beliefs that a teacher values and uses

as guide in instructional activities. It contains information about basic
beliefs about students, teaching-learning, and the teacher’s role as an
educator.
3. Why is it important for teachers to know and understand their dominant

teaching style/s?
It is important for teachers to know and understand their dominant

teaching style/s so that they will be able to appreciate the advantages
and disadvantages of the particular teaching style/s they are using,

especially on the part of the students. Such a comprehension will enable
them to reflect on their teaching practices and gain insights on how
effective teachers can adopt two or more teaching styles. This may lead
them further to see that they may have to work on accommodating
students’ various learning needs.
4. Encircle the letters that correspond to words/descriptions below that refer to

the facilitative teaching style.
The encircled letters indicate the correct answers.
a. Teacher-centered
b. Democratic
c. Student-focused
d. Encourages critical thinking among students
e. Chairs are arranged in the usual linear pattern
f. Promotes active learning
g. Relies heavily on lectures
h. Does not encourage competition
i. Focuses on enhancing students’ critical thinking skills
j. Encourages student participation in activities
k. Works best for independent learners
l. Encourages collaboration with other students
5. Enumerate the four learning styles based on learners’ sensory preferences. Give
a brief description of each one.
a. Visual learning style – A preference to learn with the use of pictures

and through imagining situations and images
b. Auditory learning style - A preference to learn by hearing stories,

singing, and activities that utilize music
c. Kinesthetic learning style - A preference to learn through using

movements of the body, such as engaging in physical games, role
playing, or pantomime
d. Tactile learning style - A preference to learn through touching and

exploring.

6. What are the limitations of extrinsic motivation in encouraging and sustaining
learning. Give a concrete example of such.
Extrinsic motivation, like giving verbal praise and tangible rewards,

is criticized as ineffective in sustaining the learning process for a
long time. Focusing on extrinsic rather than intrinsic motivation
will not encourage learners’ innate curiosity to acquire knowledge.
Extrinsic motivation loses its motivating effects as students
grow up.
7. Transform the two recall questions below into enabling ones.

Possible answers:
a. How is the capital of Vietnam similar to Manila?

b. What machines today are similar to the phonograph?
You may have thought of other interesting questions. Share and discuss
them with your Flexible Learning Tutor.
8. What do you think would happen if a teacher did not practice reflective
teaching?

constantly finding ways to improve them. A teacher who does not
practice reflective teaching loses the opportunity to assess regularly
his/her teaching skills and pursue professional development as an
educator.
9. Why is it disadvantageous to use questions that merely explore recalling and

memorizing?
Recall questions only encourage the development of lower-

level cognitive skills such as rote memory. They do not promote
higher-order thinking skills (critical and creative thinking skills).
10. How does active learning promote effective learning?
Under active learning, strategies that involve a lot of student participation

are used. By being active participants in the learning process, students
are able to absorb more and, therefore, learn more effectively.

11. What do you think are the key elements of active learning?
The key elements of active learning are creating learning experiences,

interaction, and dialogue. By “creating learning experiences” and
interaction-based activities, learners become more participatory in
building their own learning and constructing their own meanings.
Encouraging dialogues allows students to reflect on their learning
experiences and, with the help of the teacher and fellow students, make
meaning of the learning experiences.
12. What are the roles of a school head in promoting teachers’ skills in facilitating
the teaching-learning process?
The roles of a school head in promoting teachers’ skills in facilitating the

teaching-learning process include the following:
• Helper – for teachers to learn and appreciate the different teaching

styles and adopt two or more in their teaching
• Provider – of knowledge and resources to help teachers meet the

instructional needs of all students
• Motivator – by supporting teachers
• Model – of facilitative teaching behaviours to teachers
• Builder – of teachers’ confidence
• Communicator – of high expectations and confidence-building

Suggested Readings/Websites
Learning Theories and Teaching Strategies. Journey to Excellence (J2E).
http://www.journeytoexcellence.org/
ADPRIMA: Education Information for New and Future Teachers. http://www.

adprima.com/managing.htm
Online Teaching: Have You Got What It Takes? http://members.shaw.ca/

mdde615/index.htm
Teaching and Learning Philosophy and Strategies. Chemconnections. http://

chemconnections.org/modules/tandl_philosophy.html
How to Praise Children for a Job Well Done. Suite101. http://

newteachersupport.suite101.com/article.cfm/how_to_praise_children_
for_a_job_well_done

Glossary
Abstract - refers to something understood on a conceptual or theoretical
level, e.g., like a summary or an overview
Acquisition - refers to the act of gaining or obtaining something
Active Learning - as the name suggests, is a process whereby learners

are actively engaged in the learning process rather than “passively”
absorbing teacher-centered lectures. Active learning involves reading,
writing, investigation, discussion, and engagement in solving problems,
analysis, synthesis, and evaluation
Adaptability - refers to the ability to adjust to a situation
Autocratic - refers to a traditional style of teaching and leadership

characterized by domination and control and monopoly of power and
ideas
Capitalize - means to use something to one’s advantage
Chalk-and-talk - an approach to teaching often classified as traditional

because of the use of blackboard (and chalk) for writing notes to be
passively copied by students, together with the delivery of a lecture
(talk) with little opportunity for student interaction or engagement
Cognitive - refers to or related to thinking or mental process like sensation,

perception, etc.
Collaboration - means working or coordinating with other people to

achieve a certain goal
Competency - refers to a person’s level of capability or aptitude to perform

a specific task
Concrete - refers to something that is real or can be measured qualitatively

and/ or quantitatively
Constructivism - is a philosophy of learning founded on the assumption

that by reflecting on their experiences, learners construct their own
understanding of the world they live in
Contrast - means to compare two things so as to point out their (usually

glaring) differences

Criteria - refers to the bases of comparison or points of reference against
which other things are evaluated or compared
Cues - refers to clues or hints that serve as signals to people to do certain

actions
Dominate - means to command position or rule by strength
Encompass - means to include or to cover
Enhance - means to improve or advance
Facilitate - means to make a certain task easy or easier to carry out and
accomplish
Familiarize - means to be acquainted or familiar with a concept or an idea
Flexibility - refers to the ability to adapt, conform to change
Gatling gun approach - refers to asking one question after another in rapid
sequence
HOTS (Higher Order Thinking Skills) - refers to a learning experience in

which learners are engaged in the highest levels of thinking where they
become creators of new ideas, analyzers of information, and generators
of knowledge. This is in contrast with lower order thinking wherein
learners simply receive, recite, or participate in routine practice and
do not go beyond simple reproduction of knowledge. HOTS involve
designing, constructing, planning, producing, inventing, hypothesizing,
critiquing, experimenting, investigating, judging, organizing,
deconstructing, interrogating, and finding.
Indiscriminately - means to do something hastily or act towards something

without making distinctions
Integration - refers to the incorporation or inclusion of something to a set

or a whole
Implement - means to apply, use, or carry out things or concepts
Learning Style - refers to an individual’s preferred ways of learning.
MI (Multiple Intelligences) - refers to the theory of human intelligence that

suggests people have eight intelligences in varying amounts. These
intelligences are identified as verbal-linguistic, logical-mathematical,
visual-spatial, musical-rhythmic, bodily-kinesthetic, interpersonal,
intrapersonal, and naturalist.

Magnify - means to enlarge hypothetically the size of something to see how
it will function in such form
Manifesting - also means “showing” or “displaying” certain characteristics
Mastery - refers to a high level of understanding and grasp of a concept or

task
Minify - means to reduce hypothetically the size of something to see how

it will function in such form
Modeling - means projecting an image or setting an example
Modify - means to change or alter something to make it better or more

relevant
Myth - means a fallacy or an unproven (often erroneous) belief
Optimize - means to get the most out of something or using its full
potential
Pantomime - refers to a type of performance that involves acting without

the use of words
Passionate - means showing intense desire towards something
Philosophy - refers to a set of beliefs or guiding principles
Phonograph - an audio player/device
Photosynthesis - process by which plants convert water and carbon dioxide

into carbohydrates using sunlight as source of energy and with the aid
of chlorophyll.
Pitfall - synonymous to drawbacks and disadvantages
Pollinating - refers to the process of sexual reproduction among flowering

plants
Reflective Teaching - means thinking about what you do in the classroom,

why you do it, and if it works -- a process of self-observation and self-
evaluation geared towards improvements in teaching
Regimented - means rigidly followed and severely limited by rules
Relevant - means important or useful
Sage - refers to a respected, wise person

Self–esteem - refers to one’s sense of self–worth; synonymous to confidence
Sequential - means strictly arranged in a specific order or pattern
Strive - means to work towards the achievement or accomplishment of

something
Teaching-Learning Process - generally refers to the process by which an

individual acquires (learning) or imparts (teaching) knowledge in an
educational situation
Teaching Philosophy - refers to a set of beliefs that teachers value and

which directs their instructional activities. It encompasses their beliefs
about students, learning, teaching and their role as teachers.
Teaching Style - refers to the manner by which one facilitates learning

inside the classroom. Teaching styles are abstractedly categorized into
four: formal authority, demonstrator or personal model, facilitator, and
delegator.
Tedious - means tiresome and boring
Theoretical - means hypothetical or based on a theory

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Annex A
Constructivism
[Adapted from Constructivism in Teaching and Learning
Project COMPETE Module (SEAMEO INNOTECH, 2002)]
Constructivism refers to the idea that learners construct knowledge for

themselves. Constructing meaning is learning. There are two significant
consequences of this view:
- Teachers should focus on the learner in thinking about learning, not

on the subject or lesson to be taught.
- There is no knowledge independent of the meaning attributed to

experience constructed by the learner or community of learners.
Other definitions of constructivism are:
Constructivism is a theory of knowledge based on the premise that

knowledge is physically constructed by learners who are involved in
active learning and that knowledge is socially constructed by learners who
convey their meaning–making to others. Knowledge is constructed through
a learner’s interactions with his environment. In this theory, knowledge is
not absolute; it is not separate and independent from the owner. In other
words, knowledge does not have an objective or absolute value or, at least,
that we have no way of knowing this reality.
We can not fully understand, much less appreciate, constructivism and its
implications on improving our pedagogy if we don’t have a glimpse of its
historical context and antecedent. In the 18th century, an Italian philosopher
by the name of Giambattista Vico held that humans can only clearly
understand what they themselves have constructed. To know, according to
Vico, means to know how to make. Implied from his view is that whatever
it is that we succeed in learning is nothing more or less than the ideas we
construct for ourselves.

Jean Jacques Rousseau published Emile, a treatise on education,
in which he argued that the senses were the basis of intellectual
development and that the child’s interaction with the environment
was the basis for constructing and understanding. Thus, Rosseau
emphasized learning by doing. The teacher simply presented
problems that would stimulate a student’s curiosity and promote
learning. Rosseau’s views directly oppose the educational framework
that focuses on the study and memorization of the classics.
John Dewey could be considered as the foremost proponent

of situated learning and learning by doing. According to him,
education depended on action. Knowledge and ideas emerged
only from situations where learners had to draw them out from the
experiences that had had meaning and importance to them. These
situations had to occur in a social context, such as a classroom,
where students joined in manipulating materials and, thus, created
a community of learners who built their knowledge together.
Like Rosseau and Dewey, Jerome Bruner saw learning as an active

process in which learners constructed new ideas and concepts
based upon their current and past knowledge. The learner selected
and transformed information, constructed hypothesis, and made
decisions relying on a cognitive structure to do so.
Source: SEAMEO INNOTECH. (2002). Constructivism in Teaching & Learning.

Project COMPETE, pp. 6-9.

Annex B
Teacher Behaviors That Encourage Student Learning
[Adapted from Kellough (1994)]
Structuring the Learning Environment
• Plan detailed lessons.
• Begin and end classes promptly.
• Learn and know students’ names on the first

day of meeting.
• Assign responsibilities, procedures, and expectations.
• Use instructional vocabulary.
• Establish, clearly communicate, and maintain classroom rules

and procedures.
• Organize students.
• Help students organize their learnings.
• Provide clear definitions and instructions.
• Identify time and resource constraints.
• Communicate lesson objectives.
• Provide summary reviews.
• Organize the classroom as a safe and positive learning

environment.
Accepting Instructional Responsibility
• Attend to students’ questions and recitations.
• Require students to demonstrate their learnings.
• Call upon students to share their thoughts.
• Plan engaging activities.
• Identify desired learning behaviors.
• Offer incentives for acceptable performance.
• Share the responsibility for accomplishing course objectives

with students.
• Attempt to improve instructional effectiveness.

• Communicate well with parents, administrators, and colleagues.
• Formulate a program for monitoring and feedback.
• Intervene in cases of and redirect potential misbehaviors.
• Attend to the entire class while working with a group.
• Communicate using clues and gestures.
• Refocus and shift attention when interest wanes.
• Limit time for a topic when students are not interested.
• Monitor continuously classroom activities.
• Attend immediately to disruptive behaviors.
• Conduct regular comprehension checks.
• Allow a class to recover when distracted.
• Conduct simultaneous or overlapping activities.
Providing a Variety of Motivating and Challenging Activities
• Show pride in learning, thinking, and teaching.
• Expect students to do their best in all activities.
• Show enthusiasm for teaching-learning.
• Be optimistic about students’ abilities.
• Plan shifts in activities and other intellectual challenges.
• Plan exciting and interesting lessons.
• Pace lessons smoothly and briskly.
Modelling
• Demonstrate rational problem-solving skills.
• Demonstrate higher-order thinking skills.
• Show respect for students.
• Readily admit and correct your mistakes.
• Spell words correctly and use correct grammar.
• Write legibly.
• Arrive promptly in class.
• Demonstrate competence.
• Communicate things clearly and concisely.

• Return assignments promptly and give encouraging comments.
• Do not interrupt students’ thinking processes.
• Use mental modeling and “thinking-aloud” strategies.
Facilitating Data Acquisition
• Provide clear and specific instructions.
• Emphasize major ideas.
• Create a responsive classroom environment.
• Provide direct learning experiences.
• Serve as resource person.
• Use cooperative learning while regarding students as

potential resources.
• Use older students, other faculty members, and people in your

community as resource persons.
• Ensure the availability of information sources.
• Select materials that facilitate student learning.
• Provide feedback data about each student’s performance.
• Ensure that equipment and materials are available.
Accepting
• Avoid the use of criticisms.
• Use strong praise for students rarely.
• Give reinforcements frequently.
• Use paraphrasing and reflective listening.
• Accept students’ moods or expressions of feelings empathically.
• Plan to give positive actions within lessons to show respect for

students’ experiences and ideas.
• Use nonverbal cues effectively.
Clarifying
• Provide step-by-step, sequential learning experiences.
• Give infrequent summary views.
• Invite students to be more specific.

• Ask students to elaborate or rephrase ideas.
• Ask students to give examples.
• Assure adequate practice for the contents taught.
• Repeat student responses.
• Allow students to correct misinterpretations.
• Conduct frequent comprehension checks.
• Relate new contents to previous lessons.
• Relate contents to students’ experiences.
• Help students make learning connections between disciplines.
Using Silence
• Pause for thinking and reflection.
• Wait longer than two seconds after asking a question or posing

a problem.
• Use teaching silences to stimulate group discussions.
• Keep silent when students are working quietly.
• Listen actively when students are talking.
• Maintain classroom control using nonverbal signs.
Questioning
• Use a variety of questions to stimulate both convergent and

divergent thinking.
• Help students develop their own questioning skills.
• Plan questioning sequences that enlist a variety of thinking skills.
• Maneuver students toward higher cognition levels.
• Encourage student questioning without judging the questions’

quality or relevance.
• Attend and respond to questions by building upon their contents.
• Encourage students to ask questions of each other.

Annex C
Variables That Enhance Learning
[(Adapted from Kellough, 1994)]
The Learning Environment
Learning is enhanced if the learner:
• Can maintain some control over the space for learning
• Develops a better understanding of his/her own learning style and

thinking process
• Feels accepted by the teacher
• Feels that although learning is rewarding, the rewards are within

reach
• Feels welcome in the classroom
• Is personally involved in learning activities
• Perceives teacher as approachable
• Perceives teachers as friendly, understanding, sympathetic,

and nurturing
• Understands class expectations and procedures
Lesson Planning
Learning is enhanced if the teacher:
• Shows how learning is relevant to students
• Provides well-prepared lessons
• Provides links between lessons
• Gives frequent learning practice and comprehension checks
• Provides interesting and motivating lesson introductions
• Establishes specific and clearly stated expectations

Instructional Behaviors
Learning is enhanced if the teacher:
• Adjusts his/her teaching style to students’ learning styles and

preferred activities
• Appreciates and encourages active learning among students
• Functions as an effective decision–maker
• Is in control of classroom events
• Demonstrates enthusiasm for teaching-learning
• Gives sincere, low-keyed praise for individual student

achievements
• Is able to multitask
• Is approachable
• Is businesslike but has a good sense of humor
• Monitors student activities constantly
• Poses carefully–worded and well-thought of questions
• Employs a variety of teaching-learning strategies
• Uses a variety of questions
• Promotes higher-order thinking skills and multiple intelligences
• Uses meaningful gestures and other types of body language

Annex D
Constructivist Teaching Behaviors
[Adapted from Constructivism in Teaching and Learning
Project COMPETE Module (SEAMEO INNOTECH, 2002)]
1. Constructivist teachers encourage and accept student autonomy and

initiative.
Autonomy and initiative prompt students’ pursuit of connections among

ideas. Students who frame questions and issues and then go about answering
and analyzing them take responsibility for their own learning and become
problem solvers and, more important, problem finders. These students, in
pursuit of new understandings, are led by their own ideas and informed by
the ideas of others. These students ask for, if not demand, the freedom to
play with ideas, explore issues, and encounter new information.
The way a teacher frames an assignment usually determines the degree

to which students may be autonomous and display initiative. Here is an
example: students in a 12th grade English class were assigned to read
Oedipus Rex. The teacher also asked the students to write an essay describing
the book the way Oliver Stone, the controversial film director, would and
then to compare that with their understanding of Sophocles’ views. To
twit their interest, the teacher assigned one group of students to look for
a proof in the text that would show Oedipus had actually slept with his
mother. After poring over the text, this group concluded that, according to
the chronology of events, Oedipus could not possibly have done so. The
students then wrote their essays defending their positions and retold the
story as they imagined Oliver Stone would have told it.
2. Constructivist teachers use raw data and primary sources, along with
manipulative, interactive, and physical materials.
Concepts, theorems, algorithms, laws, and guidelines are abstractions

that the human mind generates through interaction with ideas. These
abstractions emerge from the world of phenomena such as falling stars,
nations at war, decomposing organic matter, gymnasts who can hurl their
bodies through space, and all other diverse happenings that describe our
world. The constructivist approach to teaching presents these real-world
possibilities to students, then helps the students generate the abstractions

that bind these phenomena together. When teachers present to students
the unusual and the commonplace and ask them to describe the difference,
it encourages students to analyze, synthesize, and evaluate. Learning
becomes the result of research related to real problems– and is this not what
schools strive to engender in their students?
For example, students can read historical accounts of the effects of the
social policies of the early 1960s on the economic and educational profile
of the Muslim population in the Philippines. Or, students can be taught to
read the census reports and allowed to generate their own inferences about
social policies. The former relies on the authority of a stranger, the latter on
the ingenuity of the individual student. Lists of figures and pages of charts
are probably not the first images evoked when the terms “hands–on” or
“manipulative” are heard. But the census data can tell a loud story if the
right pages and lists are highlighted in the context of a good question.
3. When framing tasks, constructivist teachers use cognitive terminology

such as “classify,” “analyze,” “predict,” and “create.”
The words we hear and use in our everyday lives affect our way of thinking
and, ultimately, our actions. When one teacher asks students to select a
story’s main idea from a list of four possibilities on a multiple-choice test,
and another teacher asks students to analyze the relationships among three
of the story’s characters or predict how the story might have proceeded
had certain events in the story not occurred, the tasks being required are
different. Analyzing, interpreting, predicting, and synthesizing are mental
activities that require students to make connections, delve deeply into texts
and contexts, and create new understandings.
In a 3rd grade classroom, a teacher read a story to her students about three
children who got lost in a forest. The teacher related that after struggling
mightily, yet unsuccessfully, to find their way, one of the three children, a
brave and daring youngster, volunteered to go off alone in search of help
while the two waited in a clearing. At this point, the teacher stopped and
asked the students to predict how the story was likely to end and to support
their answer. Majority of the students predicted that all three would be
rescued. Their reason? They pointed out the competence of the child who
went off in search of help. The students used information and impressions
gathered from the text to predict how the story was likely to end. Framing

tasks around cognitive activities such as analysis, interpretation, and
prediction—and explicitly using those terms with students—fosters the
construction of new understandings.
4. Constructivist teachers allow student responses to drive lessons, shift

instructional strategies, and alter content.
This descriptor addresses the notion of “teachable moments” throughout

the school year. As educators, we have experienced moments of excitement
in the classroom, moments when the students’ enthusiasm, interest, prior
knowledge, and motivation have intersected in ways that made a particular
lesson transcendental and enabled us to think with pride about that lesson
for weeks. We recall the gleam in our students’ eyes, their excitement
about the tasks and discussions, and their extraordinary ability to attend
to the task for long periods of time and with great commitment. If we were
fortunate, we encountered a handful of these experiences each year and
wondered why they did not occur more frequently.
Although some teachers may not have much latitude regarding content, all
generally have a good deal of autonomy in determining the ways in which
the content is taught. For example, a certain elementary science curriculum
called for students to begin learning about the “scientific method” and to
conduct some rudimentary experiments using this method: ask a question
(develop a hypothesis), figure out a way to answer the question (set up an
experiment), tell what happens (record your observations), and answer the
question (support or refute the initial hypothesis). One 5th grade teacher
asked her students, in preparation for this assignment, to talk about their
favorite things at home. One student, Jade, spoke about her cat. A classmate,
Eric, discussed his house plants. Capitalizing on their responses, the teacher
asked Jade and Eric to think of questions each had about the cat and the
plants. Jade wanted to know if her cat would like other cat foods as much
as he liked the brand he normally ate. Eric wanted to know how plants
grow. Through the teacher’s mediation, Jade organized an experiment to
answer her question about cat food. She arranged four different brands
of cat food in four different bowls and placed them on the floor. When the
cat entered the room, she observed which bowl he went to initially and
from which bowl he ate. Jade changed the positions of the bowls and tried
the experiment again. Ultimately, she concluded that her cat preferred one
brand over the others.

With his teacher’s mediation, Eric focused his question: Does the human
voice affect the growth of a plant? Eric planted four bean seeds in four
different pots and placed them all on the same shelf near a window. Each
day he took each pot, one at a time, into another room. He spoke daily to
one of the bean plants. He sang daily to a second plant. He yelled daily
at a third plant. And he completely ignored the fourth. He recorded his
observations over four weeks and concluded that the plants to which he
spoke and sang grew the most.
The students’ thinking drove these experiments, and the teacher’s mediation
framed the processes that followed. The curriculum content—exploration
of the scientific method—was addressed faithfully in a different manner for
each student.
5. Constructivist teachers inquire about students’ understandings of

concepts before sharing their own understandings of those concepts.
When teachers share their ideas and theories before students have an
opportunity to develop their own, students’ questioning of their own
theories is essentially eliminated. Students assume that teachers know more
than they do. Consequently, most students stop thinking about a concept or
theory once they hear “the correct answer” from the teacher.
Constructivist teachers withhold their notions and encourage students to

develop their own thoughts. Approximated (or invented) spelling is a good
example of this approach. As very young students are learning how to put
words into writing, they begin to approximate the conventional spellings of
words. A kindergarten girl titled a sign language book she had illustrated
by writing on the cover “My sin lnge bk.” The teacher chose not to correct
her spelling but, instead, to permitted her to continue approximating the
spelling of words. Interestingly, when reading the book at home to her
parents a day after writing this title, the girl said, “Oh, I left the two o’s
out of book.” No one told the girl that her spelling was incorrect. She
reformulated her own work in the process of sharing it. Her reformulation
was a self-regulated event. The teacher’s plan to share her understanding
of the conventional spelling, in this case, became unnecessary.

6. Constructivist teachers encourage students to engage in dialogue,
both with the teacher and with one another.
One very powerful way students come to change or reinforce conceptions is

through social discourse. Having an opportunity to present one’s own ideas
as well as being permitted to hear and reflect on the ideas of others is an
empowering experience. The benefit of discourse with others, particularly
with peers, facilitates the meaning-making process.
Student-to-student dialogue is the foundation upon which cooperative

learning is structured. Reports state that cooperative learning experiences
have promoted interpersonal attraction among initially prejudiced peers
and such experiences have promoted interethnic interaction in both
instructional and free-time activities (Johnson et al. 1981).
The benefits of peer-to-peer dialogue among teachers reinforces its potential

for students. Pre-service teachers in one science methods course were
asked to design, in cooperative learning groups, a system for a family to
generate electricity for its home, using windmills. The instructions said that
no batteries could be used. During a whole-class discussion of each group’s
work-in-progress, the issue of energy storage led quickly to a discussion
of batteries. Most students defined “battery” in terms of what one typically
purchases in a store: an electrolytic cell such as the type used in toys and
flashlights, or larger cells such as those used to power automobiles. Three
students, however, objected and defined a battery as any device that can
store energy, such as an expanded balloon or a tank of hot water. The
dialogues that ensued resulted in, for some students, the transformation of
perspectives and, for others, the onset of reflection on a new topic.
Two weeks later, while this same class grappled with another seemingly
simple problem—how to redraw silhouettes in half the original size—one
student, after much consideration of the question, declared: “Now we’re
trying to figure out what ‘half’ really means. I still want to know: What is a
battery!” In each of these sessions, the students addressed their questions
and statements to one another. The teacher clarified the questions they
raised of one another and demanded accuracy of word choice, but the
communication currents were between and among the students and led to
deeper understandings of the topics at hand.

7. Constructivist teachers encourage student inquiry by asking
thoughtful, open-ended questions and encouraging students to ask
questions of each other.
If we want students to value inquiry, we, as educators, must also value

it. If teachers pose questions with the orientation that there is only one
correct response, how can students be expected to develop their interest or
their analytic skills necessary for more diverse modes of inquiry? Schools
too often present students with one perspective: Pi = 3.14 (But C/d—
circumference/diameter—yields another number; and if Pi is computed
as the quotient of two integers, how can it be considered irrational?).
Complex, thoughtful questions challenge students to look beyond the

apparent, to delve into issues deeply and broadly, and to form their own
understandings of events and phenomena. They know that there are
different ways to compute with and conceptualize Pi, and that the search
for Pi’s precise value has influenced modern research relating to the science
of chaos. All this enables students to form important questions that may
lead to deeper understanding of geometry and mathematical functions.
Fostering appreciation for a multiplicity of truths and options is the “real”
mission of education because “real” problems are rarely unidimensional.
In one 3rd grade classroom, a teacher formed “consultant groups.” Each

student became a consultant on a self-selected topic and was responsible
for keeping the rest of the class informed about that topic. Each consultant
belonged to a small group of students that is tasked to question each other
to learn about the chosen topics.
One student was so knowledgeable about volcanoes that he gave “lectures”

on the topic to other classes. One day, the student was describing to his
group how volcanoes develop in certain regions. As his group members
considered this new information, one student asked him whether a volcano
could be developing underneath the school, and if so, how would he know.
The student-consultant carefully pondered this question and said, “I don’t
think volcanoes could develop here, but I’m not sure. But, I think we would
know if a volcano were developing here.”

“How?” another student asked.
“Well,” the student-consultant responded, “if a volcano were under the

school, the grass would be turning brown from the heat. As long as the
grass is green, I think we’re safe.”
Discourse with one’s peer group is a critical factor in learning and

development. Schools need to create settings that foster such interaction.
8. Constructivist teachers seek elaboration of students’ initial

responses.
Initial responses are just that—initial responses. Students’ first thoughts

about issues are not necessarily their final thoughts or their best thoughts.
Through elaboration, students often reconceptualize and assess their own
errors. For example, one high school mathematics teacher assigned his
class problems in a textbook. A student, looking quite confused, asked the
teacher if her approach to solving one of the problems was appropriate.
The teacher asked the student to explain what she had done. As she was
explaining her approach in a step-by-step manner, she recognized her own
procedural error. She smiled and said, “I forgot to multiply both sides of
the equation by “x.” The teacher based his responses to the student on
the premise that he could learn more about what teaching steps to take in
subsequent lessons with the student than he could learn from simply fixing
the mistake for her.
9. Constructivist teachers engage students in experiences that might

engender contradictions to their initial hypotheses and then encourage
discussion.
Students of all ages develop and refine ideas about phenomena and then
hold tenaciously onto these ideas as eternal truths. Even in the face of
“authoritative” intervention and “hard” data that challenge their views,
students typically adhere staunchly to their original notions. Through
experiences that might engender contradictions, the frameworks for these
notions weaken, causing students to rethink their perspectives and form
new understandings. Consider the following example:

During a discussion in a high school history class about the causes of World
War I, one student contended with great conviction that the assassination of
the Archduke Ferdinand of Austria caused the war. The teacher then asked,
“If the Archduke had not been assassinated, what do you think would have
happened with the economy and politics of Europe?”
After a moment’s thought, the student said, “I guess they wouldn’t have
changed that much.”
The teacher then asked, “Would anything else have changed? How about
Germany’s quest to rule Europe?”
The student replied, “I can’t think of anything that would have changed,
except that maybe the Archduke would still be alive.”
“Then,” continued the teacher, “what was it that made this event the cause
of the war?”
The student, now quite enmeshed in thought, said, “I guess that maybe
it [the war] could have happened anyway. But, the killing of Austria’s
Archduke gave the Germans an excuse to begin their plan to conquer all
of Europe. When Russia and France jumped in to help Serbia, the Germans
declared war on them, too. But, I think I see what you mean. It was probably
going to happen anyway. It just happened sooner.”
Note that this elaborate explanation didn’t come from the teacher. It came
from the student. Note also that the student said, “I think I see what you
mean,” as if the meaning came from the teacher. But it did not. The meaning
was constructed by the student who was ready and able to understand a
different point of view. When the student revealed his original perspective,
the teacher was presented with the opportunity to intervene; but the
contradiction was constructed by the student.
In this example, the teacher challenged the student’s thinking with

questions. The questions provided a mechanism for the student to reveal
very sophisticated understandings of the events and political subcurrents.
The teacher never directly told the student to look at the assassination
as a catalyst rather than a cause. She simply wanted to present a way for

the student to consider this perspective as an option. The student quickly
embraced this view. Some other students in the class didn’t distinguish
between a catalytic event and a causal event. They didn’t construct the same
“contradiction” that this student constructed. The teacher then directed
the class discussion to other students with subsequent questions such as:
“Who also thinks that war would have just happened sooner?” “Why?”
“Who disagrees?” “For what reason?” Without acknowledging one answer
as better than another, everyone can participate and listen to others.
10. Constructivist teachers allow wait time after posing questions.
In every classroom, there are students who, for a variety of reasons, are
not prepared to respond to questions or other stimuli immediately. They
process the world in different ways. Classroom environments that require
immediate responses prevent these students from thinking through issues
and concepts thoroughly, forcing them, in effect, to become spectators as
their quicker classmates react. They learn over time that there’s no point in
mentally engaging in teacher-posed questions because the questions will
have been answered before they could develop hypotheses.
Another reason students need wait time is that the questions posed by
teachers are not always the questions heard by the students. The “Gatling
gun approach” to asking and answering questions does not provide an
opportunity for the teacher to sense the manner in which most of the
students have understood the questions.
11. Constructivist teachers provide time for students to construct

relationships and create metaphors.
In one 2nd grade classroom, students were given magnets to explore. In

a short time, almost all of the students had discovered that one end of a
magnet attracted the other magnet while the opposite end repelled it. Soon,
most of the students discovered that if one of the magnets were turned
around, the magnets that had attracted each other now repelled each other.
This activity took nearly 45 minutes, during which time some students
went beyond these initial relationships and joined forces with their peers
to create magnetic “trains,” and to create patterns with iron filings. A great
number of relationships, patterns, and theories were generated during this
activity, and none of them came from the teacher. The teacher structured

and mediated the activity and provided the necessary time and material
for learning to occur, but the students constructed the relationships
themselves.
Encouraging the use of metaphor is another important way to facilitate

learning.
At an in-service seminar offered to experienced teachers and administrators

on the topic of educational change, participants were asked to think of
metaphors for the process of change in their work settings. One participant
likened change to the making of wine: The seeds must be planted in fertile
ground; the grapes must be harvested at the right moment; and the wine
must be aged in vats or bottles. Another participant thought of educational
change as a symphony orchestra: There must be a conductor who decides
what pieces shall be played and who helps all the musicians to play together.
A third participant compared change to preparing a meal: There is a chef
who selects the menu, chooses complementary condiments, applies them
according to a recipe (or whim), and lets the food cook until it is ready
for consumption. Metaphors help people understand complex issues in a
holistic way and tinker mentally with the parts of the whole to determine
whether the metaphor works. And all of this takes time.
12. Constructivist teachers nurture students’ natural curiosity through

frequent use of the learning cycle model.
The learning cycle model describes curriculum development and instruction

as a three-step cycle.
First, the teacher provides an open-ended opportunity for students to

interact with purposefully selected materials. The primary goal of this
initial lesson is for students to generate questions and hypotheses from
working with the materials. This step has been called “discovery.” Next,
the teacher provides the “concept introduction” lessons aimed at focusing
the students’ questions, providing related new vocabulary, framing with
students their proposed laboratory experiences, and so forth. The third step,
“concept application,” completes the cycle after one or more iterations of
the discovery-concept introduction sequence. During concept application,
students work on new problems with the potential for evoking a fresh look
at the concepts previously studied.

Let’s take a look at how this cycle evolved in a 3rd year earth science classroom.
In this classroom, the teacher told the students about the Chinook winds,
the warm, dry, fast winds that blow down from the Rocky Mountains into
the region just east of the mountains. The winds can be 40°-50° warmer
than the surrounding air. In this example, the material made available for
discovery purposes was a scenario for the students to consider. The teacher
asked the students to work in small groups to generate a diagram that could
explain why this occurrence might happen. As the groups began to work, the
teacher listened to his students’ deliberations, intervening in different ways
dependent on the course of the dialogue occurring among the students.
He asked a group that was “stuck” to begin by drawing the vegetation
on the sides of the mountain. While drawing, the students began to talk
about rainfall, where it was coming from, the patterns of cloud movement,
and so on. At that point, the teacher moved to a group of students having
a conversation about how hot air rises. The teacher asked another group,
“Why does the warm wind move down if hot air rises?” One girl in the
group said emphatically, “That’s what I don’t understand!” That’s music to
a constructivist teacher’s ears!
The teacher said: “Now you know what the problem is. Just don’t forget that
the wind is fast, too.” And the teacher moved on to students with whom he
had not yet interacted that day.
What concept introduction should follow this discovery opportunity? The

teacher wanted to introduce the concept of adiabatic pressure—a most
sophisticated concept that without consideration of heat gain and heat loss,
wind speed, and moisture conditions is largely inaccessible. The Chinook
winds activity allowed the teacher to assess what elements of the concept
are within the students’ intellectual reach.
Source: SEAMEO INNOTECH. (2002). Constructivism in Teaching &

Learning.Project COMPETE, pp. 21-29.

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Facilitate the Teaching-Learning

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Lesson 1: Understanding the Facilitative Teaching-Learning Process ......... 10

What Is This Lesson About? ............................................................................. 10

What Is This Lesson About? ............................................................................. 43

Lesson 3: Enhancing Questioning and Active Learning Skills for

What Is This Lesson About? ............................................................................. 83

Let’s Sum Up .......................................................................................................... 103

Being an instructional leader requires you to know how to facilitate the

This TEACHeXCELS module has been designed to equip you with

Do you want to learn more about effective teaching-learning processes

Facilitate the Teaching-Learning Process 1

• Describe the characteristics of facilitative teaching.

• Discuss the role of teaching philosophy in facilitating

the teaching-learning process.

• Write your statement of teaching philosophy.

• Guide your teachers in writing their statements of teaching

• Analyze your teaching style.

• Explain teaching styles to teachers.

• Guide the teachers in interpreting their teaching styles.

• Explain the different learning styles and factors that affect

• Explain motivation in the context of teaching and learning.

• Demonstrate effective teaching strategies to teachers.

• Train teachers in formulating enabling and challenging questions.

• Promote active learning and reflecting thinking.

• Guide teachers in preparing lesson plans that integrate facilitative

Lesson 1. Understanding the Facilitative Teaching-Learning Process

Lesson 2. Toward Effective Teaching-Learning

Lesson 3. Enhancing Questioning and Active Learning Skills

2 Facilitate the Teaching-Learning Process

Lesson 2, Toward Effective Teaching-Learning, describes the different

In Lesson 3, Enhancing Questioning and Active Learning Skills for

Facilitate the Teaching-Learning Process 3

Teaching-Learning styles of students and • Common Myths

4 Facilitate the Teaching-Learning Process

1. What is the rationale behind writing a teaching philosophy?

2. What is facilitative teaching?

3. The four learning styles based on a learner’s sensory preference

Facilitate the Teaching-Learning Process 5

4. Discuss the role of motivation in learning.

5. What might happen if teachers failed to provide students with choices

________ a. Good job!

________ c. You have the most scientific solution in your group.

7. Why is reflective teaching important?

6 Facilitate the Teaching-Learning Process

Before you proceed to Lesson 1, evaluate your current competency level by

Facilitate the Teaching-Learning Process 7

Directions: The checklist below contains a list of competencies covered in

I cannot I am I can do this I can

Pre Post Pre Post Pre Post Pre Post

8 Facilitate the Teaching-Learning Process

Pre Post Pre Post Pre Post Pre Post

Facilitate the Teaching-Learning Process 9

What Is this Lesson About?

However, before teachers can be expected to facilitate the teaching-learning

10 Facilitate the Teaching-Learning Process

What Will You Learn?

• Write your own teaching philosophy.

• Guide your teachers in writing their own teaching philosophies.

• Discuss the characteristics of a facilitative teaching-learning process.

• Differentiate the four teaching styles.

• Evaluate your teachers’ teaching styles.