Department of Education: Lecture Method

Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
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METHODS AND STRATEGIES IN TEACHING
1. LECTURE METHOD
 Teacher explains the matter in simple and understandable manner.
 The method is particularly used in the secondary classes and above.
 This method can be used to motivate students to clarify, to review and to expand
contents.
 Lecture method is for imparting authentic, systematic and effective information
about some events and trends
 It gives the students training in listening
 It develops good audience habits
 It provides opportunities of correlating events and subjects
 It enables the linkage of previous knowledge with the new one
MERITS
 A well prepared and a well delivered lecture can make social studies interesting
 Lecture gives the teacher an opportunity to come into immediate contact with
the students
 Lecture gives the students training in in listening and taking rapid notes
 Lecture saves time and energy
 Good lectures stimulate brighter student
 It facilitate rapport between the teacher and the taught
 It is more useful for brilliant students
 It helps the implementation of others
2. PROBLEM SOLVING METHOD

 ‘How we think’ reflects this approach
 In this method the learner is required to solve a problem, making use of his
previous knowledge.
 According to Dewey, ‘the problem fixes the end of thought and the end controls
the process of thinking’
Criteria for problem selection

 The problem should be intellectually challenging to children.
 The problem should not be entirely unfamiliar to the learners it should be
related to their previous experience
 The problem should be related to a basic human activity
 The problem should have practical relevance
 The problem should have the potential to create interest among in the specific
problem in particular and problem solving in general
Address: Airport Road, Tiguma, Pagadian City Email: region9@deped.gov.ph

Tel. Nos. 062-925-2275 / 062-215-3794 Website: www.deped9.net Facebook: DepEd RO IX
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3. PROJECT METHOD
Project method is based upon the ideas of the great American educationalist,
John Dewey. The credit of developing these ideas into a method goes to Mr. William
Kilpatrick. According to him ‘A project is a whole hearted purposeful activity
proceeding in a social environment’
According to Stevenson: “A project is a problematic act carried to completion
in its natural setting”.
According to Dewey, students/children should be given education to satisfy
their needs of life and the school should function like a mini society in which and
through the students would acquire education by engaging themselves in a variety of
group projects nothing is forced upon children .The teacher acts only as a guide.
Steps in project method

1. Providing a situation
2. Choosing the project
3. Planning the project
4. Executing the project
5. Evaluation of the project
4. DEBATE
A debate is a program in which two or more students holding contradictory
opinions on a particular problem present arguments
They are also given an opportunity to rebut the opposite side.
After this ,the rest of the class is encouraged to ask question from the
debaters or engage in a brief discussion with them
A debate has a moderator in order to get significant results, the teacher
should work both with the debaters and the class
Merits
 It helps in clarifying issues
 It develop team spirit
 It provides opportunities to the students to speak distinctly
 It engenders toleration of views which are at variance
Demerits
 Not suitable for all topics
 It may create emotional tensions
 It may lead to unpleasant feelings
 It is likely to dominated by a few students
 It is likely to go off the track
5. DRAMATIZATION METHOD

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Dramatization as a ‘synthetic art’ involving the purposive co-ordination and
control of the delicate organs of speech and muscles of the body combined with a
sense of rhythm, with a view to free and intelligent expression of emotions and
ideas.
Drama has its great social value.
It is a co-operative enterprise and develops the qualities of co-operation and
social understanding
There are many activities in a drama and as such students of diverse aptitudes
get chance to choose items for which they are best suited and satisfy their urges,
e.g.: self-expression through the various activities of a drama
Selection of play
 Plays chosen should depict the evils of the social customs.
 A play should have a literary value also.
 The students should be able to understand and appreciate the play
 It should also have entertainment value
 It should be free from objectional subject matter
 There should be no vulgarity in the play
6. ROLE PLAY
Role playing is an attempt to make a situation clear or to solve a problem by
uncharged dramatization
Role playing is the dramatization of an event or a situation or a process
Role playing is dealing with problem through actions
A role is a patterned sequence of feeling words and actions
Purpose of role playing
 To motivate or launch units
 To culminate units
 To change attitudes
 To teach values
 To teach content having to do with human relationship
 To develop citizenship skill by showing both the successful and unsuccessful
methods
7. COOPERATIVE LEARNING
To organize classroom activities into academic and social learning
experiences. It differs from group work, and it has been described as "structuring
positive interdependence.
Cooperative Learning involves structuring classes around small groups that
work together in such a way that each group member's success is dependent on the
group's success.
8. MULTI MEDIA APPROACH

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Multimedia refers to content that uses a combination of different content
forms. This contrasts with media that use only rudimentary computer displays such
as text-only or traditional forms of printed or hand-produced material.
Importance
 Multimedia includes a combination of text, audio, still images, animation, video,
or interactivity content forms.
 Multimedia approach uses a number of media, devices, and techniques in the
teaching learning process.
 Multimedia approach can convey vast information and provide many sources
from which student can access the information
 Multimedia approach will improve the teaching learning process.
 Multimedia approach is not restricted to a single type of learning style. It can
provide the support of a wide range of activities.
 Multimedia approach aims at providing meaningful learning experience via a mix
of media in order to achieve predetermined objectives.
 Multimedia approach provides the opportunity to gain mastery of competencies
and skills
9. INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) ENABLED

LEARNING
ICT or information technology (IT), stresses the role of unified
communications and the integration of telecommunications, computers as well as
necessary enterprise software, and audio-visual systems, which enable users to
access, store, transmit, and manipulate information.
The role of ICT in education is to empower the technology into present
educational activities. ICT allows open source learning rather than manual source,
hence encouraging students to learn new ideas. ICT also brings about active learning,
collaborative, creative, integrative and evaluative aspects to the education sector.
DEFINITION
ICT is a generic name used to describe a range of technologies for
gathering, storing, retrieving, processing, analysing, and transmitting
information
General benefits
 Greater efficiency throughout the school.
 Communication channels are increased through email, discussion groups and
chat rooms.
 Regular use of ICT across different curriculum subjects can have a beneficial
motivational influence on students’ learning.
Benefits for Teachers

 ICT facilitates sharing of resources, expertise and advice

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 Greater flexibility in when and where tasks are carried out
 Gains in ICT literacy skills, confidence and enthusiasm.
 Easier planning and preparation of lessons and designing materials
 Access to up-to-date pupil and school data, any time and anywhere.
 Enhancement of professional image projected to colleagues.
 Students are generally more ‘on task’ and express more positive feelings when
they use computers than when they are given other tasks to do.
 Computer use during lessons motivated students to continue using learning
outside school hours.
10. THINK-PAIR-SHARE
Students think to themselves on a topic provided by the teacher; they pair up
with another student to discuss it; then they share their thoughts with the class, e.g.,
students are asked to give examples of the processes used by individuals, political
parties, interest groups or the media to affect public policy.
After quiet thought, they share with a neighbour, then the entire class.
Inside Outside Circle

Students stand in pairs in two concentric circles. The inside circle faces out,
the outside circle in. Students use flash cards or respond to teacher questions as
they rotate to each new partner.
This can help to check for understanding, review and process information.
11. GRAFFITI GROUPS

Steps:
1. Select an Overarching Question, Topic, or Concept (e.g. Government)
2. Breakdown the Overarching Question, Topic, or Concept into subordinate
questions. For example:
a. How might leaders become leaders?
b. Why is government needed?
c. Why are governments given certain powers?
d. How does a government get its authority?
e. How might governments be structured?
f. Why might governments be structured differently?
3. Arrange students in groups of 3-5
4. Give each group one marker and a large piece of poster paper with one of the
subordinate questions (see a-f in Step 2) written on the top of each paper. Each
group should be given a different colored marker.
5. Presentations: Each group presents its synthesis briefly to the rest of the class.
6. Postings (optional): Hang the graffiti posters around the room, bulletin board, or
hallway to draw ongoing attention to the topic, question, or concept. Leave a marker
nearby for students to add additional responses before or after class, or after they have
completed an in-class assignment (“sponge” activity).

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7. Present the following directions to the students: “Each group will be given 3-5
minutes to brainstorm then write one response to each of the questions on the poster
papers. After time elapses (or each group writes one response), the poster paper will be
circulated to the next group. Each group is asked to come up with a different response
and add it to the paper. When groups receive their original question back with
responses from every group, they are to summarize or synthesize the responses and
present their summaries to the rest of the class.”
8. Brainstorm, Select and Respond – groups are given 3-5 minutes to discuss then
contribute (i.e. write one response) to the graffiti poster paper.
9. Groups Switch Papers and Questions. Repeat step 6 noting that subsequent
groups may need more time to think of responses not recorded previously.
10. Evaluate and Synthesize: When each group receives its original question with
responses from all other groups, they are to evaluate and synthesize the information.
What may be accurate, credible, naïve…about the responses? What might be some of
the “big ideas” that emerge?
12. CONCEPT FORMATION

Steps:
1. Identify a concept that you plan to teach (e.g. civic responsibility).
2. Create 4 examples of the concept using a plus sign (+) or a smiley face to indicate that
it is an example of the concept.
3. Create 3 non-examples of the concept using a negative sign (-) or a frowning face to
indicate that it is a non-example.
4. Present examples and non-examples one at a time in alternating progression.
5. Have the students guess what the concept is as each example or non-example is
presented.
6. Do not reveal the concept until all examples and non-examples have been presented.
7. Use the positive examples to flesh out the qualities or definition of the concept.
Example: Concept Formation Activity
What is the Concept?
(+) obeying the law
(-) free speech
(+) paying taxes
(-) remain silent
(+) military service
(-) obtain a driver's license
(+) serving on a jury
13. CAFÉ CONVERSATION

Understanding the past requires students to develop an awareness of
different perspectives. The Café Conversation teaching strategy helps students

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practice perspective-taking by requiring students to represent a particular point-of-
view in a small group discussion.
During a conversation with people representing other backgrounds and
experiences, students become more aware of the role many factors play (i.e. social
class, occupation, gender, age, etc) in terms of shaping one’s attitudes and
perspectives on historical events. Café Conversations can be used as an assessment
tool or can prepare students to write an essay about a specific historical event.
After the Café Conversations have wrapped up, ask students to write a journal
entry reflecting on their experience at the café. Possible journal prompts include:
What do you think it may have felt like for your character to hear these
different perspectives? How do you think it might have changed his/her point of
view, if at all?
How did it feel for you to participate in the Café Conversation? During what
part of the conversation did you feel most comfortable? Least comfortable? Why do
you think that is?
What did you learn about this moment in history from participating in this
activity?
What did you learn about yourself or about human behavior from
participating in this activity?
14. SAVE THE LAST WORD FOR ME

“Save the Last Word for Me” is a discussion strategy that requires all students
to participate as active speakers and listeners.
It is structured to help shy students share their ideas and ensures that
frequent speakers practice being quiet. It is often used as a way to help students
debrief a reading or film.
Step one: Preparation

Identify a reading or video excerpt that will serve as the catalyst for this activity.
Step two: Students read and respond to text
Have students read or view the selected text. Ask students to highlight
three sentences that particularly stood out for them and write each sentence on
the front of an index card. On the back they should write a few sentences
explaining why they chose that quote - what it meant to them, reminded them
of, etc. They may have connected it to something that happened to them in their
own life, to a film or book they saw or read, or to something that happened in
history or is happening in current events.
Step three: Sharing in small groups

Divide the students into groups of three, labeling one student A, one B,
and the other C. Invite “A”s to read one of their chosen quotations. Then
students B and C discuss the quotation. What do they think it means? Why do
they think these words might be important? To whom? After several minutes, as

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the A students to read the back of their cards (or to explain why they picked the
quotation), thus having “the last word.” This process continues with the B
student sharing and then student C.
15. GALLERY WALK

Steps
1. Teacher develops an assignment that requires students to create a product that
will appear on poster paper.
2. Students create the product on poster paper (e.g. graph, map, cartoon, campaign
ad, drawing).
3. Products are posted around the room, hallways, gym, or cafeteria.
4. Teacher develops a task for students to complete as they view the products (e.g.
evaluate using a rubric, respond to questions).
5. Students are placed in small groups, directed toward one product, view it much
like they would in an art gallery, then complete their tasks. Students then rotate
to the next product until they’ve had a chance to view them all or complete the
assignment given by the teacher.
6. Teacher debriefs in a whole group setting.
16. Model United Nations (MUNA)

Step 1: Selecting Topics
Select a topic or topics of international concern that you want your
students to discuss, or an international problem for which you want your
students to develop proposed solutions (e.g. terrorism, trade with Cuba,
Palestinian homeland etc.).
Step 2: Selecting a U.N. Context
*Optional - depending on how realistic you want your simulation to be,
you can choose to have the students simulate the work of one of a variety of
United Nations "organs" (e.g. General Assembly, Security Council, Economic and
Social Council etc.).
Step 3: Identification of Countries (or "states")
Identify countries ("states") that have stakes in the problem. The selection
of countries should be based on their representing divergent views on the topics
you have selected for the simulation. Select one country for every 2-3 students.
Step 4: Assignment of Roles
Assign 2-3 students to the role of a delegate from each of the countries.
They will become the "delegations" for the simulation. Have students research
the positions of their assigned countries on the topics that will be discussed
during the simulation. Alternatively, you can develop role-playing cards that
describe the countries' positions for the students (if you take this approach, pass
out the role cards).
Step 5: Developing Resolutions
A "resolution" is a proposed policy, statement, or course of action that is
recommended for adoption by the United Nations.

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For examples of real UN resolutions visit http://www.un.org/documents/ .
For examples of high school Model UN resolutions visit http://www.civitas-
stl.com/mun/mun.htm
Approach A - have students write their own resolutions.
Approach B (time saving approach) - write resolutions for the students to
consider.
Step 6: Create an Agenda
Collect and number all of the resolutions that will be considered. Have
students vote on which resolution will be discussed.
Step 7: Create a Speaker's List
A speaker's list is a list of countries that will be permitted to speak on a
topic. To get on a speaker's list, a delegate simply has to volunteer. Time limits
are usually imposed on speeches and 2-3 questions from other delegates are
typically permitted at the end of the speech. Speakers also have the right to
"yield" any remaining time to other delegations. Invite delegations to join the
speaker's list and proceed through the list until there is a motion to end debates.
Step 8: Discuss (debate) and Vote
16. KWL
Steps:
This strategy is often used prior to instruction to activate prior knowledge, to
surface students’ interests, then after instruction to prompt reflection on what they
have learned.
Create a handout and transparency with a three-column chart. Place the letter
“K” at the top of column 1, the letter “W” at the top of column 2, and the letter “L” at
the top of column 3. Distribute copies of the handout to students. Instead of a
transparency you may simply draw the KWL chart on the board.
Introduce the topic or concept to be studied (e.g. pandemics).
The K Part: Ask students to think quietly and independently about the question
“What do you already Know about pandemics?” Tell them to write their responses in
column 1 under the letter “K.” Then, ask volunteers to share what they already know
and record their responses on the transparency (or board).
The W Part: Ask students to think quietly and independently on responses to the

question “ What are some things that you want to learn about pandemics?” Tell them to
write their responses in column 2 under the letter “W.” Then, ask volunteers to share
what they already know and record their responses on the transparency (or board). Use
all or some of this information to modify the unit that you plan to teach.
Engage students in the unit of instruction.
The L Part: Ask students to work quietly and independently on responses to the

question “What are some things that you Learned about pandemics?” Tell them to write
their responses in column 3 under the letter “L.” Then, ask volunteers to share what

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they already know and record their responses on the transparency (or board).
Reteach. Correct any misconceptions and fill-in any oversights that may have surfaced
as the students complete the L column (#3).
17. CASE STUDY

Steps:
Case studies provide a way to systematically analyze problems and issues for a
variety of purposes including testing hypothesis; determining causes, effects, and
solutions; and guiding future courses of action and lines of investigation.
Case studies vary in types from those that examine unique events, problems or
issues to those that examine common ones. Case studies are particularly useful in that
they offer teachers a way to take a large amount of information or a pressing problem
and have students learn about it through the lens of a single, generalizable case. Cases
developed for study can be real, fictional, or hypothetical.
or write a case story involving an event, episode, or court case that embodies the
concept or understandings that you want students to acquire (e.g. eminent domain).
Scenarios that serve as the foundation may be extreme, critical, or prototypical (i.e.
highlight common characteristics of an issue or phenomenon).
The following are frequently cited characteristics of good cases: they are short,
tell a compelling story, trigger differences of opinion, demand a decision, evoke
empathy toward one or more characters, and are relevant to our lives.
1. Develop the Case: include a description of the facts an overview of the problem or
issue court cases may include a decision or be left open-ended for students to decide.
2. Identify and analyze the facts. Which ones are most important and why?
3. Frame the issue. What is the problem, issue, matter to be resolved, or decision to be
made (e.g. is the use of the takings clause constitutionally justified in this case)?
4. Identify the alternatives. What are the various positions or courses of action that one
might take?
5. Analyze the alternatives (may involve research). Which positions or courses of action
seem most and least reasonable?
6. Debate the issue.
7. Reach a decision or formulate a hypothesis, conclusion, or interpretation.
8. Debrief: Ask students…
Why is this case significant?

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How might this case impact what happens in the future?
In what way(s) might this case be relevant to our lives?
Is this an isolated case or one that is generalizable? Explain.
18. GROUP INTERVIEW OF GOVERNMENT OFFICER/OFFICIAL

A. Number of Members in a group: 3-4 members ONLY
B. Documentation and Reporting:
The students will submit a (written) narrative report (7-9 pages including 2-3 pictures).
They are going to present or share your output to the class. The presentation should
only run for 10 minutes. They may opt to have their ppt and short video clip. But the
general rule is that they are free to think of a creative group presentation.
Sample interview questions will be provided but they are free to modify the questions
depending on the context or focus of your interview.
Read some materials on how to properly conduct interviews. Consider the ethical
dimension of your activity.
Reminder: be creative in your output and make it also substantial. You don’t need to
spend so much.
19. POLITICAL CARTOON ANALYSIS

Political cartoons serve to make people think about political and government
issues by:
 providing readers with additional viewpoints
 assuming the reader has enough background knowledge about the issues to
understand the message
 emphasizing one side of an issue or concern
 utilizing humor
 relying on drawings to make a point
Some of the benefits of using political cartoons in the classroom are that they
can:
promote interest in political issues help develop students' analytical thinking skills
encourage creativity

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Steps in Analyzing a Political Cartoon

 Identify the characters, symbols and objects in the cartoon.
 Look for clues and details that would given further meaning.
 Identify the main idea of the cartoon by reading the captions and putting the
message into their own words.
 Identify any bias the cartoonist might have.
Suggested Questions:
 What is the event or issue that inspired the cartoons?
 What background knowledge do you need to understand the message?
 Are there any real people in the cartoon?
 Did the artist use caricatures?

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 Are these symbols in the cartoons?
 What is the cartoonist's opinion about the topic portrayed?
 Does the caption help you understand the message?
 Do you agree or disagree with the cartoonists option? Why?
20. NEWS ARTICLE ANALYSIS

Locate a current newspaper article that discusses one or more contemporary
issues concerning the current status of DepEd or the educational system of the country.
Analyze the article utilizing the sociological perspective you have gained through
studying this lesson. (Note: For an online article, make sure it is from a newspaper (e. g.
Inquirer, Rappler, New York Times) Also, be sure to include the complete reference to
the article at the end of your paper.)
How does the author of the article “define” education or learning? What
assumptions are made in the article about what a education is? How is the perspective
that education is both public and private exemplified (or not) in the article? Why (or
why not?) How? (If not, what’s missing?)
Write a brief essay or reflection paper regarding the article that you have read
and analyze. Please include also the article as you submit your essay.
21. COMMUNITY IMMERSION ACTIVITY/PROJECT

The class will be organized in 5 groups with at least 3 or 4 members. Each group
will conduct an immersion in a chosen religious organization or faith community, e. g.
Buddhism, Islam, Christian Sects or Denominations, or a cult.
The purpose of the immersion is to get closer to the religious organizations by

asking questions on their belief system, religious practices, religious symbols and rituals
and their meanings, among others.
The groups will submit a brief summary of their experience and they will have a
short presentation or sharing in the class.
22. A FAMILY MAP

Have students map their family as it stands at the moment (teachers should be
sensitive to the possibility of adoption cases in their classroom). Compare and discuss
eventual differences:
How is their family life different from that of their great grandparents? Their
grandparents? Their parents?
What has caused these changes? Are they changes in values, culture, technology
or others kinds of change?

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Which are beneficial and which are not?
Have the life (economic) of family members improved over the last generations?
23. INFOGRAPHIC MAKING

With your background information about health and human rights...make a
creative infographics advocating the importance of health and human rights. After
creating your infographics, share it to your classmates or upload it in your social
networking sites (e. g. FB or in your own personal websites or blogs)
You may visit this website to get an idea regarding the steps in making
infographics
http://www.creativebloq.com/design/10-steps-creating-perfect-infographic-3145672
24. TEACHING WITH BLOGS

Encourage faculty to start by adding a blog to their class. A blog can be set up in
minutes and is easy to learn and maintain. Plus, there are a variety of studies proving
that blogging can improve educational outcomes. For instance:
Faculty at the University of Maryland Baltimore County found that when they switched
chemistry labs from individual students doing experiments and submitting their results,
to groups of students posting their findings to a blog and receiving feedback from other
students, the average passing rate in class went from 71.2 percent to 85.6 percent, even
as the minimum score needed to pass went up.
David Wiley at Brigham Young University had his students post their written work
to a blog before handing it in. The students received comments from other students and
even faculty at other institutions, which improved their work greatly. Wiley found that
dozens of other people were effectively doing his job for him by providing students with
commentary to improve their work. It multiplied student outcomes without extra effort
on his part.
Add blogging to your classes with any of the free platforms below:
Blogger – Google’s publishing tool: http://www.blogger.com
Tumblr – A feature rich system: http://www.tumblr.com
Posterious – Super simple, and with lots of functionality: http://posterous.com
Soup.io – Another powerful product from the “io” people: http://www.soup.io
Edmodo – Good for making password protected groups of
blogs:http://www.edmodo.com
25. GAMIFICATION
Learning through the use of games is a method that has already been explored by
some teachers, especially in elementary and preschool education. By using games,
students learn without even realizing. Therefore, learning through play or ‘Gamification‘
is a learning technique that can be very effective at any age. It is also a very useful
technique to keep students motivated.

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The teacher should design projects that are appropriate for their students, taking
into account their age and knowledge, while making them attractive enough to provide
extra motivation. One idea may be to encourage students to create quizzes online on a
certain topic. Students can challenge their peers to test themselves and see who gets a
higher score. In this way, students can enjoy the competition with peers while also
having fun and learning.
26. SOCIAL MEDIA

A variant of the previous section is to utilize social media in the
classroom. Students today are always connected to their social network and so will need
little motivation to get them engaged with social media in the classroom. The ways you
can use this method of teaching are quite varied as there are hundreds of social
networks and possibilities.
A good example is the initiative carried out by the Brazilian Academy of Languages ”Red
Ballon“, which encouraged students to review the tweets of their favorite artists and
correct grammatical errors that they committed in an effort to improve their English
language skills!
27. DOCUMENTARY FILM ANALYSIS OR REVIEW

A worksheet is needed that provides a writing framework for students to follow to
produce a film review of a film. It considers the Film's title, a summary of the plot and
the reviewer's positive and negative impression as well as a list of common words and
phrases used in the film review genre.
PROBLEM BASED LEARNING

PBL is a student-centered approach in which content learning occurs in a context where
knowledge acquired is applied to understanding or solving problems commonly
encountered in practice.—Dr. Hoon Eng Khoo, Associate Professor, School of Medicine,
National University of Singapore
PBL is a teaching method in which complex real-world problems are used as the vehicle
to promote student learning of concepts and principles as opposed to direct
presentation of facts and concepts– Barbara J. Duch, Associate Director Mathematics &
Science Education Resource Centera t the University of Delaware

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An instructional method which focuses on the investigation and resolution of messy,
“real world” problems as a context for students to learn critical thinking and problem
solving skills. --Saga Briggs, Managing Editor of InformED
WHAT ARE THE KEY ELEMENTS OF PBL?

1. Key Knowledge and Understanding
PBL teaches students the important content standards, concepts, and in-depth
understandings that are fundamental to school subject areas and academic disciplines.
2. Key Success Skills

It’s important to note that competencies or success skills can only be taught through the
acquisition of content knowledge and understanding
3. Challenging Problem
The heart of the activity which is framed by a meaningful problem to solve or a question
to answer at the appropriate level of challenge.
4. Sustained Inquiry
Students engage in rigorous, extended process of asking questions, finding resources,
and applying knowledge.
5. Authenticity
The product of inquiry features real-world context, tasks and tools, quality standards, or
impact or speaks to learners’ personal concerns, interests and issues in their lives.
6. Learners’ Choice and Voice

Learners make some decisions about the activity/product/process including how they
work and what they create
7. Critiquing and Revision

Learners give, receive and use feedback to improve their process and products.
8. Public product/Solution
Learners make their work public by displaying and/or presenting it to people beyond the
classroom.
WHERE DO WE BEGIN IN PBL?

Preparing students and teachers for PBL by creating a culture of independence
and inquiry.
Build skills before and during PBL activity by deciding what your students can
handle and what skills you might need to spend some time building in advance.

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WHAT WILL BE THE IMPACT OF PBL TO LEARNERS?
ENGAGED HEARTS AND MINES

Students actively engage with PBL projects which provide real-world relevance for
learning.
DEEPER LEARNING
PBL projects lead to deeper understanding and greater retention of content knowledge.
EXPOSURE TO ADULTS AND CAREERS

Students interact with adults, businesses and organizations, and their community, and
can develop career interests.
SENSE OF PURPOSE
A great project/output can be transformative for students.
21ST CENTURY WORKPLACE SKILLS

Students learn to take initiative and responsibility, solve problems, and communicate
ideas.
REWARDING TEACHER RELATIONSHIP

Teachers work closely with active, engaged students doing meaningful work, and share
in the rediscovered joy of learning
CREATIVITY AND TECHNOLOGY

Students enjoy using a spectrum of technology tools from research and collaboration
through product creation and presentation


Department of Education: Lecture Method

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Republic of the Philippines

METHODS AND STRATEGIES IN TEACHING

2. PROBLEM SOLVING METHOD

Criteria for problem selection

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Steps in project method

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8. MULTI MEDIA APPROACH

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9. INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) ENABLED

Benefits for Teachers

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Inside Outside Circle

11. GRAFFITI GROUPS

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12. CONCEPT FORMATION

13. CAFÉ CONVERSATION

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14. SAVE THE LAST WORD FOR ME

Step one: Preparation

Step three: Sharing in small groups

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15. GALLERY WALK

16. Model United Nations (MUNA)

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The W Part: Ask students to think quietly and independently on responses to the

The L Part: Ask students to work quietly and independently on responses to the

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17. CASE STUDY

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18. GROUP INTERVIEW OF GOVERNMENT OFFICER/OFFICIAL

19. POLITICAL CARTOON ANALYSIS

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Steps in Analyzing a Political Cartoon

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20. NEWS ARTICLE ANALYSIS

21. COMMUNITY IMMERSION ACTIVITY/PROJECT

The purpose of the immersion is to get closer to the religious organizations by

22. A FAMILY MAP

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23. INFOGRAPHIC MAKING

24. TEACHING WITH BLOGS

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26. SOCIAL MEDIA

27. DOCUMENTARY FILM ANALYSIS OR REVIEW

PROBLEM BASED LEARNING

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WHAT ARE THE KEY ELEMENTS OF PBL?

2. Key Success Skills

6. Learners’ Choice and Voice

7. Critiquing and Revision

WHERE DO WE BEGIN IN PBL?

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ENGAGED HEARTS AND MINES

EXPOSURE TO ADULTS AND CAREERS

21ST CENTURY WORKPLACE SKILLS

REWARDING TEACHER RELATIONSHIP

CREATIVITY AND TECHNOLOGY

Address: Airport Road, Tiguma, Pagadian City Email: region9@deped.gov.ph

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