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DEPARTMENT OF EDUCATION
REGION IV.A CALABARZON
Gate 2, Karangalan Village, Cainta Rizal
Email: i it'irt'ti- i o-li1.. .tlt,!.1?!t Fax:. (O2\6a2-211-4
09 July 2015
REGIONAL MEMORANDUM
No. tl s. 2015
1. To ensure proper implementation ofthe curriculum that adheres to the standards and
principles of basic education curriculum" this Office releases the enclosed guide entitled
"The 2C-2I-lR . K to 12 Approaches Across Learning Areas that Support Teacher Practice"
for use by all curriculum implementers ol Dep ED Region IVA.
2. The field is encouraged to peruse the guide, composed of several strategies on the flve
pedagogical approaches pointed out in RA10533 (EBEC) designed to assist all teachers in
lacilitating learner-centered instruction" in making the curriculum relevant and in
strengthening teaching and learning process that would redound to better performance of all
learners in any assessment given by the Department of Education (e.g, NAT, PEPT, A &E
etc).
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THE 2C-2I-1R:
TEACHING AND LEARNING APPROACHES
ACROSS LEARNING AREAS THAT SUPPORT TEACHER PRACTICE
Teaching and Learning Approaches Across Learning Areas that Support Teacher
Practice is a guide to all curriculum plalners, designers and leaders ofDeptrd Region
IVA. It was crafted to provide support in implementing the approaches prescribed in
RA10533 expected to develop the information ski1ls, learning ald innovation skills,
communication skills, life and career skills of all learners in the basic education
program.
The five ma,jor approaches are Constructivist, Collaborative, Integrative, Reflective ald
inquiry Based Learning ( 2C-21-1R ). These approaches contain five core strategies
recommended for use by instructional leaders and teachers in finding ways to help
learners get excited about their learning, in responding to their abilities and learning
styles ald in building learners competence in doing holistic ald engaging activities
inside ald outside the classroom.
With these strategies, it is hoped that teachers carr now improve learners
understanding of the learning outcomes, heighten learner's abilitlt to read, write ald
reason, and ultimately meet the K12 curriculum staldards.
To achieve tfre desired outcomes using this approach, the following strategies can be adopted:
5. ProJect Work is a met1'od that focuses on the work given by the teacher for
leamers to cany out in groups about a certain problem or situation on a
specffic content.
Integrative Apptoach provides learners with a learning environment t-l-at helps thern
make connections of their learning's acros,s curricula. It focuses on connections rather than
teaching isolated facts. It underscores the elements of content based instruction, locusing
inquiry, thernatic teaching and generic competency model.
To produce good results using ttris approach, proper inplernentation of t1le following shategies
are highly recomnended-
To ensure that learnerc are maters of meaning and lcrowledge in the process, the following
strategies are suggested;
3. Dlrect Instruction Strategies are the qr'rickest way to impart knowledge where
teachers words and actions both grride and model the learning.
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curriculum and Learnina Manasement Division. Reaion lvA :'i i"
OVERALL PLAN FIR INQUIRY BASED LDARNING ACTIVITY IN SCIENCE
What Learners Know f,hat Learners Need To Ask What did Learners Learn
Why Learners Want to know lYhat Resources Do I Need IIow lYell Learners Achieve thc (ioal
Goal of the Act ivity What Might Go Wrong What Changes did Learners have Lo
Make to Meet the Goals
Sub-Goa I s
loeis ind Feel ings here El se Can I Use What Learners Need to 'lhink and
Cons ider These St rat eg ies Feel About
5 I r . ., ,
curriculum and Learnins Manaeement Division, Resion IVA
TEACHING GUIDE FOR COI,LABORATIVE LEARNING ACTIVITY IN MATII
/ Assigr each student to learn one segment, making sure students have
direct access only Lo their own segnent.
How / Cive students time lo read over lheir segment at least t\.uice and
becone familiar with it. There is no need for them Lo memorize it.
"/ Form temporary "expert groups' by having one student lrom each jigsalf
group join other students assigned to the same segncnt.
/ 6ive studcnts in lhese expert groups time 10 discuss the oain points
of their segnent and to rehearsc thc presentations they lvill make to
thci r j igsaw group.
/ *ine the students back into their j igsarv groups.
/ Ask each student to present her or his scgment to the group.
Encourage others in the gloup to ask questions for clarification.
Obscrving the process.
/ F\oaf from group to group, observing the process. If any group is
having troubl-. (e.g., a member js dominating or disruptive), make al
alrpro!- ia tc inte,v.nlion.
"/ Eventually, it's besL for the group ieader to handle this task.
Lcaders can be trained by whisurring an instruction on how to
inLervene, until the leader gets the hang of it.
At the cnd ol the session, give a quiz so that students cluickly come to
realize that these sessions are not jusl for fun ald ganres.
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Curriculum and Learnins Manasement Division, Reeion IVA