EEd Spec 211 Module Guide on Good Manners and Right Conduct

MODULE ON EEd Spec 211:
(GOOD MANNERS AND RIGHT

CONDUCT)
______________
For the First Semester

School Year 2020-2021
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Compilers/Editors
Gabriel L. Luna
Jayfa C. Eleponio
PRELIMINARIES
COURSE GUIDE
EEd Spec 211: GOOD MANNERS AND RIGHT CONDUCT
1st Semester, AY 2020
Inclusive Week Topic Activities FTLM

and Dates
Week Date
1 mm/dd Orientation: Brainstorming and MDL/Online
1. VMGO, ISU Quality Discussion Distance Learning
Policies and (ODL) via
VideoCon/
2. Objectives, Institutional
Google classroom
Outcomes,
Video/Audio
3. Goals of the Recorded Lecture
College/Program and
4. Course Syllabus
1-2 mm/dd Module I. Philosophy and Activity Sheets MDL/Online
Objectives of (See Module) Distance Learning
ESP/GMRC (ODL) via
1. Philosophy and Objectives Textual Reading
VideoCon/
of EsP or
Discussion Video/Audio
GMRC Recorded Lecture
2. The Goal and Scope of Homework Google classroom
the Teaching
of Edukasyon sa
Pagpapakatao
3. Guiding Principles in the
Teaching of
EsP/GMRC
3-4 mm/dd Module 2: Esp Framework and Activity Sheets MDL/Online

Approaches (See Module) Distance Learning
in Teaching Values Textual Reading (ODL) via
Education Discussion
VideoCon/
a) Framework and Video/Audio
Approaches in teaching Recorded Lecture
GMRC/EsP Google classroom
b) Importance of Values
Education
c) Approaches in Teaching
EsP
d) Methods and Strategies
in Teaching GMRC
5 mm/dd Module 3: Scope and Activity Sheets MDL/Online
Sequence of Edukasyon Sa (See Module) Distance Learning
Pagppakatao (EsP) From Textual Reading (ODL) via
Kinder To Sixth Grades Discussion
VideoCon/
a) Scope and Sequence Prepare for
Preliminary Exam Video/Audio
from Kinder to Sixth
Recorded Lecture
grades:
Google classroom
b) Kinder – Grade 3
c) Grade 4- 6
6 mm/dd Take Prelim Exam Face-to-Face
7-12 mm/dd Module 4: Pedagogy Of Activity Sheets MDL/Online
Values/ Approaches And (See Module) Distance Learning
Strategies in Teaching Values (ODL) via
Education Textual Reading
VideoCon/
a. Approaches and
Strategies in Teaching
Prepare for Recorded Lecture
GMRC midterm Google classroom
b. Different Strategies in examination
Teaching GMRC Join discussion
c. Strategies in Class forum
MDL/Online
- Visual experiences
Distance Learning
- Role plays
- Biographies (ODL) via
- Moral dilemmas VideoCon/
- Essays, articles, Video/Audio
classics and news Recorded Lecture
paper Google classroom
- Anecdotes
- Group singing
- Group activities
- Questioning
- Discussion
- Value clarification
d. Instructional Material
Dev’elopment
13- mm/dd Take Midterm Exam Face-to-Face
14-17 Mm/dd Module 5: Assessment in Activity Sheets MDL/Online
Edukasyon sa Pagpapakatao (See Module) Distance Learning
a) Snthesis and Application (ODL) via
of Key Concepts and Textual Reading
VideoCon/
Principles through
Demonstration Teaching
Recorded Lecture
b) Micro teaching Google classroom
c) Team teaching
d) Individual teaching
e) Case Digest
18 mm/dd Take Final Exam Face-to-Face
Prepared by: Reviewed by: Approved by:
Dr. GABRIEL L. LUNA Dr. IRMALYN R. ALEJANDRO Dr. DONABEL A. DUMELOD

Professor Program Chair Dean, CoEd
TABLE OF CONTENTS
Preliminaries
Table of Contents
Module I. Philosophy and Objectives of ESP/GMRC
Philosophy and Objectives of EsP or GMRC
The Goal and Scope of the Teaching of Edukasyon sa Pagpapakatao
Guiding Principles in the Teaching of EsP/GMRC
Module 2: ESP Framework and Approaches in Teaching Values Education
Framework and Approaches in teaching GMRC/EsP
Importance of Values Education
Approaches in Teaching EsP
Methods and Strategies in Teaching GMRC
Module 3: Scope and Sequence of Edukasyon Sa Pagppakatao (EsP) From Kinder To Sixth
Grades
Scope and Sequence from Kinder to Sixth grades:
Kinder – Grade 3
Grade 4- 6
Module 4: Pedagogy Of Values/ Approaches And Strategies in Teaching Values Education
Approaches and Strategies in Teaching GMRC
Different Strategies in Teaching GMRC
Strategies in Class
Visual experiences
Role plays
Biographies
Moral dilemmas
Essays, articles, classics and newspaper
Anecdotes
Group singing
Group activities
Questioning
Discussion
Value clarification
Instructional Material Development
Module 5: Assessment in Edukasyon sa Pagpapakatao
Snthesis and Application of Key Concepts and Principles through Demonstration Teaching
Micro teaching
Team teaching
Individual teaching
Case Digest
Module One: PHILOSOPHY AND OBJECTIVES OF EDUKASYON SA PAGPAPAKATAO/

VALUES EDUCATION/GOOD MANNERS AND RIGHT CONDUCT
Introduction
As an introduction, it should be made clear in the mind of the BEED students that Good
Manners and Right Conduct (GMRC) is a course that is equivalent with Edukasyon sa
Pagpapakatao (EsP) or the so called Values Education. The Edukasyon sa Pagpapakatao (EsP) is a
subject dedicated to teach human ethics. The issue about EsP is inspired by Hannah Arendt’s
philosophy of education, as she wanted education for the love of the world. Education for the
young individuals, (ages 06-15) the recipients of the EsP curriculum, should be focused on
making the students feel at home and love the world instead of teaching them mainly on how
to live an ethical life. The world is all about the political structures and laws that stabilize
human plurality and spontaneity. As politics and laws are dependent on people, active citizenry
sees values as the rule of law in which legal authorities are always required to practice.
Henceforth, the Edukasyon sa Pagpapakatao should be a course for the young to develop love
for the world, with emphasis on the necessity of the political life at the early age.
Course Description:
Edukasyon sa Pagpapakatao (EsP) is a subject dedicated to teach human ethics.
Anchored on the essential component of personhood that deals with intrapersonal and
interpersonal relationships which allow harmony with oneself, with others and the
environment, the course highlights the fundamental rules of good manners and appropriate
conduct or behavior of each learner which are necessary of the formation of character that
embraces the core values of maka-Diyos, maka-Tao, maka-Bansa, and maka-Kalikasan.
Moreover, the course intends to equip the pre- service teachers with pedagogical content
knowledge on Edukasyon sa Pagpapakatao as well as skills in instructional materials
development and assessment for the elementary grades.
Learning Outcomes
At the end of this lesson, you should be able to:
1. Identify and discuss the guiding philosophies and objectives of Edukasyon sa
Pagpapakatao/ Good Manners and Right Conduct
2. Reflect on the importance of values education
Learning Content
1. Philosophy and Objectives of EsPor GMRC
2. The Goal and Scope of the Teaching of Edukasyon sa Pagpapakatao
3. Guiding Principles in the Teaching of EsP/GMRC
Philosophy and Objectives of EsP/GMRC

The Philosophy of Edukasyon sa Pagpapakatao (EsP) as a subject is heightened by the
urgent need to strengthen the moral fiber of society. For national moral recovery, the
Department of Education, Culture and Sports introduced the DECS Values of Education Program
in 1988 emphasizing social reform through the inner transformation of the Individual. That was
in support of Pres. Corazon Aquino’s 1988 Moral Recovery Program. The DECS Values of
Education Program had as its centerpiece, the offering of Values Education as a subject in all
Grade levels. The same subject is offered in the K to 12 Curriculum with a new name Edukasyon
sa Pagpapakatao / Good Manners and Right Conduct.
The Goal and Scope of the Teaching of Edukasyon sa Pagpapakatao

Effective teaching of EsP begins with a clear understanding of the expected outcomes or
the goal of teaching EsP. the K to 12 Curriculum Guide for EsP developed by the Department of
Education states: Tunguhin (goal) nito (EsP) ang paghubog ng kabataang nagpapasya at
kumikilos nang mapanagutan tungo sa kabutihang panlahat lilinangin at pauunlarin ang
pagkataong etikal ng bawat mag aaral. Upang maipamalas ito, kailangang magtaglay siya ng
limang pangunahing kakayahan. (macro skills, pang unawa, pagninilay, pagsangguni, pagpapasya
at pagkilos).
Nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag aaral. Ang EsP ay
naglalyong gabayan ang mga mag aaral na mahanap/ matagpuan ang kabuluhan ng kanyang
buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang
pinaiiral ang katotohanan, kalayan, katarungan at pagmamahal.
Guiding Principles in Teaching EsP/GMRC
Below are the following Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao( EsP)/
Good Manners and Right Conduct (GMRC):
1. Values are both taught and caught. The EsP teacher must teach the cognitive aspect of
virtue intentionally and must live to;
2. Values cannot be separated from understanding although values and attitudes relate to
the affective dimension;
3. At young age, a child may not yet be capable of understanding his/ her true personhood
but can be taught to lead a virtuous life that early for him to develop good character. The
book of proverbs states “Train up a child in the way he should go, even when he is old he
will not depart from it.” (Proverbs 22.6);
4. Values Education is about developing virtues, good habits, and dispositions which had
students to responsible and mature adulthood. Effective value education must promote
the development of virtue. Virtues are developed through learning and through practice.
As Aristotle taught, a person can improve his or her character by practicing self-
discipline, while a good can be corrupted by repeated self-indulgence. The virtuous
person is the ethical person. Margaret Thatcher said: “Watch your thought for they
become words. Watch your words for they become actions. Watch your actions for they
become habits. Watch your habits for they become character. Watch your character for
it becomes your destiny.”
5. Values Education is concerned with relationships, Personhood is rooted in relationships.
We develop our personhood in relationship with others. One’s development is
inseparably related to others. No one attains his/her personhood without others.
6. An effective Values Education takes place in an atmosphere of respect, tolerance and
genuine understanding. The EsP teacher shares and offers his/her value system with the
students or students also share their value systems in class without imposing them on
others.
TEACHING AND LEARNING ACTIVITY

Flexible Teaching Learning Modality (FTLM) adopted
Modular Distance Learning (MDL)
Self-Directed Learning (Module)
Online Distance Learning (ODL)
Video Con/Google Classroom,
Email, Messenger, Zoom
Video/Audio Recoded Lecture
Assessment Task:
Essay: Please reflect on the following questions by contextualizing your answer in the concrete
life situations or scenario of a DepEd teacher in the field.
1. What do you think are reasons why Good Morals and Right Conduct as a course should be
taught in the Elementary School? As a future teacher in the Elementary level, how can you
help combat the moral problems in our society?
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2. What should be the qualification of an Elementary teacher teaching the Good Morals and
Right Conduct? State your reasons why do you think so that those are really the best
qualifications of a GMRC teacher?
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3. If you will be given the chance to teach Good Morals and Right Conduct, what strategies
would you employ to deliver the subject effectively to the elementary children?
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References
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: Lorimar
Publishing.
Cubucku, F. (2014). Values Education through Literature in English Classes. Procedia- Social and
Behavioral Sciences (116), 265-269. Deped k-12 Edukasyon sa Pagpapakatao Curriculum Guide
Etherington, M. (2013). Values Education: Why the teaching of Values in schools is necessary
but not sufficient. Journal of Research in Christian Education 22(2), 189-210. PPST- RPMS
Manual
Reyes, Wilma S. Approaches and Strategies in Teaching Values Education, De La S Philippine

Normal University, February 2, 2019.
Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for learning and teaching in the context
of value education. Procedia- Social and behavioral Sciences (45), 75-83
Module Two: EDUKASYON SA PAGPAPAKATAO (ESP) FRAMEWORK AND APPROACHES

IN TEACHING VALUES EDUCATION
Introduction
Having the intention of providing the students a schema, guide or directions on how
they understand the subject clearly, the Module two of the Good Morals and Right Conduct
(GMRC) or Edukasyon sa Pagpapakatao (EsP) presents the framework on how the subject is
being taught, using the proper approaches, teaching strategies or methods being applied in
teaching the Edukasyon sa Pagpapakatao (EsP) or GMRC course. It is hoped in this portion of
the module that students are expected to use properly the framework and approaches in
teaching Values Education as they Identify and eventually put into application the importance of
values education
Learning Outcomes
a) apply the framework and approaches in teaching Values Education; and
b) Identify the importance of values education
Learning Content
a) Fframework and Approaches in teaching GMRC/EsP
b) Importance of Values Education
c) Approaches in Teaching EsP
d) Methods and Strategies in Teaching GMRC
FRAMEWORK AND APPROACHES IN TEACHING GMRC/ESP:

1) Values inculcation –instill desirable and pre-chosen values to students;
2) Moral development approach- used primarily to stimulate students to advance their
powers of moral reasoning through a series of increasingly advanced and conflict stages.
3) Analysis approach- rests on helping the students develop logical thinking and using
scientific inquiry procedures in solving value issues;
4) Value clarification- helps students clarify and actualize personal values;
5) Action learning- develops students’ abilities to directly in personal and social
situations so that they might try out their personal values and;
6) emotional-ratio approach – attempts to help students understand and adopt a
lifestyle based on care and consideration for others as well as self.
IMPORTANCE OF VALUES EDUCATION

The Enhance Basic Education Act of 2013 (R.A. 10533) states that the K to 12
Curriculum (that includes EsP) is developed based on the principle of spiral progression.
The use of spiral progression means basic concepts, big ideas, and important tasks are
revisited in every grade level in an ever deepening inquiry and increasingly complexity
through engaging problems and applications. The outcome of EsP teaching is a student
who grows in his pagkataong etikal pag-unawa, pagninilay-nilay, pagsangguni,
pagpapasya at pagkilos and a kabataang makikibahagi sa pagtatayo ng pamayanang
pinairal ang katotohanan, kalayaan, katarungan at pagmamahal.
Values are both taught and caught. The EsP teacher must view Vlues as a very
important subject. Hence, the teacher must:
1. Teach the cognitive aspect of virtue intentionally and must live to Guiding Principles in
the Teaching of Edukasyon sa Pagpapakatao (EsP)
2. Values cannot be separated from understanding although values and attitudes relate
to the affective dimension.
3. At young age, a child may not yet be capable of understanding his/her true
personhood but can be taught to lead a virtuous life that early for him to develop
good character. The book of Proverbs states “Train up a child in the way he should
go, even when he is old he will not depart from it.” (Proverbs 22.6)
4. Value education is about developing virtues, good habits, and dispositions which had
students to responsible and mature adulthood. Effective value education must
promote the development of virtue. Virtues are developed through learning and
through practice. As Aristotle taught, a person can improve his or her character by
practicing self-discipline, while a good can be corrupted by repeated self-indulgence.
The virtuous person is the ethical person. Margaret Thatcher said: “Watch your
thoughts for they become words. Watch your words for they become actions. Watch
your actions for they become habits. Watch your habits for they become character.
Watch your character for it becomes your destiny.”
5. Values Education is concerned with relationships, Personhood is rooted in
relationships. We develop our personhood in relationship with others. One’s
development is inseparably related to others. No one attains his/her personhood
without others.
6. An effective values education takes place in an atmosphere of respect, tolerance and
genuine understanding. The EsP teacher shares and offers his/her value system with
the students or students also share their value systems in class without imposing
them on others.
APPROACHES OF EDUKASYON SA PAGPPAKTAO

The K to 12 Curriculum Guide:
- Identities ethical decision making (pagpapasyang etikal as the main teaching
approach in the teaching of EsP.
- The curriculum Guide further explains:
a) Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasiya na
may
preperensya sa kabutihan na kinapapalooban ng (a pag alam ng mga detalye
sa sitwasyon;
b) Ang maingat na pagsa-alang - alang ng mga moral na pagpapahalaga na
sitwasyon
mahalaga sa isang sitwasyon; at
c) Ang pagiging sensitibo sa mga aspetong moral ng mga stwasyon sa
pang araw araw na buhay at ang kamalayan sa mga tao pangkat na
maapektuhan ng pasiya.
METHODS AND STRATEGIES OF ESP OR GMRC

1. Values Inculcation Approach Teaching methods
- under values inculcation approach module explanation positive and negative
reinforcement and modeling. Modeling as a method is applied when instances of
modeling behavior are drawn from history, literature or more directly from
teachers and students and themselves.
2. Moral development teaching methods
- The most popular method under this approach is the moral dilemma. It is may be
presented through activities and skit. The focus in moral dilemmas is on the moral
reasoning not the choice to determine student’s moral development stage based
on Kohlberg’s theory. Self-reflection is a prime requisite of moral development
approach. This self-reflection is stimulated by three types of student dialogic
communication:
(1) Student dialogue with teacher
(2) Students dialogue with other students
(3) student dialogue with self.
3. Analysis approach Valuing

This concept is “guided not dictates of the heart and conscience but by rules and
procedure of logic”. This approach makes the use of problem analysis and decision-
making methods. The Value clarification approach has the purpose is to help students
and actualize values. Value clarification advocates assert that it is valuing process the
students must be taught, not values.
Here are the Seven Outlined Process of Valuing:
a) Choosing from alternatives
b) Choosing after careful consideration of the consequences of each alternative.
c) Choosing freely;
d) Prizing, being freely glad of one’s choice
e) Prizing, being willing to affirm publicly one’s choice
f) Acting upon one’s choice, incorporating choices into behavior
g) Acting upon one’s choice repeatedly, overtime (Rath, et.al. 1966)
4. Theory of Cognitive Development

Piaget's theory of cognitive development is a comprehensive theory about the
nature and development of human intelligence. It was first created by the
Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with
the nature of knowledge itself and how humans gradually come to acquire,
construct, and use it.
Piaget's theory is mainly known as a developmental stage theory. Piaget "was
intrigued by the fact that “children of different ages made different kinds of mistakes
while solving problems".[2] He also believed that children are not like "little adults"
who may know less; children just think and speak differently. By Piaget thinking that
children have great cognitive abilities, he came up with four different cognitive
development stages, which he put out into testing. Within those four stages he
managed to group them with different ages. Each stage he realized how children
managed to develop their cognitive skills. For example, he believed that children
experience the world through actions, representing things with words, thinking
logically, and using reasoning.
To Piaget, cognitive development was a progressive reorganization of mental
processes resulting from biological maturation and environmental experience. He
believed that children construct an understanding of the world around them,
experience discrepancies between what they already know and what they discover
in their environment, then adjust their ideas accordingly. [3] Moreover, Piaget claimed
that cognitive development is at the center of the human organism, and language is
contingent on knowledge and understanding acquired through cognitive
development.[4] Piaget's earlier work received the greatest attention.
5. The Concept of Moral Dilemmas
What is common to the two well-known cases is conflict. In each case, an agent
regards herself as having moral reasons to do each of two actions, but doing both
actions is not possible. Ethicists have called situations like these moral dilemmas. The
crucial features of a moral dilemma are these: the agent is required to do each of two
(or more) actions; the agent can do each of the actions; but the agent cannot do both
(or all) of the actions. The agent thus seems condemned to moral failure; no matter
what she does, she will do something wrong (or fail to do something that she ought to
do).
The Platonic case strikes many as too easy to be characterized as a genuine moral
dilemma. For the agent’s solution in that case is clear; it is more important to protect
people from harm than to return a borrowed weapon. And in any case, the borrowed
item can be returned later, when the owner no longer poses a threat to others. Thus in
this case we can say that the requirement to protect others from serious
harm overrides the requirement to repay one’s debts by returning a borrowed item
when its owner so demands. When one of the conflicting requirements overrides the
other, we have a conflict but not a genuine moral dilemma. So in addition to the features
mentioned above, in order to have a genuine moral dilemma it must also be true that
neither of the conflicting requirements is overridden (Sinnott-Armstrong 1988, Chapter
1).
6. Problem- Based Learning (PBL)
Problem-Based Learning (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. In addition to course content,
PBL can promote the development of critical thinking skills, problem-solving abilities,
and communication skills. It can also provide opportunities for working in groups, finding
and evaluating research materials, and life-long learning (Duch et al, 2001).
PBL can also be used to create assessment items. The main thread connecting
these various uses is the real-world problem.
Any subject area can be adapted to PBL with a little creativity. While the core problems will vary
among disciplines, there are some characteristics of good PBL problems that transcend fields
(Duch, Groh, and Allen, 2001):
 The problem must motivate students to seek out a deeper understanding of concepts.
 The problem should require students to make reasoned decisions and to defend them.
 The problem should incorporate the content objectives in such a way as to connect it to
previous courses/knowledge.
 If used for a group project, the problem needs a level of complexity to ensure that the
students must work together to solve it.
The problems can come from a variety of sources: newspapers, magazines, journals,
books, textbooks, and television/ movies. Some are in such form that they can be used with
little editing; however, others need to be rewritten to be of use. The following guidelines
from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL
problems for a class centered around the method; however, the general ideas can be
applied in simpler uses of PBL:
 Choose a central idea, concept, or principle that is always taught in a given course, and
then think of a typical end-of-chapter problem, assignment, or homework that is usually
assigned to students to help them learn that concept. List the learning objectives that
students should meet when they work through the problem.
 Think of a real-world context for the concept under consideration. Develop a
storytelling aspect to an end-of-chapter problem, or research an actual case that can be
adapted, adding some motivation for students to solve the problem. More complex problems
will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines,
newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals
in the field, searching for ideas of realistic applications of the concept being taught.
The problem needs to be introduced in stages so that students will be able to

identify learning issues that will lead them to research the targeted concepts.
The following are some questions that may help guide this process:
- What will the first page (or stage) look like? What open-ended questions can
be asked? What learning issues will be identified? How will the problem be
structured?
- How long will the problem be? How many class periods will it take to
complete?
- Will students be given information in subsequent pages (or stages) as they
work through the problem?
- What resources will the students need?
- What end product will the students produce at the completion of the
problem?
7. L AND OTHER EXPERIENTIAL APPROACHES

8. PBL is focused, experiential learning organized around the investiga-
9. tion, explanation, and resolution of meaningful problems (Barrows, 2000;
10. Torp and Sage, 2002). In PBL, students work in small collaborative groups
11. and learn what they need to know in order to solve a problem. The teacher
12. acts as a facilitator to guide student learning through the learning cycle de-
13. picted in Fig. 1. In this cycle, also known as the PBL tutorial process, the
14. students are presented with a problem scenario. They formulate and ana-
15. lyze the problem by identifying the relevant facts from the scenario. This
16. fact-identification step helps students represent the problem. As students
17. understand the problem better, they generate hypotheses about possible
18. solutions. An important part of this cycle is identifying knowledge deficien-
19. cies relative to the problem. These knowledge deficiencies become what are
20. known as the learning issues that students research during their self-directed
21. learning (SDL). Following SDL, students apply their new knowledge an
7. Reflective Teaching
Reflective Teaching Method is a process where teachers think over their teaching
practices, analyzing how something was taught and how the practice might be
improved or changed for better learning outcomes. Some points of consideration in
the reflection process might be what is currently being done, why it's being done and
how well students are learning. You can use reflection as a way to simply learn more
about your own practice, improve a certain practice (small groups and cooperative
learning, for example) or to focus on a problem students are having. Let's discuss
some methods of reflective teaching now.
10 Reflection Strategies To Help Students Retain What You Just Taught Them
a) Pair-Share
Pair-share is a classic learning strategy where students are paired, and then
verbally ‘share’ something that will help them learn new content,
The strategy suggests that one’s idea is deepened. It also understands or reviews
what they already know. It can also be used as a quick and dirty assessment
tool, as the conversations generally reflect a level of understanding the teacher
can use gauge mastery and plan further instruction.
b) Sentence Stem-based responses

Sentence-stems are great because they’re like training wheels–or to mix a
metaphor, tools to coach students into thinking and speaking in certain patterns.
For example, you can implore students to ‘think critically,’ but if they don’t have
even the basic phrasing of critical thinking (e.g., ‘This is important because…’),
critical thinking will be beyond their reach.
The sentence stems for critical thinking here suggests that one does not
necessarily buy some materials to implement the strategy.
c) Layered Text
Layered text is something I’ve meant to write about for years and never have. A
layered text is a digital document that is filled with hyperlinks that communicate,
well, just about anything: Questions students have, opportunities for further
inquiry, odd references and allusions that reflect the schema students use to
make meaning, and so on.
d) Write-Around
Some teachers love write-around–easy ways for students to write
asynchronously and collaboratively. And the writing fragments students use don’t
have to be prose–certain key vocabulary and phrases can help students reflect,
but most importantly in a write-around, help students learning from one another
as each student is able to read other responses before creating theirs.
e) Sketch
Whether by sketch-notes or doodles, allowing students to draw what they think
they know, how they believe their learning has changed, or some kind of
metaphorical pathway towards deeper understanding is a great learning strategy
for students that tend towards creative expression, and a non-threatening way
for struggling students to at least write something down on paper you can use to
gauge understand and plan your (their) next step.
f) Brainstorming
Brainstorming can be an effective reflection strategy because it disarms issues
with other approaches. For hesitant writers, journaling may not work because
the writing process could overwhelm the learning. Podcasting may not work for
shy students, Pair-Share may not work well if students are paired effectively, and
so on.
Brainstorming is much simpler. Students could take an allotted time to write

down everything they remember about a topic. Or, they could brainstorm
questions they still have (things they’re confused or curious about). They could
even brainstorm how what what they learned literally connects with what they
already know by creating a concept map.
g) Jigsawing
Jigsawing is a grouping strategy where a task, concept, or something ‘larger’ is
broken down into small puzzles pieces, and students in groups analyze the small
puzzle piece, then share out to create the puzzle at large. Using this approach for
reflection is seamless: Among other approaches, you can prompt students in
groups to gather and share questions they have (you could group by
readiness/ability, for example) in groups, and then choose one question that they
weren’t able to answer among themselves with the whole class (anonymously–
no one has to know who wrote the question).
h) Collage
One could also perform a normal collage of learning reflections, but a
multimedia collage is also possible–maybe a sketch note with a voiceover
recorded as a YouTube video to share as a quick presentation with the class (or
absent students).
i) Journaling
The University of Missouri-St Louis offers 3 kinds of journals that demonstrate
the different possibilities of the otherwise vanilla-sounding ‘journaling.’
- Personal Journal – Students will write freely about their experience. This is
usually done weekly. These personal journals may be submitted periodically
to the instructor, or kept as a reference to use at the end of the experience
when putting together an academic essay reflecting their experience.
(Hatcher 1996)
- Dialogue Journal – Students submit loose-leaf pages from a dialogue journal

bi-weekly (or otherwise at appropriate intervals) for the instructor to read
and comment on. While labor intensive for the instructor, this can provide
continual feedback to students and prompt new questions for students to
consider during the semester. (Goldsmith, 1995)
- Highlighted Journal – Before students submit the reflective journal, they

reread personal entries and, using a highlighter, mark sections of the journal
that directly relate to concepts discussed in the text or in class. This makes it
easier for the instructor to identify the student to reflect on their experience
in light of course content. (Gary Hesser, Augsberg College)
22. PBL AND OTHER EXPERIENTIAL APPROACHES

66. learning (SDL). Following SDL, students apply their new knowledge
8. Role playing
Role-playing exercises can be hard work for the instructor, both in preparation and in
execution, but the work tends to pay off in terms of student motivation and
accomplishment. As with any big project, it's best to take it one step at a time: a)
Define Objectives; b) Choose Context & Roles; c) Introducing the Exercise; d) Student
Preparation/Research; e) The Role-Play; f) Concluding Discussion; and g) Assessment.
Fortunately, much of the work of preparation, once done, can be distributed to other
educators. Many well-developed role-playing exercises are available on the scenario
pages, organized by topic or by type.
The details of what you need to do depend entirely on why you want to include role-
playing exercises in your course would depend on your well defined objectives:
a) What topics do you want the exercise to cover?
b) How much time do you and your class have to work on it?
c) What do you expect of your students: research, reports, presentations?
d) Do you want the students role-playing separately or together?
e) Do you want to include a challenge or conflict element?
9. Other Strategies may include Evocation, Inculcation, Awareness, Moral reasoning,

Analysis, and Commitment, as the case may be.
Assessment Task:
Essay: Read the following problems and rationalize using the moral theories as basis of your
answer.
1. How and when do you apply the theory of Kohlberg’s Moral Development in processing the
he behavioral patterns of the Kinder pupils for moral development?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
2. Are intelligence related to child’s moral development? Please justify your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. As a future Grade school teacher, discuss the importance of reflective teaching in processing
your child.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________.
4. Discuss the significance of the Analysis approach of Valuing when processing the behavior
of a child. Cite a moral dilemma using the 7 steps processed-approach.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________.
References
Publishing.
Behavioral Sciences(116), 265-269. Deped k-12 Edukasyon sa Pagpapakatao Curriculum Guide
Manual
Reyes, Wilma S. Approaches and Strategies in Teaching Values Education, De La S Philippine Normal
University, February 2, 2019.
Module Three: SCOPE AND SEQUENCE OF EDUKASYON SA PAGPPAKATAO

FROM KINDER TO SIXTH GRADES
Introduction
After introducing the proper approaches, strategies or methods on how one teaches the
Edukasyon sa Pagppakatao, the Module now introduces the teacher to teach the content of
the curriculum to the learners in terms of scope and sequence of the Edukasyon sa
Pagppakatao from Kinder to Grade 6.
Learning Outcomes
a. discuss the scope and sequence of Edukasyon sa Pagpapakatao from first to sixth
grades; and
b. apply the core values of being maka-Diyos, maka-tao, maka-bayan at ma-kakalikasan
when teaching Kinder to Grade 6.
Learning Content:
a) Scope and Sequence from Kinder to Sixth grades:
b) Kinder – Grade 3
c) Grade 4- 6
ESP CURRICULUM FROM KINDER TO GRADE 3

The Edukasyon Sa Pagpapakatao for Kinder to Grade 3 meet the learning area standards,
that is, Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili,
pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasiya at nakakikilos nang mapanagutan
tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya. focused its topic
contents on values or respect for self, others, nation and God towards a peaceful and orderly
family, community and school. The scope of Edukasyon Sa Pagpapakatao deals with the
teaching of values or Edukasyon sa Pagpapakatao of being makadiyos, makatao, makabayan at
makakalikasan. The sequence only varies in terms of the acquisition of skills developed
according to the grade level. Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at
gawaing nagpapakita ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa/
pamayanan, sa bansa at sa Diyos tungo sa maayos at masayang pamumuhay.
For Kinder children, the grade level standards include the skill to imbibe among children
understanding one’s self, respect and love for self, others and God as guide towards orderly and
enjoyable family. Sa Kinder na bahagdan, inaasahang naipamamalas ng isang mag-aaral ang
pag-unawa sa pagkakaroon ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos
bilang gabay tungo sa maayos at masayang tahanan.
It is also expected in Grade One, the skills to be developed would point to discuss and
present the lessons on EsP to children ways on how to show respect for self, others, nation and
to God towards a peaceful and orderly family and community.
For Grade Two, the Edukasyon Sa Pagpapakatao or EsP explains actions that show value,
worth, importance, or respect for self, care for others, nation and to God and His creation as
guide towards orderly and peaceful community. Ang Baitang 2- ay nagpapahayag ng mga kilos
na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa kanyang mga nilikha bilang patnubay sa
maayos at masayang paaralan at pamayanan.
Furthermore, the Edukasyon Sa Pagpapakatao for Grade Three, the content focuses on
activities that demonstrate values, worth, importance towards orderly and peaceful life that
makes one accountable to his decision for himself, others, nation and God. The Edukasyon Sa
Pagpapahalga Baitang 3 discusses activities or mga Gawain na nagpapakita ng pagpapahalaga
tungo sa maayos at masayang pamumuhay na may mapanagutang pagkilos at pagpapasiya para
sa sarili, kapwa, pamayanan, bansa at Diyos.
ESP CURRICULUM FOR GRADES 4-6

In the Edukasyon sa Pagpapakatao Curriculum for Grades 4-6, the key standard
requirement expected for this level includes the learners’ understanding on the concepts and
application that demonstrates accountability on things committed for one’s self, family, others,
nation, world and God for the common good.
The Edukasyon Sa Pagpapakatao for Grade Four contains lessons that are centered on
the necessary activities that are worth cherishing that is directed towards true, orderly, that
promote enjoyable life for an individual oneself, for others, nation and God. Ang pokus ng
Edukasyon Sa Pagpapakatao Baitang 4- ay ang mga makabuluhang Gawain na may kaakibat na
pagpapahalaga tungo sa wasto, maayos, masaya at mapayapang pamumuhay para sa sarili,
kapwa, bansa at Diyos.
Ang pokus ng Edukasyon Sa Pagpapakatao Baitang 5- masusing pagsusuri sa
pagpapahayag, pagganap ng tungkulin na may pananagutan at pagsasabuhay ng mga ito tungo
sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag anak, kapwa/ pamayanan,
bansa/ daigdis at Diyos. Samantalang, ang saklaw ng Edukasyon Sa Pagpapakatao Baitang 6 ay
patungkol sa mga Gawaing tulutulong sa pag angat ng sariling dignidad, pagmamahal sa kapwa
na may mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na
pamumuhay para sa kabutihang panlahat.

Assessment Task:
Essay: Discuss the following essay questions and justify your answer using authoritative claims
and valid explanations.
1. As a GMRC teacher, which group has the difficulty of absorbing pieces of advice, those pupils
from Kinder to Grade 3 of those pupils from Grade 4 to Grade 6?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________.
2. In 100 words, explain the sequencing of Edukasyon sa Pagppakatao ng Unang Baitang
hanggang Apat na Baitang.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.Discuss the scope of Edukasyon sa Pagpapakatao in 120 words.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
4. Discuss the differences between the Philosophy of Man and Edukasyon sa pagpapakatao in
80-100 words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________.
References
Publishing.
Manual
Module Four: PEDAGOGY OF ESP/GMRC, APPROACHES AND STRATEGIES IN TEACHING

GOOD MANNERS AND RIGHT CONDUCT/VALUES EDUCATION
Introduction
The content of GMRC calls for appropriate application pedagogy. This Module discusses
the different approaches and strategies in teaching GMRC among elementary pupils. It also
guides prospective teachers to demonstrate the GMRC teaching strategies in class, the proper
way of applying the values education theories in handling school children based from
theEdukasyon Sa Pagpapakatao textbook prescribed for the elementary pupils.
Learning Outcomes
a. Discuss the different approaches in teaching GMRC among elementary pupils
b. Explain the different strategies in teaching GMRC
c. Demonstrate the strategies in class
d. Develop appropriate instructional materials in teaching the subject
Learning Content
a. Approaches and Strategies in Teaching GMRC
b. Different Strategies in Teaching GMRC
c. Strategies in Class
- Visual experiences
- Role plays
- Biographies
- Moral dilemmas
- Essays, articles, classics and news paper
- Anecdotes
- Group singing
- Group activities
- Questioning
- Discussion
- Value clarification
d. Instructional Material Development
MAJOR APPROACHES AND STRATEGIES IN TEACHING GMRC

MAJOR APPROACHES STRATEGIES
Inculcation Modeling, positive and negative reinforcement, mocking, story-
telling
Value Clarification Voting questions, unfinished sentences, values continuum,
ranking, agree or disagree
Moral Development Moral dilemmas, case study
Value Analysis Testing principles, analyzing analogous cases, debate, research
Transpersonal Rest and relaxation exercises, meditation and brief fantasizing
imagination, creativity and mind games, self-awareness activities
Action Learning Action projects/ community outreach projects
1. Values Clarification Approach

Values clarification has its origin in the humanistic and transpersonal psychology.
• Abraham Maslow is its major proponent. He believed that every human being is capable of
attaining
self-actualization through the valuing process.
•Self-actualization in an on-going process of using one’s innate capacities and potentials in full,
creative
and joyful ways.
Purposes of Values Clarification:

• To help students become aware of and identify their own values and those of others.
• To help students communicate openly and honestly about their values.
• To help students use both rational thinking and emotional awareness to examine their
personal feelings, values and behavior patterns.
For something to be considered as a value using the clarification approach, the person must go
through the seven (7) criteria of the valuing process.
Seven (7) criteria of the valuing process:
a) Choosing freely;
b) Choosing from alternatives;
c)eflecting carefully on the consequences of those alternatives;
4.prizing;
5.affirming in public;
6.acting upon one's choices; and
7. acting consistently
The value clarification strategies commonly used in teaching are:

a) Role playing ･
b) Games and simulations ･
c) Contrived or real value-laden situations
d) Introspection or in-depth self-analysis exercise
e) Sensitivity activities
f) Small group discussion
g) Values grid
h) Ranking
i) Group dynamics
j) Case study
k) Dyadic and triadic sharing
l) Dialogue or clarifying response strategy Values
VALUES CONTINUUM
An issue is identified by the teacher and a line drawn on the ground with a stick. Two extreme
positions are identified and the students asked to stand at an appropriate point along the line
according to their beliefs. The students discuss their beliefs with people on either side of them
to make sure they are in the correct position. The students have literally taken a stand on the
issue. The teacher then invites students to explain their position. They may pass if they want to.
They may also change their position on the line at any time during the discussion if they want
to.
TEACHER’S ROLE
• open and communicating trust
• respect and concern the students personal beliefs and values
• stimulate an atmosphere of positive acceptance.
2. Moral Development Approach

Purpose
 Help students develop more complex moral reasoning patterns
 Urge students to discuss the reasons for their value choices and positions
KOHLBERG’S LEVEL OF MORAL DEVELOPMENT

LEVEL STAGE CHARACTERISTICS OF STAGE/LEVEL
Pre-Conventional Stage 1 Punishment/Obedience Orientation
Stage 2 Instrumental Relativist Orientation
Conventional Stage 3 Interpersonal Concordance Orientation
Stage 4 Authority and Social Order Maintaining Orientation
Post-Conventional Stage 5 Social Contract Legalistic Orientation
Autonomous or Stage 6 Universal Ethical Principle Orientation
Principled
A. Pre-conventional Morality
I will do what I am supposed to do in order to avoid punishment.
B. Conventional Morality
I will do what I a supposed to do as things work out better when everyone follows the rules.
C. Post-conventional Morality
I will do (or won’t do) what I am supposed to do because I think ( or don’t think) it is the right
thing to do.
METHODS
• Moral dilemma episodes with small-group discussion
• Relatively structured and argumentative
3. VALUES ANALYSIS APPROACH

Rationale and Purposes
 Help student’s use logical thinking and scientific investigation procedures in dealing with
social issues, especially values education issues.
Theoretical Basis
 The individual is regarded as a rational being in the world who can attain the highest
good by subordinating feelings and passions to logic and scientific method.
Teacher’s Role
 Develop the skills on gathering and organizing facts relevant to making value judgments,
assess the truth through supporting evidences and then evaluate the consequences. T
TEACHING METHODS STRATEGIES

a) Individual and group studies of social problems
b) Library and field research and;
c) Case studies
d) Testing principles
e) Analyzing analogous cases
f) Debate
g) Rational discussion that demands reasons and evidence
h) Mangalap ng mga research studies o clippings mula sa pahayagan o magazine na
magpapatunay ng pagiging makabayan ng mga Filipino
i) Debate
- Maghanda ng isang debate tungkol sa paksang “Dapat ba o hindi dapat gawin
ang cloning”
1. ACTION LEARNING APPROACH

What is Action Learning?
 To provide students with opportunities and chances to discover and act on their values.
 To encourage students to view themselves as personal-social interactive beings, not fully
autonomous, but members of a community or social system.
Theoretical Basis
 Values are assumed to have their sources in society or in the individual but in the
interaction between the person and the society.
 Derived from a perspective that it is important to move beyond thinking and feeling to
acting.
 Related to the efforts of some social studies educators to emphasize community-based
rather than classroom-based learning experiences
 Place more emphasis on action taking inside and outside the classroom;
 Values are seen in the interaction between the person and society; and
 A problem-solving/decision making model.
Strategies
 Teaching methods include mostly the clarification & values analysis strategies.
Two (2) strategies unique to these approach include:

 Skills practice in group organization
 Action projects or community outreach projects.
Example: Community Development Program
Brigada Eskwela
2. TRANSPERSONAL APPROACHES
Purpose
 To develop among students a higher level of consciousness and spiritual upliftment. It
underscores the process of self-discovery and the significance of self-actualization to
become a fully functioning person.
Most commonly used strategies are:

 Rest and relaxation exercises
 Meditation and brief fantasizing imagination
 Creativity and mind games
 Self-awareness activities

Assessment Task:
Essay: Read the following problems and rationalize using the moral theories as basis of your
answer.
1. Discuss the theory of Kohlberg’s Moral Development and demonstrate its application on the
behavioral patterns of the Kinder pupils.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
2. Do you agree that intelligence really contributes to child’s moral development? Please justify
your stand.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. As a future Grade school teacher, discuss the practical usage of each of the five approaches
mentioned by Dr. Wilma Reyes, by using your own understanding of the five approaches
mentioned.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________.
4. Do you really find the significance of the Analysis approach of Valuing when processing the
behavior of a child? Please explain further your answer convincingly.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________.
References
Publishing.
Manual
Reyes, Wilma S. Approaches and Strategies in Teaching Values Education, De La S Philippine Normal
University, February 2, 2019.

EEd Spec 211 Module Guide on Good Manners and Right Conduct

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MODULE ON EEd Spec 211:

(GOOD MANNERS AND RIGHT

For the First Semester

Inclusive Week Topic Activities FTLM

3-4 mm/dd Module 2: Esp Framework and Activity Sheets MDL/Online

18 mm/dd Take Final Exam Face-to-Face

Prepared by: Reviewed by: Approved by:

Dr. GABRIEL L. LUNA Dr. IRMALYN R. ALEJANDRO Dr. DONABEL A. DUMELOD

Module One: PHILOSOPHY AND OBJECTIVES OF EDUKASYON SA PAGPAPAKATAO/

Philosophy and Objectives of EsP/GMRC

The Goal and Scope of the Teaching of Edukasyon sa Pagpapakatao

Guiding Principles in Teaching EsP/GMRC

TEACHING AND LEARNING ACTIVITY

Reyes, Wilma S. Approaches and Strategies in Teaching Values Education, De La S Philippine

Module Two: EDUKASYON SA PAGPAPAKATAO (ESP) FRAMEWORK AND APPROACHES

FRAMEWORK AND APPROACHES IN TEACHING GMRC/ESP:

IMPORTANCE OF VALUES EDUCATION

APPROACHES OF EDUKASYON SA PAGPPAKTAO

METHODS AND STRATEGIES OF ESP OR GMRC

3. Analysis approach Valuing

4. Theory of Cognitive Development

The problem needs to be introduced in stages so that students will be able to

7. L AND OTHER EXPERIENTIAL APPROACHES

b) Sentence Stem-based responses

Brainstorming is much simpler. Students could take an allotted time to write

- Dialogue Journal – Students submit loose-leaf pages from a dialogue journal

- Highlighted Journal – Before students submit the reflective journal, they

22. PBL AND OTHER EXPERIENTIAL APPROACHES

9. Other Strategies may include Evocation, Inculcation, Awareness, Moral reasoning,

Module Three: SCOPE AND SEQUENCE OF EDUKASYON SA PAGPPAKATAO

ESP CURRICULUM FROM KINDER TO GRADE 3

ESP CURRICULUM FOR GRADES 4-6

TEACHING AND LEARNING ACTIVITY

3.Discuss the scope of Edukasyon sa Pagpapakatao in 120 words.

Module Four: PEDAGOGY OF ESP/GMRC, APPROACHES AND STRATEGIES IN TEACHING

MAJOR APPROACHES AND STRATEGIES IN TEACHING GMRC

1. Values Clarification Approach

Purposes of Values Clarification:

The value clarification strategies commonly used in teaching are:

2. Moral Development Approach

KOHLBERG’S LEVEL OF MORAL DEVELOPMENT

3. VALUES ANALYSIS APPROACH

TEACHING METHODS STRATEGIES

1. ACTION LEARNING APPROACH

Two (2) strategies unique to these approach include:

Most commonly used strategies are:

TEACHING AND LEARNING ACTIVITY

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