Learning Tasks/Activities

1. Copy Method – the learners must copy the drawing presented to them.
2. Pattern Method – the teacher cuts or draws something and the learners will duplicate or
copy it.
3. Dictated/Direct Method – the teacher prepares a step-by-step instruction and then he/she
will tell the student to do the task based on the instructions being given.
4. Creative/Expression Method – the teacher just lets his/her learner express their feelings
through drawing.
5. Prepared Outline – the teacher will give the learner any image and depending on what to
do with it, its up to the instruction of the teacher.

Assessment
1. Teacher-Centered

Often thought of as one of the most traditional teaching methods, the teacher-centered
methodology, attention is concentrated on the teacher. Teachers are in charge of the
classroom and direct all activities. Typically, in this approach, children are seated at
individual desks that face the teacher. While group-work may take place, most classroom
time is spent with the teacher explaining concepts and assigning individual work.

The teacher-centered methodology has recently fallen out of favor because this strategy
for teaching is seen to favor passive students. Ideally, teachers would rather their students
participate actively in the learning process. The teacher-centered approach does not
strategically aim to facilitate this. Instead, control over student behavior is a priority. One
advantage is that behavior problems are typically easy to control in this environment.
Another advantage is that it’s rare for a student to miss a topic because the teacher directs
everything that happens in the classroom.

Despite its advantages, there are quite a few downsides to the teacher-centered approach.
Most importantly, children don’t get to benefit from the social advantages of other
approaches. In addition, children don’t get the chance to direct and play an active role in
their own learning. Life skills such as collaboration, critical thinking, debate, and more,
are harder to gain in a teacher-centered classroom.

Student-Centered / Constructivist Approach

Many of the teaching methods and strategies on this list are considered student-centered
or constructivist. In simple terms, it turns the focus on students rather than only on the
teacher. In this approach, children may sit in small groups, access centers, and possibly
move about the classroom freely. Children play a more active role in their learning and
may even help choose the topics they learn about.

To avoid behavior problems, teachers must lay a lot of groundwork in student-centered

classrooms. Typically, it involves instilling a sense of responsibility in students. In
 addition, students must learn internal motivation. Although sometimes challenging to
achieve, these qualities of responsibility and intrinsic motivation also build self-
confidence and instill a lifelong love of learning in students.

The student-centered approach can be difficult for teachers to master or perfect.

However, the results and outcomes can be very positive when the approach is effectively
employed.

Project-Based Learning
A relatively new teaching method, project-based learning is a teaching method that falls within
the student-centered approach. As the name suggests, in project-based learning, students
complete projects. However, these are big, meaty projects in which students acquire knowledge,
research, think critically, evaluate, analyze, make decisions, collaborate, and more. Also, an
important tenant of the project is that students have choice.

Typically, projects are created in response to an open-ended question such as “How can our
school be greener?” or “How was our city planned in the past and how could it be planned in the
future?” Another important part of the projects is that they relate to real-world problems. The
projects shouldn’t be just a project for school but have an impact, too. For example, students
might make a radio show for the whole school to hear. Or, they might write a letter to the town
council and attend a meeting to express an opinion.

All of the learning is conducted under the care of the teacher. In between projects, a teacher may
provide scaffolding and smaller bite-sized projects to help build skills such as how to research,
how to solve division problems, how to write a letter, etc.

Project-based learning teaches many skills that are useful after graduation, and so is considered a
very useful teaching method.

Montessori
This type of teaching is based on a methodology that’s over 100 years old. Yet, it continues to
offer a novel approach to creating a student-centered classroom. Maria Montessori was an Italian
doctor who worked with poor children in the early 1900s. She developed her methods based on
careful observation of the children in her care.

Today, the Montessori method is most popular in preschools, kindergartens, and lower
elementary grades. In this method, the teacher prepares an ideal classroom environment full of
activities that children may pick from to work on. The teacher guides the children to ensure that
they choose an adequate number of lessons from all of the subject areas.
The method also encourages the use of “materials” or carefully created objects designed for
learning. For example, there are trays containing different types of triangles or cards and
definitions explaining the parts of a bird.

Children often work independently and have their choice of what to work on and where to work
in the classroom. However, group work is also common at the elementary level.
Furthermore, the Montessori method includes areas of the curriculum that teach social skills and
practical life skills such as cooking and cleaning.

Strong intrinsic motivation and a strong sense of responsibility are important qualities that the
Montessori method strives to instill in students.

Inquiry-Based Learning
What if learning was question-driven? This is exactly what inquiry-based learning is about. In
this approach, the teacher guides students to develop critical thinking and problem-solving skills.
To learn these skills, the teacher helps students think through their processes, teaches them
possible approaches, and encourages them to try various methods. Students are encouraged to
fail as a part of the process and then improve their performance in subsequent activities.

Instead of repeating answers students have been taught, students learn to seek their own answers
to questions. So, students develop strong research skills. In addition, children learn how to
choose questions to answer and what questions they might ask.

This approach is also student-centered as it requires active participation on the part of students.
The teacher guides and teaches, however, students also help choose topics of study.

Flipped Classroom
In this fascinating approach to learning, homework is very intentional. Rather than being “extra”
practice, homework is a preparation for the next class. With this approach, students may watch a
video or lecture about the content and ideas that will be used in the next class. In other words,
lower orders of thinking in Bloom’s Taxonomy, such as remembering and understanding, are
relegated to homework. Then, classroom work focuses on higher orders of thinking and learning
such as analyzing, evaluating, and creating. The idea is that students should have more time in-
classroom focusing on achieving these higher levels of thinking and learning. That way, the
teacher can guide this practice more effectively.

The Flipped classroom is also an acronym. The letters FLIP represent the four pillars included in
this type of learning: Flexible environment, Learning culture shift, Intentional content, and
Professional educator. As you can see, the second pillar refers to a culture shift from the
traditional approach where students are more passive to an approach where students are active
participants. As a result, this approach is also a student-centered teaching method.

Cooperative Learning
As the name suggests, cooperative learning involves a lot of group work. However, it also
requires a lot of structure and intervention from the part of the teacher to make learning as
effective as possible. Some commonly used cooperative learning strategies include “think-pair-
share”. Discussions in small groups or pairs can also be effective, as can a “jigsaw” approach. In
the jigsaw model, students are broken into small groups and read or learn from a certain
perspective. Then, one group member from each of the groups form new groups and they bring
their understanding to that group.

Essentially, cooperative learning believes that social interactions can improve learning. In

addition, the approach recreates real-world work situations in which collaboration and
cooperation are required. There is good evidence that this student-centered approach is an
effective teaching strategy.

Personalized Education
Personalized education takes the student-centered approach to a new level by, as much as
possible, responding to each individual learner’s unique needs, strengths, and weaknesses.
Through individualized instruction, learning is tailored to the student. In today’s world, this
might be seen in one-on-one tutoring or high-tech, responsive learning applications like Happy
Numbers.

A very effective form of learning, personalized education can achieve outstanding learning

outcomes. Some examples of this approach include the Montessori method, which strives to
allow each student to follow their own interests and move at their own pace. However, many
other high-tech programs may also achieve this type of learning. Finally, a personalized
education approach may also mix-in cooperative learning for a balanced mix of social and
individualized learning.

2. Drawing – by telling them to draw anything that they want to draw.

Lesson 4.2
Learning Tasks/Activities
1.

Assessment

A Semi Detailed Lesson Plan For Grade 2

I. Objectives
By the end of the lesson, the pupils are expected to:
a) recognize and name the basic shapes;
b) identify a given shape through going around; and
c) appreciate the importance of basic shapes in our daily lives.

II. Subject Matter:

A. Topic: Exploring the World of Basic Shapes
B. Reference: Varela, L.P., & Del Prado, N. A. Growing with today’s Math. 22 pp.
C. Materials:
 Low Tech: Instructional materials, picture of shapes, bond paper and
pencil for child.

II. Procedures

 Activity
o Showing Picture
- The teacher will start the lesson by showing big customized shapes
(e.g. circle, square, triangle and rectangle) and other concrete
materials.
- After showing them with the different shapes, they will then start to
identify the name of the shapes being shown to them afterwards.

 Analysis
o What are the names of the shapes?
o What are the basic shapes?
o What are the different shapes and its names?
  Absraction
o Characteristics of every shape?
o Similarities of each shape to one another?
o Importance of shapes to our life?

 Application
o The teacher will give a color and a bond paper to his/her students
then, students will go around either to their home or to their school
and draw any shapes that they could find on the surroundings.

IV. Assignment

 Draw any shape that you can find on your surroundings, any shape as
long as it is a shape or represents a shape. Your work will be graded and
will be submitted during the next school day.
Name: _____________________ Date: __________

Basic Shapes

Color and Trace. 

Circle

Triangle

Square

Rectangle