APPROACHES IN

INTEGRATING
TECHNOLOGY INTO
INSTRUCTION
ACTIVE LEARNING
Four of the recent active learning approaches
introduced to enhance the teaching-learning
processes are:
• Inquiry-Based Learning (IBL)
• Research-Based Learning
• Problem-Based Learning
• Project-Based Learning
INQUIRY-BASED LEARNING
Inquiry
- a process of asking questions

• an approach that essentially involves tasks requiring learners’

active participation in finding answers to curricular questions
TYPES OF INQUIRY
Types of Inquiry
a) Structured Inquiry
• This lets the students follow the lead of the teacher as the entire class engages in
one inquiry together
a) Controlled Inquiry
• The teacher chooses the topics and identifies the resources that the students will
use to answer questions
a) Guided Inquiry
• The teacher chooses the topics or questions, and students design the product or
solution
a) Free Inquiry
• Students are allowed to choose their own topics without any reference to a
prescribed outcome
PROBLEM-BASED LEARNING
• Problem-based learning is an approach that involves a process of inquiry
and solving open-ended questions that serve as the main problem that the
learners will work on.
• The type of questions posited is focused on a specific content standard
and its application to real life issues.
• It also requires more than one answer or solution.
• Learners are engaged in a collaborative task as they work towards the
solution to the problem.
PROJECT-BASED LEARNING
• Project-based learning is an approach but has evolved as a teaching
method that engages learners in a series of planned tasks resulting to the
generation of solutions to real-world problems.
• It is student-centered approach as it takes into account the realm of
experiences and interests of students.
DEVELOPING
LEARNING OUTCOMES
FROM THE IDENTIFIED
LEARNING
COMPETENCIES
REVIEW OF REVISED
BLOOM’S TAXONOMY
OF LEARNING
OBJECTIVES
Bloom's
taxonomy is a
classification system
used to define and
distinguish different
levels of human
cognition—i.e.,
thinking, learning,
and understanding.
 Activities w/o Digital Tools

Research Proposal/
Develop Criteria to evaluate
product or solution

Argumentative or
Persuasive Essay/
Provide Alternative
Solution

Analysis Paper/
Case Studies

Providing Examples
(using home learning
Environment)

Creating a Summary/
Diagrams

Labelling/
Review paper
Bloom’s Digital Taxonomy. (2015, January 15). Retrieved April, 2020 from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
ALIGNMENT OF
COMPETENCIES,
OUTCOMES, AND
ASSESSMENT
 Alignment of Planned Activities

Why teach?
How to assess and evaluate?
* Goal in teaching the How to teach?
course
What to teach?
* Nature of the course
* Appropriate
* Role of the course in assessment &
attaining the mission of evaluation mechanism * Appropriate teaching
the SHS institution strategies &
techniques
* Scope and sequence
of topics

GL MONTALAN, 2020
16
17
21
22
23
Reference: Levels of Learning (Revised Bloom's of Taxonomy) (slideshare.net)

27
 Enabling General Strategy to
KUD Classification Thinking Skills (RBT)
Develop Thinking Skills
Creating (Can you generate new products, Problem Solving (Doing Math, doing
Doing ideas, or ways of viewing things?) task)

Evaluating (Can you justify a decision or Reasoning and Proof (Making Sense)
course of action?)

Analyzing (Can you break information into Communication (Discussing or Writing

parts to explore understanding and about one’s thinking)
Understanding relationships?)

Applying (Can you use the information in Connections (to other mathematical
another familiar situation?) ideas, to other discipline)

Understanding (Can you explain ideas or

concepts?)

Knowing Representation (Modelling, writing …)

Remembering (Can you recall information?)
16/12/2021 GL MONTALAN 28