MANLANGIT, KATHLEEN KYLA

BSED2-FILIPINO
PROFED3-FACILITATING TEACHING AND LEARNING 1
MRS. CARMELITA A. SINSON

Research:
1. Delivery Modalities
 Distance Learning-This refers to a learning delivery modality where
learning takes place between the teacher and the learners who are
geographically remote from each other during instruction.
 Modular Distance Learning-Learning is in the form of individualized
instruction that allows learners to use self-learning modules (SLMs) in
print or digital format/electronic copy, whichever is applicable in the
context of the learner and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides, and other study
materials.
 Online Distance Learning-It features the teacher facilitating learning and
engaging learners’ active participation using various technologies
accessed through the internet while they are geographically remote from
each other during instruction.
 Home Schooling-It is an alternative delivery mode (ADM) that aims to
provide learners with equal access to quality basic education through a
home-based environment to be facilitated by qualified parents, guardians,
or tutors who have undergone relevant training.
 Blended Learning-This refers to a learning modality that allows for a
combination of face to face and online distance learning (ODL), face-to-
face and modular distance learning (MDL), face-to-face and TV/Radio-
based Instruction (RBI), and face-to-face learning and a combination with
two or more types of distance learning.
 Traditional Face-to-Face Learning-This refers to a learning delivery
modality where the students and the teacher are both physically present in
the classroom, and there are opportunities for active engagement,
immediate feedback, and the socio-emotional development of learners.
 Alternative Delivery Modes (ADM)-Alternative Delivery Modes (ADM) are
tried and tested alternative modalities of education delivery within the
confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out in
order to help them overcome personal, social, and economic constraints in
their schooling.
2. Methods of Teaching and its examples
This refers to the general principles, pedagogy and management
strategies used for classroom instruction. The choice of teaching method
depends on what fits you — your educational philosophy, classroom
demographic, subject area(s) and school mission statement. Teaching theories
can be organized into four categories based on two major parameters: a teacher-
centered approach versus a student-centered approach, and high-tech material
use versus low-tech material use.
 Teacher-Centered Approach to Learning-Taken to its most extreme
interpretation, teachers are the main authority figure in a teacher-centered
instruction model. Students are viewed as “empty vessels” who passively receive
knowledge from their teachers through lectures and direct instruction, with an
end goal of positive results from testing and assessment. In this style, teaching
and assessment are viewed as two separate entities; student learning is
measured through objectively scored tests and assessments.
 Student-Centered Approach to Learning-While teachers are still an authority
figure in a student-centered teaching model, teachers and students play an
equally active role in the learning process. The teacher’s primary role is to coach
and facilitate student learning and overall comprehension of material, and to
measure student learning through both formal and informal forms of assessment,
like group projects, student portfolios, and class participation. In the student-
centered classroom, teaching and assessment are connected because student
learning is continuously measured during teacher instruction.
 High Tech Approach to Learning-Advancements in technology have propelled
the education sector in the last few decades. As the name suggests, the high
tech approach to learning utilizes different technology to aid students in their
classroom learning. Many educators use computers and tablets in the classroom,
and others may use the internet to assign homework. The internet is also
beneficial in a classroom setting as it provides unlimited resources. Teachers
may also use the internet in order to connect their students with people from
around the world.
 Low Tech Approach to Learning-While technology undoubtedly has changed
education, many educators opt to use a more traditional, low tech approach to
learning. Some learning styles require a physical presence and interaction
between the educator and the student. Additionally, some research has shown
that low-tech classrooms may boost learning. For example, students who take
handwritten notes have better recall than students who take typed notes. Another
downside of technology in the classroom may be that students exposed to spell
check and autocorrect features at an earlier age may be weaker in spelling and
writing skills. Ultimately, tailoring the learning experience to different types of
learners is incredibly important, and sometimes students work better with a low-
tech approach.
 Differentiated Instruction (Low Tech)- Differentiated instruction is the teaching
practice of tailoring instruction to meet individual student needs. It initially grew
popular with the 1975 Individuals with Disabilities Education Act (IDEA), which
ensured all children had equal access to public education. The Individualized
Education Programs (IEPs) that started under IDEA helped classroom teachers
differentiate for students with special needs. Today, differentiated instruction is
used to meet the needs of all types of learners. Teachers can differentiate in a
number of ways: how students access content, the types of activities students do
to master a concept, what the end product of learning looks like, and how the
classroom is set up. Some examples of differentiation include: having students
read books at their own reading levels, offering different spelling lists to students,
or meeting in small groups to reteach topics. Though differentiation is focused on
individual student needs, it is mostly planned and implemented by the teacher.
And technology, though a potential aid, is not a hallmark of the differentiated
teaching style, making it a fairly traditional, low-barrier method to adopt.
 Inquiry-based Learning (High Tech)- Inquiry-based learning falls under the
student-centered approach, in that students play an active and participatory role
in their own learning. But teacher facilitation is also extremely key to the process.
Usually, during the inquiry cycle, every student is working on a different question
or topic. In this environment, teachers ask high-level questions and make
research suggestions about the process rather than the content. At the end of the
inquiry cycle, students reflect on the experience and what they learned. They
also consider how it connects to other topics of interest, as an inquiry on one
topic often results in more questions and then an inquiry into new fields. Inquiry-
based learning can make great use of technology through online research sites,
social media, and the possibility for global connections with people outside of the
community. But depending on the subject at hand, it doesn’t necessarily require
it.
 Expeditionary Learning (High Tech)- Expeditionary learning is based on the ideas
of the educator who founded Outward Bound , and is a form of project-based
learning in which students go on expeditions and engage in in-depth study of
topics that impact their schools and communities. The learning in this model
includes multiple content areas so that students can see how problem-solving
can happen in the real world--ideally, their own worlds. A student in a big city, for
example, might study statistics about pollution, read information about its effects,
and travel to sites in their city that have been impacted by the problem. When
they have a good understanding of the circumstances, students and teachers
work to find a solution they can actively implement. Technology-wise, G Suite
(Google Docs, Sheets, and Drive) and internet access can aid student research,
presentation, and implementation of projects. But it's the hands-on work and
getting out into the community that’s the cornerstone of this methodology
 Personalized Learning (High Tech)- A new educational model that its definition is
still evolving. At the heart of the model, teachers have students follow
 personalized learning plans that are specific to their interests and skills. Student
self-direction and choice in the curriculum are hallmarks of personalized learning.
Personalized learning is extremely student centered, but teachers are required to
teach lessons, look at frequent assessment data, and meet with students to
make any necessary changes to their learning plans. They’ll also need to have a
certain comfort level with technology: the differentiated and personalized
instruction that students receive often come in the form of online lessons and
programs, so teachers must be able to navigate virtual platforms with ease.
 Game-based Learning (High Tech)- Game-based learning comes from the desire
to engage students in more active learning in the classroom. Because they
require students to be problem solvers and use soft skills that they will need as
adults, games are a great way to encourage a “mastery” mindset, rather than a
focus on grades. In a game-based learning environment, students work on
quests to accomplish a specific goal (learning objective) by choosing actions and
experimenting along the way. As students make certain progress or
achievements, they can earn badges and experience points, just like they would
in their favorite video games. Game-based learning requires a lot of time and
planning on the teachers’ part. Fortunately, there is software that makes this
process much easier, like 3DGameLab and Class craft. Teachers who use this
software may be better at differentiating quests for students because of the data
the programs provide. Because teachers play a big role in planning and creating
content under this model, game-based learning isn’t completely student-
centered. But it is still very much focused on the student, who works at their own
pace and makes independent choices in a gamified environment.

Teaching Teaching Definition/What

Activities
Approach Method students do
Instructor presenting
Teacher- material and answering Demonstration, modeling,
Centered student questions that questions (convergent),
Lecture presentation, slideshow, note-
arise. Students receive,
take in and respond taking

Interactive
Lecture A lecture that includes 2-
15 minute breaks for
student activities every
12-20 minutes.
Multiple-choice items, solving
a problem, comparing and
filling in lecture notes,
debriefing a mini case study,
pair-compare, pair-compare-
ask, reflection/reaction
paragraph, solve a problem,
concept mapping activities,
correct the error, compare
 and contrast, paraphrase the
idea, answer knowledge and
comprehension questions

Class discussion that

follows a pre-determined
Direct, specific, or open-
set of questions to lead
ended questions that are
Directed students to certain
connected to learning
Discussion realizations or
outcomes and include varied
conclusions, or to help
cognitive processes
them meet a specific
learning outcome

Create mind/concept maps,

Lecturing, but includes free writes, one-sentence
Direct time for guided and
Instruction summary, one minute papers
independent practice

Direct and structure Showing and explaining

instruction that includes examples, model strategies,
Guided extensive instructor demonstrate tasks, classify
Instruction modeling and student concepts, define vocabulary,
practice time scaffold steps

Instructor adjusts class Warmups, Goodfors,

activities and lectures to Conceptual questions (usually
Just-in-
respond to the a quiz) to motivate students to
Time
misconceptions revealed do the readings
Teaching
by assessing students’
prior knowledge

Students focus on their Debates, panel discussion,

Experiential learning process through press conference,
Learning application, observation symposium, reflection
and reflection journals, lab experiments

Case-
based Students apply course Case study analysis,
Learning knowledge to devise one collaborative scenario-based
or more solutions or discussions 
resolutions to problems
 or dilemmas presented in
a realistic story or
situation

Worked examples, process

worksheets, analyze data
Students learning or sets, evaluate evidence, apply
Inquiry- applying material in order findings to a situation or
based or to meet a challenge, problem and synthesize
Inquiry answer a question, resolution(s), answer probing
Guided conduct an experiment, questions about a given
Learning or interpret data research study, ask and
answer “What will happen
if…?” questions

Student groups Review and critique research

conducting outside studies, work in groups/teams
research on student- to solve a specific open-
identified learning issues ended problem, labs
Problem-
(unknowns) to devise one
based
or more solutions or
Learning
resolutions to problems
or dilemmas presented in
a realistic story or
situation

Group work/team project –

design or create something –
e.g., piece of equipment, a
Students applying course
Project- product or architectural
knowledge to produce
based design, a computer code, a
something; often paired
Learning multimedia presentation, an
with cooperative learning
artistic or literary work, a
website, research study, 
service learning

Role Plays Students acting out roles

and or improvising scripts, in Real-life situations and
Simulations a realistic and scenarios, debates,
problematic social or interviews, frame simulation
interpersonal situation.
Students playing out,
 either in person, or
virtually, a hypothetical
social situation that
abstracts key elements
from reality

Students learning how to

Fieldwork conduct research and Internships, assistantships,
Student-
and make sound professional community service,
Centered
Clinicals judgements in real-world shadowing
situations

3. Teaching Strategies and its examples

The classroom is a dynamic environment, bringing together students from
different backgrounds with various abilities and personalities. Being an effective
teacher, therefore, requires the implementation of creative and innovative teaching
strategies in order to meet students’ individual needs.
 Visualization- Bring dull academic concepts to life with visual and practical
learning experiences, helping your students to understand how their schooling
applies in the real world. Examples include using the interactive whiteboard to
display photos, audio clips, and videos, as well as encouraging your students to
get out of their seats with classroom experiments and local field trips.
 Cooperative Learning- Encourage students of mixed abilities to work together by
promoting small group or whole class activities. Through verbally expressing their
ideas and responding to others your students will develop their self-confidence,
as well as enhance their communication and critical thinking skills which are vital
throughout life. Solving mathematical puzzles, conducting scientific
experiments and acting out short drama sketches are just a few examples of how
cooperative learning can be incorporated into classroom lessons.
 Inquiry Based Instruction- Pose thought-provoking questions which inspire your
students to think for themselves and become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps
improve their problem-solving skills as well as gain a deeper understanding of
academic concepts. Both of which are important life skills. Inquiries can
be science or math-based such as ‘why does my shadow change size?’ or ‘is the
sum of two odd numbers always an even number?’. However, they can also
be subjective and encourage students to express their unique views, e.g. ‘do
poems have to rhyme?’ or ‘should all students wear uniforms?’.
 Differentiation- Differentiate your teaching by allocating tasks based on students’
abilities, to ensure no one gets left behind. Assigning classroom activities
 according to students’ unique learning needs means individuals with higher
academic capabilities are stretched and those who are struggling get the
appropriate support. This can involve handing out worksheets that vary in
complexity to different groups of students or setting up a range of workstations
around the classroom which contain an assortment of tasks for students to
choose from. Moreover, using an educational tool such as Quiz Alize can save
you hours of time because it automatically groups your students for you, so you
can easily identify individual and whole-class learning gaps.
 Technology in the Classroom-Incorporating technology into your teaching is a
great way to actively engage your students, especially as digital media surrounds
young people in the 21st century. Interactive whiteboards or mobile devices can
be used to display images and videos, which helps students visualize new
academic concepts. Learning can become more interactive when technology is
used as students can physically engage during lessons as well as instantly
research their ideas, which develops autonomy. Mobile devices, such as iPads
and/or tablets, can be used in the classroom for students to record results, take
photos/videos, or simply as a behavior management technique. Plus,
incorporating educational programmes such as Quiz Alize into your lesson plans
is also a great way to make formative assessments fun and engaging.
 Behavior Management- Implementing an effective behavior management
strategy is crucial to gain your students’ respect and ensure students have an
equal chance of reaching their full potential. Noisy, disruptive classrooms do not
encourage a productive learning environment, therefore developing an
atmosphere of mutual respect through a combination of discipline and reward
can be beneficial for both you and your students. Examples include fun and
interactive reward charts for younger students, where individuals move up or
down based on behavior with the top student receiving a prize at the end of the
week. ‘Golden time’ can also work for students of all ages, with a choice of
various activities such as games or no homework in reward for their hard work.
 Professional Development- Engaging in regular professional development
programmes is a great way to enhance teaching and learning in your classroom.
With educational policies constantly changing it is extremely useful to attend
events where you can gain inspiration from other teachers and academics. It’s
also a great excuse to get out of the classroom and work alongside other
teachers just like you! Sessions can include learning about new educational
technologies, online safety training, advice on how to use your teaching
assistant(s), and much more. Being an effective teacher is a challenge because
every student is unique, however, by using a combination of teaching strategies
you can address students’ varying learning styles and academic capabilities as
well as make your classroom a dynamic and motivational environment for
students.
4. Flexible Learning and Teaching
Flexible learning is a method of learning where students are given freedom in
how, what, when and where they learn. Flexible learning environments address how
physical space is used, how students are grouped during learning and how time is
used throughout teaching. With space, students may be given dedicated breakout
rooms to work collaboratively. Schools may restructure traditional schedules to
provide students with time for collaboration and other activities such as guest
speakers or performances to assist their understanding of a topic. Flexible
learning refers to the ability to customize one’s pace, place and mode of learning.
With pace, for example, students may take accelerated programs or engage in part-
time learning to ensure they have time to work on the side. Learning can take place
in a variety of settings, including in the classroom, at home via the Internet, while
commuting or as part of a work-study program. Mode refers to the way that content
is delivered by technology, typically through blended learning, fully online courses or
technology-enhanced experiences.
5. Differentiated Teaching
Differentiated teaching occurs when a teacher plans a lesson that adjusts
either the content being discussed, the process used to learn or the product
expected from students to ensure that learners at different starting points can
receive the instruction they need to grow and succeed. When differentiating teaching
to suit the needs of individual students, teachers use a variety of strategies to help
students become personally invested in, and take ownership of their learning.
Differentiated teaching allows students at risk of disengagement to experience
meaningful learning.