PROCESS OF TEACHING MAPEH

Highlights of Section 5 of the Enhanced Basic Education Act 2013

LEARNER CENTERED -choice of teaching method and technique that the learner is
the primary consideration. Their nature, abilities, how they learns, dev’l stage,
multiple intelligences, learning styles, needs, concerns, interest, feelings , home and
educational background.

INCLUSIVE-No students is excluded from the circle of learners. No discrimination

DEVELOPMENTALLY APPROPRIATE -tasks required of students are within their

developmental stages

RESPONSIVE AND RELEVANT -make teaching meaningful through relating to

personal experiences

RESEARCH-BASED- more interesting, updated, more convincing and persuasive

CULTURE- SENSITIVE- teaching approach anchored on respect for cultural

diversity

CONTEXTUALIZED AND GLOBAL -putting teaching/lesson in a CONTEXT and

extending learning beyond the classroom into relevant context in the real world

CONSTRUCTIVIST-Let students build upon their own knowledge.. Prior knowledge

INQUIRY-BASED AND REFLECTIVE- the core of the learning process is to elicit

student-generated questions

COLLABORATIVE -Learning should be done together

SPIRAL PROGRESSION - developing the same concepts from one grade level to the
next in increasing complexity

- INTEGRATIVE * INTRADISCIPLINARY - the integration is within one

discipline
- * INTERDISCIPLINARY – the integration is between and among other
disciplines
* TRANSDICIPLINARY – the integration is with real life

MTB-MLE Based - teaching is done in more than one language beginning with the
mother tongue

-RA 10533 states that MTB-MLE, “starts from where the learners are and from what
they already know proceeding from the known to the unknown