Brenda B. Corpuz Ph.D. Gloria G. Salandanan Ph.D. OBE IX ey Published by Ue ies” LORIMAR PUBLISHING INC. ‘Scanned with CamScanner > 5S 23 se oe <= = =z LORIMAR. PUB.! eOMPLIMe!Be PRINCIPLES OF TEACHING 2 (with TLE) Copyright, 2015 by BRENDA B. CORPUZ, Ph.D. GLORIA G. SALANDANAN, Ph.D, and 2 LORIMAR PUBLISHING, INC, ISBN 971-685-786-3 Published by - “LORIMAR PUBLISHING, INC. 776 Aurora Blvd., cor. Boston Street, Cubso, Tel. Nos. 721-2715 + 727-3386 + 723-1560 cy ‘Telefax (632) 727-3386 "email: publishedbylorimar@yahoo,com Quezon City, Metro Manila ‘ellphone No. 0918-537-5190 Cover design by RONNIE LLENA MARTINEZ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing, or by any information and retrieval system, without written permission from the copyright holder. To purchase additional copies of this book, call LORIMAR ee INC. Tel. Nos. 721-2715 * 723-1560 + 727-3386 * CP No. 0918-5371 ae Telefax (632) 727-3386. Ask for Julie or send e-mail to publishedbylorimar@yahoo. mi Scanned with CamScannerFOREWORD , Setting new benchmarks for teacher education is no mean task. This is 80 in the instance of Project WRITE (Writing Resources for Innovative Teacher Education) which we initiated on August 4, 2006 that led to the production and publication of workbooks and textbooks. It was a yeoman’s task to gather our colleagues from Luzon, Visayas and Mindanao and motivated them to get involved in a textbook writing process. The best happened such that we were able to form a prolific partnership as proven by this WRITE publication. This book on Principles of Teaching 2 is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines. The NCBTSs consist of seven (7) integrated domains, twenty-one (21) strands and eighty (80) performance indicators of good teaching. The NCBTSs are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. This book is dotted with activities and exercises which are in keeping with the standards and principles that served as guideposts in the crafting of the K to 12 Curriculum. These learning activities are also aligned to current trends in education such as constructivist, integrative, interactive, collaborative, inquiry-based, brain- based, research-based and reflective teaching. We gratefully acknowledge the authors, Dr. Brenda B. Corpuz and Dr. Gloria G. Salandanan, for sharing their expertise in principles of teaching. This Project WRITE publication is one of the latest editions of the more than 30 publications that are in active circulation throughout the country. We look forward to more publications that will help improve teacher performance by enhancing both the pre-service and in-service phases of teacher education. Onward to Project WRITE! Milagros L. Borabo, Ph.D, Project Write Coordinator Scanned with CamScannerIG 2 (with TLE) ES OF TEACHIN' PRINCIPLI Copyright, 2015 by BRENDA B. CORPUZ, Ph.D. GLORIA G. SALANDANAN, Ph.D. and LORIMAR PUBLISHING, INC. ISBN 971-685-786-3 Published by “ “LORIMAR PUBLISHING, INC. ‘Telefax (632) 727-3386 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila Tel. Nos. 721-2715 + 727-3386 + 723-1560 C ellphone No. 0918-537-5190 email: publishedbylorimar@yahoo.com Cover design by RONNIE LLENA MARTINEZ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, (cording, mimeographing, or by any information and retrieval system, without written permission from the copyright holder To purchase additional Tel. Nos. 721-274 Telefax (632) 727-3386, Copies of this book, call LORIMAR PUBLISHING, INC. 5 = 723-1560 + 727-3386 + CP No. 0918-5375190 ‘Scanned with CamScanner . ym Ask for Julie or send e-mail to Publishedbylorimar@yahoo.com | |FOREWORD Setting new benchmarks for teacher education is no mean task. This is so in the instance of Project WRITE (Writing Resources for Innovative Teacher Education) which we initiated on August 4,-2006 that. led to the production and publication of workbooks and textbooks. It was a yeoman’s task to gather our colleagues from Luzon, Visayas and Mindanao and motivated them to get involved in a textbook writing process. The best happened such that we were able to form a prolific partnership as proven by this WRITE publication. This book on Principles of Teaching 2 is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines. The NCBTSs consist of seven (7) integrated domains, twenty-one (21) strands and eighty (80) performance indicators of good teaching. The NCBTSs are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. This book is dotted with activities and exercises which are in keeping with the standards and principles that served as guideposts in the crafting of the K to 12 Curriculum. These learning activities are also aligned to. current trends in education such as constructivist, integrative, interactive, collaborative, inquiry-based, brain- based, research-based and reflective teaching. We gratefully acknowledge the authors, Dr. Brenda B. Corpuz and Dr. Gloria G. Salandanan, for sharing their expertise in principles of teaching. This Project WRITE publication is one of the latest editions of the more than 30 publications that are in active circulation throughout the country. We look forward to more publications that will help improve teacher performance by enhancing both the pre-service and in-service phases of teacher education. Onward to Project WRITE! Milagros L. Borabo, Ph.D. Project Write Coordinator Scanned with CamScannerare Grey aE is book was written in accordance with the principles of Cutcomes-baga) iit eomsaactviaes collaborative, interactive, self-directed and integra nein ti démarided by the'K 16412 ctiieae ht is intended for the eo Hepintiples and Strategies of Teaching 2, the second Saeed eee Teaching in the teacher education curriculum. It is an tnesevoc sitve'an to a question raised in a national convention of teacher e s: “Do We eg teach our future teachers the basic education curriculum, the Sucrigatum with, Which they will be occupied once they find themselves in the classroom?” To hit the on the head, this book is focused on the goals/outcomes/standards of each Subjeg, for each grade in the basic education curriculum. It purposely devoted a m pages to the program standards, key stage standards and Grade level Standards of the subjects in basic education, all of which were necessarily lifted from the K tp 12 Curriculum Guide issued by the Department of Education in December 29)3, Lest this book appears to be a mere compilation of goals and Standards of subjects lifted from the K to 12 Curriculum Guide, we advise the teacher user and students to make good use of the varied learning activities given at the end of each’ lesson. The end-of-the-lesson “For Discussion, Action and Research” and Summary and “3 things I leamed, 2 things I will apply and 1 question I have" make the course truly interactive, collaborative, integrative and reflective, For some lessons, the learning activities are at the beginning of the lesson or: in the middle of a lesson. These activities give every learner the opportunity to interact with the learning materials (in many cases with the K to 12, Curriculum: Guide and relevant researches), with other learners in the classroom, with et! his instructor/professor, with other People outside the classroom, and with herself himself, As these various 1 of leaming is brought to the fore, the relevan are heightened, and the mastery and retention authors’ way of expressing this sentiment: “TI The book has thirteen (14) Chapters. It Based Education to educate Education student Learning (OBTL) is Outcomes-Based Educ: educa, Of lessons get enhanced. They are the he medium is in itself the message” devotes its first Chapter to Outcomes- its on OBE. Outcomes-Based Teaching. ation (OBE) applied in the classroom. assessed at the end under the heading “Assi ‘essment Tasks,” Scanned with CamScannerChapter 2 is on Teaching Approaches and Methods with focus on standards and principles on which the K to 12 Curriculum was developed. Chapter 3 dwells on constructivist teaching illustrated in interactive, collaborative, integrative and inquiry-based instruction. : Chapter 4 is a discussion of Problem-Based Learning and Project-Based Learning which are also highly constructivist. These strategies bring the lessons to the level of higher-order-thinking skills and to real-world tasks. Chapter 5 describes and illustrates nine (9) research-based teaching-learning strategies for the 21* Century. ; Chapter 6 discusses instructional planning and development, applying the deductive (direct) and the inductive (indirect) methods of instruction. Chapter 7 up to Chapter 13 are discussions of the conceptual frameworks, goals, the learning area/program standards, the Grade level standards, guiding principles, approaches, and methods of teaching for each subject in K to 12 (except Technology and Livelihood Education (TLE) as found in the Curriculum Guides officially released by DepEd in December 2013. | Chapters 7 to 14 are subject specific. They are meant for those specializing in the languages (MTB-MLE, Filipino, English), Math; Science; Araling Panlipunan; Edukasyon sa Pagpapakatao; Music, Arts, Physical Education and Health (MAPEH) and Technology and Livelihood Education. While Chapters'7 to 14 were written with a particular audience of subject teachers in mind, one does not lose anything if she/he goes beyond the Chapters intended for her/him. We need multi-specialists for the 21* century. The would-be elementary teachers have to get them all but occupy themselves i mainly with the standards and competencies from K to Grade 6, which are their primary concern. The book includes a brief discussion on assessment for and of learning in Chapter 6, Instructional Planning and Development, to complete the process of instructional planning. This is only to supplement the inputs from the six-unit | 1 courses on Assessment of Learning, The authors do not claim the sample lessons presented in the book to be model lessons. They form part of the instructional materials to which the students are expected to react, on the basis of teaching-learning principles and effective teaching | || strategies they learned. Hence, the lesson plans are subject to further refinement. We wish to thank the Philippine Association for Teachers and Educators for the opportunity to participate in Project WRITE, a professional endeavor worth sustaining, B.B.C | ‘ . G.GS Scanned with CamScannerUN ee Foreword.. Preface and Acknowledgement. Table of Contents JJ Outcomes-Based Education .....00 Chapter 3) Constructivist Teaching: Interactive, Collaborative, Integrative and Inquiry-baset Instructional Planning and Development. The Teaching of the Language Subjects... The Teaching of Filipino Language. The Teaching of English in the Ktol2 Curriculum ‘ommunicative Competence: The Goal of Language Teaching (Mother Tongue, Filipino, English)... The Principles of Language Learning... Approaches, Methods and Activities in Language Teachin Scanned with CamScannerThe Teaching of Araling Pantipunan .. ; (Lesson 1} The Goals and Scope of the Teaching and Learning of Araling Panlipunan (Gocial Stuiies).. (Lesson 2) Guiding Principles in the Teaching —__ of Araling Pantipunan (Soclal Studles) uss 158 Methods and Techniques in Teaching Avaling Panlipunan.. Lesson 3 165 The Teaching of Edukasyon sa Pagpapakatao.... Lesson 1] The Goals and Scope of the Teaching of Edukasyon sa Pagpapakatao. Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao (EsP)... Lesson 3} Approaches, Methods and Techniques in Edukasyon sa Pagpapakatao (EP). (Chapter 10] The Teaching of Mathematics. Lesson 1} The Nature of Math and Goals of ~~ Math Teaching. Lesson 2 (Lesson 2} Guiding Principles/Theories and Teaching “——— Approaches and Methods in the Teaching of Math. (Chapter #1} The Teaching of Science... Lesson 1} The Nature of Science and Goals of Science Teaching... (Lesson 2) Theories, Approaches, Guiding Principles and Methods of Teaching of Sciences (Chapter 12} The Teaching of Music and Arts... (Chapter 13} The Teaching of Physical Education and Health. Lesson 1) Teaching Physical Education sess Lesson 2| Teaching Health..... Leo Scanned with CamScannerviii Chapter 14) The Teaching of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE). Bibliography... Table LIST OF TABLES Elements of the Cooperative Learning Model Progression Plan for Teaching Three Languages Language Progression Plan: . 2 Languages, 1 script Approaches and Methods - an Overview (Adapted from Nunan, 1989). Page 58 106 107 145 Scanned with CamScanner19 20 LIST OF FIGURES ) OBE as an Approach Enabling Outcomes Leading to the Exit Outcome Institutional Outcomes as Bases for Program Course and Learning Outcomes Program Outcomes Examples of Analytic Questions Anticipation Guide ‘Sample Prediction (Anticipation) Guide on Probability ‘Types of Note Taking Formats. Massed and Distributed Practice ‘Two Practices of Instructional Planning Competencies and Content Standards Assessment in the Different Phases of Instruction The End Goals of MTB-MLE Transition from L1 to L2 and to L3 Collecting Classroom Examples for MI Activities Learning Stylse and Examples of Classroom Activities The Spiral Progression Approach in the Teaching of Math The Spiral Progression Approach in the Teaching of Science Content of Music and Arts per Grade Level Gagne’s Nine Steps of Instruction Page 2 59 60 60 1 72 79 86 87 100 106 169 170 214 234 268 ‘Scanned with CamScanneri ‘Specifications for the Licensure Examination for Teachers - Professia, 4 lucation, Fleld Study, Practice Teaching Table of 7. Teaching Profession, Social Dimensions of Ed ; 44 Determine ways and means fo ensure hgh standards of the tacher’ Personal nd prof development saa i CZ Describe the roles and responsiblities of th teacher in the local ond Senn fleal, environmental, politicay 73 Analyze the historical, economic, socio-cultural, geograp! % soco-psychologial factors that Inluonce the school a8 an agent of change and the teach a facilitator of leaming Ta Interpret educational problems in the ight of phliosophical and legal foundation, > education aang oT do, learning to live 45° Apply the four pillars of learning- earning to Know, learning to do, 0 tg learning to be- in responding to the aspirations ofthe learner and the community 6 Apply ethical principles In the teacher’s personal life and in his/her relationship with gt people 1.7 Reflect on the professional teacher's accountability fo learners’ performance and to the teacher, total involvement in the teaching profession [2 Principles of Teaching, Educational Technology, Curriculum Development, Field Stud Practice Teaching 2.1 Employ activities, teaching methods, instructional materials and technology, classroom ‘management techniques appropriate for a chosen subject-area 22 Apply appropriate approaches to lesson planning and curriculum development 23 Apply principles in the preparation and utilization of the conventional and non-conventional technology as wel as traditional and alternative teaching strategies 24 Align curriculum components to instruction and assessment 25 Distinguish the roles of stakeholders (students, teachers; employers; parents, and community in the delivery of the curriculum 26. Use activities that enhance critical, creative and melacog 27 Analyze extrinsic and intrinsic factors that affect reading performance reading skills 3,_Facilitating Learning, Child and Adolescent Development 34 Analyze the cognitive, metacognitive, motivational socio-cultural factors that affect learning 3.2_ Apply theories of learning and development to the teaching learning process 3.3 Draw educational implications of research findings related fo child and adolescent learning and development along with the biological, linguistic, cognitive, social and psychological dimensions 34 Organize a learning environment that is responsive to learners needs and that promotes faimess ‘among learners of various culture, family background, and gender 4,_Assessment of Learning, Field Study, Practice Teaching JI 44” Apply principles in constructing traitional and alternative/authentic forms of high qualty assessment 42 Interpret assessment results 43 Utlize processed data and assessment results In reporting learners’ performance fo Inprove teaching and learning 44 Demonstrate skils inthe use of techniques and tools In assessing affective Tearing 4.5 Assign students’ marks/ ratings Scanned with CamScannerChoptor 1 ~ Ovtcomss-Based Education 4 Outcomes-Based Education Principles of Teaching 2 LEARNING OUTCOMES © Explain the meaning of outcomes in OBE. + State the relationship among institutional outcomes, program outcomes, course outcomes and learning outcomes © Draw the implications of the OBE principles in the teaching- learning process © Determine whether or not given practices are in accordance with OBE principles INTRODUCTIO! CED Memo 46. S. 2012 mandates outcomes-based education (OBE) standards for higher education institutions. The Enhanced Basic Education Curriculum, more popularly called the K to 12 Curriculum of the Department of Education, introduced content standards, performance standards and competencies in the K to 12 Curriculum Guide. The Technical Education Skills Development Authority used competency standards in its Training Regulations long before CHED talked about OBE and before DepEd introduced its K to 12 standards and competencies. What is OBE? Are standards, outcomes and competency standards the same? Is it necessary for us to go to OBE? Why? Does OBE have any disadvantage? Let's find out in this Chapter. Meaning of OBE OBE stands for outcomes-based education. As the name implies, it isan education that is anchored and focused on outcomes. It is a student-centered approach to education that focuses on the intended learning outcomes resulting from instruction (Nicholson, 2011). It is an approach in planning, delivering and assessing instruction. Jt is concerned with planning instruction that is focused on outcomes, choosing the methodology that leads to the intended ‘outcomes and an assessment process that determines the attainment of intended outcomes (See Figure 1). Scanned with CamScanneraS | tw on Teacnne 2 (in TLE) | en 1 Pees] eee peer t pees) Reece st pees gs (HESS Pre uae achieve those outcomes Pelt ely ~—— Figure 1. OBE as an Approach F sally illustrates Outcomes-Based Teaching-Learning (OBTL) which is OBE applied in the classroom level Learning Princines of OBE (1994) gave four basic principles + Clarity of focus with ¢ clearly in mind. Teachers must be udents to know, understand and be able to do, In other words, teachers should focus on helping students to develop the know! J skills that will enable them to achieve the articulated intended outcomes + Designing down Once the intended 0} hers now design instruction. As Figure 1 shows design includes designing sessment tasks. © High expectations It means that teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning. Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning + Expanded opportunities Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that not all leamers can learn the same thing in the same way and in the same time. However, most Scanned with CamScannerChapter 1 ~ Outcomes-Based Education students can achieve high standards if the iti are given appropriat opportunities, y. are gi propriate Meaning of Outcomes What are outcomes? Outcomes are the end targets of OBE. Various authors claim outcomes as 1) clear learning results that learners have to demonstrate, what learners can actually do with what they know and have learned (Butler, 2004), 2) “actions, products, performances that embody and reflect a learner's competence in using content, information, ideas and tools successfully” (Geyser, 1999), 3) culminating demonstration of learning, not curriculum content (Spady, 1994). These definitions of “outcomes” imply that the knowledge that you leam about principles of teaching do not qualify as outcomes. The outcome is what you can actually do with what you have learned about principles of teaching. Your demonstration teaching or microteaching where you apply the principles of teaching that you learned will be the outcome. Spady made use of two terms, namely, exit outcomes and enabling outcomes. Exit outcomes are the “big” outcomes while the enabling outcomes are the “small” outcomes. The attainment of the small outcomes leads to the attainment of the “big” outcomes which we used to call terminal outcomes. FUE sie polt at ean) acm aur as PTT SMe eR TT Ree Sc) ReciecaUneSaCie Bein Gtue act ie) OOO ur ouTh} Prt elt estan) Ciera ilar aL cy rnp uit Figure 2. Enabling Outcomes Leading to the Exit Outcome Scanned with CamScannera 4. Provinces oF TEACHING 2 (witn TLE) AD eed a ea 1. Aren't objectives in your lesson plan the same as outcomes as defined in OBTL) Back up your answer with research, 2, Is exit or “big” outcome synonymous with terminal objective? 3. Group Work - CHED uses “outcomes”. DepEd uses content standards, Performance "standards and competencies while TESDA uses “competency standards” it/ktol 2eurriculum_kto12@deped.gov.ph) and TESDAs competency standards in their Training Regulations which can also be downloaded frome TESDA website Having studied those examples, can you say that the different terms that the three education agencies use refer to the same outcomes as definen in this Chapter? Does the phrase “designing down” remind you of Wiggin’s and McTighe’s Understanding by Design also known as “backward design”? In UbD, after identifying the target or the goal, the teacher is asked ve State evidence of the attainment of the outcome or target. This is actually the assessment task, Is this what “designing down” mean? Figure 1 on page 2 shows perfect curriculum alignment. The outcomes are aligned With instruction and instruction is in tur aligned to assessment. Is this alignment Shown in these examples? Explain your answer, a) Example #1 Learning Outcome: interpret a given set of tabular data Assessment Task: Written Quiz 1. Present the following data by the use of a graph, b) Example # 2 Objective; Design an experiment to determine the effect of light on leaf coloration, Assessment Task: Written Quiz 1. Distinguish between Control and experimental groups. b Mick a reeChoptor 1 ~ Outcomes-Based Education 5 6. Asrame that the Course Number, Course Title, Course Description, etc. are already given before this template. Here is a template of a part of an outcomes- based course syllabus. Study it then answer the questions below: Teaming | Assessment Outcome Task Content Instructional |” References | Remarks Question for Discussion: Why does the column on assessment task immediately follow the leaming outcome? Does this go with UbD’s practice? In the context of OBTL, does it make any difference if content came ahead of assessment task? 7. There was a workshop on outcomes-based course syllabi development, The teachers already had an outline of their topics before the workshop began. Because they were there to develop outcomes-based syllabus, all they did was to formulate the outcomes per topic. Is this is OBTL, OBE applied in the teaching-leaming process? Share your answer with the class. 8. Based on the principles of OBE, is every student expected to attain learning outcomes? Scanned with CamScanner6 PrInciPLes oF Texcune 2 (witn TLE) 7 Outcomes in Different Levels If you read more about OBE, you will meet words like Institutional Intended Learning Outcomes (IILOs), Program Intended Learning Outcomes (PILOs), Course Intended Learning Outcomes (CILOs) and Learning Outcomes, IILOs may simply be referred to as institutional outcomes, PILOs as program outcomes (like outcomes of Bachelor of Secondary Education), CILOs are the course outcomes (like The Teaching Profession as a course, commonly referred to as subject) and finally the more specific learning outcomes, your instructional targets in the classroom. For OBE to succeed it must penetrate the whole system, Thus we have these outcomes in different levels beginning with institutional outcomes down to the learning outcomes. ‘The institutional outcomes reflect the vision and mi aatements, the philosophy and core values of the institution. These institutional outcomes are supposed to take flesh in every graduate, thus the institutional outcomes are referred to as graduate attributes. The institutional outcomes cascade to the program outcomes, the program outcomes are reflected in the course outcomes and the course outcomes ate in tum reflected in the learning outcomes, The realization of the learning outcomes leads to the attainment of the course outcomes, the program and institutional outcomes, Institution Vision-Mission Statement Goals and Philosophy Institutional Outcomes Attributes of Ideal Graduate mi Program Outcomes Jf Course Outcomes If Learning Outcomes Figure 3. Institutional Outcomes as Bases for Program, Course and Learning Outcomes Scanned with CamScannerChaptor 1+ Outcomes-Basod Education 7 More often than not an institution h ition has one or more programs offered, eg. Bachelor of Secondary Education. Each program has iis own intended outcomes which are reflective of the institutional outcomes, The course/subject program outcomes are in turn supposed to contribute to the realization of the envisioned graduate of the institution. ' National Competency: Based Teacher Standards (NCBTS) UNESCO ICT Competencies for Teachers ‘CMO 30, 5.2004 PSGs A Institutional Outcomes. (Graduate Attributes) Philippine Qualifications’ Framework ‘ASEAN Qualifications Reference Framework State University! ~~ College University College : Institution Learning Outcomes per Modul Figure 4. Program Outcomes The program outcomes are the competencies (knowledge, skills and values) that the student must be able to demonstrate at the end of his/her stay in the institution. They are based on the institutional outcomes, on the type of. higher education institutions that his/her school belongs to (University, College or Professional Institutions) The new policies, standards and guidelines (PSGs) of the Commission on Higher Education should guide the determination of program outcomes, To help produce graduates who can be globally competitive in the 21* century, the 21* century skills, the Philippine Qualifications Framework, the ASEAN Qualifications Reference Framework, UNESCO ICT Competencies for Teachers must be taken into consideration, in addition to the National Competency-Based Teacher Standards. Scanned with CamScanner8 Prwcrtes oF Teactns 2 (win TLE) Traditional/Transitional and Transformational OBE Two approaches exist within Spady’s outco! paradigm: “traditional/transitional” OBE and worker or a responsible citizen or a parent). related to students’ future life roles. me-based educatio, “transformational” OBE, Thy traditional/transitional approach “...emphasizes student mastery of tradi ional subject-related academic outcomes (usually with a strong focus on subject, specific content) and some cross-discipline outeomes (such as the ability ty solve problems or to work cooperatively)” (Killen, 2000), In contrast, the transformational approach “..emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles (such as being a productive This means that OBE moves from subject-specific outcomes and cross. discipline outcomes to long-term, cross-curricular outcomes that are directly PUSS W NOs) 1. By group, research on the advantages and disadvantages of OBE. Share your findings in class. uNMARY Outcomes-Based Education is focused on outcomes. Outcomes come in various levels - institutional, program, course and learning or instructional outcomes. Outcomes are results that a student must be able to demonstrate after completing a program (program outcome), or a course (course outcome) or after an instructional or teaching leaning process (learning outcome). Enabling outcomes are moré specific outcomes like learning outcomes that lead to exit or “big” outcomes. In OBE, the focus is clear. The focus is stated in the form of outcomes. Like Understanding by Design (UbD) of MeTighe and Wiggins, once outcomes are clearly identified, teachers design instruction and assessment tasks, Instruction and assessment tasks are aligned to the learning outcome. In OBE, all students are expected to attain the intended leaming outcomes, Some attain them faster than others. The most important is that everybody attains the learning outcomes because the teacher gives everyone the necessary scaffolding and opportunity to realize the learning outcomes. Scanned with CamScanner ZA | | |pM Chiple1 Ouoee Satec caus’. Xf 1.-What does outcome mean in OBE? 2. State the relationship among’ institutional Outcomes, program outcomes, course outcomes and learning outcomes, 3. What are the implications of the OB! IE principles in the teaching-learning process? 4. The following are practices of OBE. Put a W when the given is in accordance with OBE lesson and %, if not. 1. Ina teacher study group, the teachers got the content of Grade 3 Science then formulated the outcomes, 2. Another teacher study group formulated first the outcomes then determined the content to be taught. 3. A group of teachers was asked to prepare a curriculum guide. They outlined the scope and sequence of the course. 4. Teachers base their assessment task on content. 5. Teachers base their assessment on learning outcomes. 5. What are the positive points and negative points of OBE? Scanned with CamScanner) things | will do to apply what | learned Sn eSIT SSIES IIIT SUNN UUnNnINIUTUININEIRINNTUNEENIIITIIIIrrre een 1 question | have about the lesson aan ANSWER KEY yarn VERSE ‘Scanned with CamScannerChaptor 2 ~ Taaching Approaches and Mothods Principles of Teaching Approaches and Methods Teaching 2 LEARNING OUTCOMES: Distinguish among approach, method and technique Describe the teaching approaches of the K to 12 Curriculum Compare direct and indirect instruction with deductive and inductive methods of teaching INTRODUCTION In OBE we learned that the outcomes determine instruction and assessment. In this Chapter let us discuss approaches, methods and techniques to instruction that will lead us to intended learning outcomes. Meaning of Approach, Methods and Techniques ‘Approach is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning, Method is an overall plan for systematic presentation of a lesson based upon a selected approach (Brown, 1994). Some authors call it design. Techniques are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well (Brown, 1994). Technique is referred to also as a task or activity. The Teaching Approaches of the Subjects in the K to 12 Curriculum Section 5 of the Enhanced Basic Education Act of 2013, states, to wit: The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum: (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; () The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be culture-sensitive; (@) The curriculum shall be contextualized and global; (© The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; @ The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which ‘Scanned with CamScanner n"22 Proemies o Texcms 2 (wo TLE) ‘and from what they already kney Starts from where the learners are Ore Tn iructional materia, roceedins the known to th rs ond se eel zr to plement the MTB-MLE curriculum shall be available; (@ The curriculum shall use the spiral progression approach {0 ensure mastery of knowledge and skills after eack level: and le and allow schools (h) The curriculum shall be flexible enough o enable and all ° 1o localize, indigenize and enhance the same based on their respective educational and social context... Let's discuss the teaching approaches to the K t principles cited in the above provision: 1) learner-centered. 3) developmentally appropriate, 4) relevant and responsive, 5) research. based, 6) culture-sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry-based, 10) reflective, 11) collaborative, 12) integrative, 13) mother tongue-based, 14) spiral progression and 15) flexible, indigenized and localized. 10 12 based on the |. 2) inclusive, Learner-centered. In a lcarnct-centered instruction, choice of teaching method and technique has the leamcr as the primary consideration ~ his! her nature, his/her innate facultics of abilities, how he/she learns, his/her ‘cs, leaming styles, needs, concerns, | background. developmental stage, muluple intellig imerests, feelings, home and educator Inclusive. This means that no student is excluded from the circle of leamers. Everyone is “in”. Teaching is for all students regardless of origin, socio-economic background, gender, ability, nationality. No “teacher favorite no outcast, no promdi (The word promdi is from the English words “from the” used in Filipino to refer to someone trom the province who has just come to an urban center like Manila; sometimes offensive and derogatory). In an inclusive classroom, everyone feels he'she belongs. I Developmentally appropriate. The tsks required of students are within their developmental stages. You will not expect formal operations thinking of kindergarten children who, according to Pi nitive theory, are only in their pre-operational developmental stage If you study the competencies of the K to 12 Curriculum per subject you will find out that the competencies in Grade | are obviously more simple compared to the competencies of Grade 7. The treatment of subject matter increases in sophistication, however, as you go up the Grades. In Math, for instance, Grade 1 Math, 2 pupil is engaged in “visualizing and representing numbers from 0 t0 100, to 1000 in Grade 2, to 10,000 in Grade 3, to 100,000 in Grade 4 t0 10,000,000 in Grade 5. fou are inclusive in approsch you are truly leamer-centered. 11'S Co Observing developmental appropriateness is another way of expressing leamner-centeredness. Responsive and relevant. Using 2 relevant and responsive teaching approach means making your teaching meaningful. You can make your teaching meaningful if you relate or connect your lessons to the students’ Scanned with CamScannerthads Chaplar 2 ~ Toaching Approaches and Mell daily experionces. You make your teaching relevant when what you teach answers their questions and their concems. ‘There is no place for meaningless ‘mile-wide-inch-deep teaching”. No teaching-to-the-test, This does not mean, however, no more test. It is teaching only for the test that is meaningless that is referred to here and therefore you have to avoid it by all means, Research-based, Your teach more convincing and persuasive if rescarch findings in your lessons keeps yo information from your research or from the researches of others that enrich your teaching. You apply methods of teac thing which have been proven to be effective. If your approach is not research-based, you may end up teaching a subject using the same method and the same examples again and again. In Chapter S, we will discuss research-based instructional strategies. Culture-sensitive. If your approach is culture-sensitive, of the diversity of cultures in your classroom. You employ a that is anchored on respect for cultural diversity. You vis unique individuals and realize and accept that their varied e1 beliefs, values and language affect their ways of thinking others and the larger community. You are able to look responses from various perspectives not only from yours. If you are culture. sensitive, you will not judge one culture as superior to that of another for indeed no culture is perfect and that every culture has its own strengths and weaknesses. For instance, you don’t think that your culture is better than any Student’s culture. As a result, you become less judgmental, more understanding of and empathetic with your students, B approach is more interesting, updated, informed by research, Integrating "ur teaching fresh. You get the latest you are mindful teaching approach iew all learners as ultural experiences, and interacting with at their work, their Contextualized and global. You make teachin; ig more meaningful by Putting your lesson in a context, This context may be local, national and slobal. Considering development stages of leamers, the context to which the lessons in Grade 1 are connected may be local, becoming national in Grade 4 and global in Grade 6 and beyond. For instance, in AP you discuss family in Grade 1, local community in Grade 2, province in Grade 3 expanding to country in Grade 4 up to the international community in high school, Contextualized teaching means exerting effort to extend leaming beyond the classroom into relevant contexts in the real world. It also entails effort to bring outside-the-classroom realities of academic contexts into the cl lassroom (Brelsford, 2008), A contextualized teaching approach is realized also when you indigenize and localize your lessons, The Enhanced Basic Education Act of 2013 (K to 12 Law) allows schools to localize and indigenize the K to 12 curriculum, This isin support of a contextualized approach. For Indigenous Peoples (IPs), the context of your teaching is indigenous culture, This means that you Use your students’ indigenous thought patterns, practices, materials and local celebrations to concretize lessons. Constructivist, Constructive comes from the word “construct”, If you are constructivist in teaching approach, you believe that students lean by building upon their prior knowledge (knowledge that students already know Scanned with CamScanner 135 OF TeacHine 2 (win TLE) F prior to your teaching). This prior knowledge is called scheint Al student, ‘who come to class have prior knowledge oF schema. THis it CONLTAFY 10 the tabula rasa of John Locke that clits that students’ minds are blank slate, Students leam when you help them connect lessons t0 thelr Pro) knowledge. Students make sense of what they are taught according 10 their curren, conceptions. Much of what they leam are those that are connected 0 the prior knowledge (These processes are what Piaget termed assimilation ang accommodation). In constructivist teaching it is the students who construc, Amowledge and meaning for themselves teacher’s scaffolding not teachers constructing knowledge and meaning for the students. Inquiry-based and reflective. For inquiry-based and reflective teaching approach, the core of the learning process is to elicit student-generated questions. A test of your effectiveness in the use of the inquiry-based approach is when the students begin formulating questions, risking answers, probing for relationships, making their own discoveries, reflecting on their findings, acting as researchers and writers of research reports. Reflective teaching as a teaching approach is making students reflect on what they leamed and on how they leaned and how to improve on their Teaming process. From your perspective as a teacher, reflective teaching is thinking over your teaching practice - why you do it, analyzing which worked and which didn’t work and how to improve on your current practice. It is a process of self-observation and self-evaluation. More conscientious reflective teaching on your part redounds to better learning for your students. Collaborative. As the word “collaborative” suggests, this teaching approach involves groups of students or teachers and students working together to learn together by solving a problem, completing a task, or creating a product. It may be a collaboration of two to make a dyad or a triad or a tetrad or a group. This may also include teacher teaching in collaboration with other teachers like team teaching. Integrative. An integrative approach can be intradisciplinary, interdisciplinary or transdiciplinary. The integrative approach is intradisciplinary when the integration is within one discipline. Integrative teaching can be integrating skills within the subject like the macroskills listening, speaking, reading and writing in the language subjects (Mother Tongue, Filipino, and English). Interdisciplinary integration happens when traditionally separate subjects are brought together so that students can grasp a more authentic understanding of a subject under study. Students demonstrate interdisciplinary understanding when they can bring together concepts and methods from two or more disciplines or established areas of expertise in order to explain a phenomenon, solve'a problem, create a product, or raise a new question. An example is when you discuss responsible parenthood from the point of view of sociology; psychology, anthropology, economics and health. Another example. is when mathematical skills such as organizing, computing means interpreting data are also.taught in Araling. Pantipunan, Edukasyon sa Pagpapakatao and Scanned with CamScannerChapter 2 Teaching Approaches ar Matha Science, Art can be taught with Math, Valuce 1 integrated in all. subjects that is why Education teacher. ducation is expected to be every teacher is said to be @ Values Transdisciplinary integration is integrating your te You do this when you cite real life applications of you transdisciplinary integration when you indige scons with real life i lesson. You also do nize or localize your lessons Spiral progression approach, To follow a spiral progression approach, you develop the same concepts. from one grade level to the next in increasing complexity. It is revisiting concepts at each grade level with increasing depth. Spiral progression approach is also interdisciplinary. This enables students to explore connections among the sciences and the branches of math. Notice how the competencies of a lesson on graph in the subject Statistics and Probability increases in complexity from K to Grade 6. K ~ starts to make a graph or chart based on the information gathered. Grade 1 — organize, represent and compare data using pictographs without scale representations and probability and explores games and activites Grade 2 ~ compare data using pictographs with scale representations and the ideas of likelihood Grade 3 ~ organize and interpret data presented in tables and bar graphs Grade 6 ~ construct, read and interpret a line graph and its corresponding table of data and solve problems involving data from a table and a line graph; make simple predictions of events based on a probability experiment (Source: DepEd K to 12 Curriculum Guide, Math) MTB-MLE-based. MTB-MLE means Mother Tongue-based Multilingual Education. In MTB-MLE, teaching is done in more than one language beginning with the Mother Tongue. The Mother Tongue is used as a medium of instruction from K to 3 in addition to it being taught as a subject from Grades | to 3. The use of the Mother Tongue as medium of instruction climinates the problem on language barrier in the early grades. With the use of the Mother Tongue as language of instruction, it is has been observed that classes have become more interactive. Children are now asking questions, reciting and actively participating in class activities. Im wle 1 pupil Jearning something in a language foreign to his/her first language. The content is difficult and the difficulty gets compounded when the difficult content is taught in a Janguage that the learner does not understand. As RA 10533 states, Mother Tongue-Based Multilingual Education (MTB-MLE) “starts from where the learners are and from what they already know proceeding from the known to the unknown, 15 ‘Scanned with CamScanner16 Prwcirtes oF Teachinc 2 (win TLE) DST ens CCI A. This is a quiz. Idemtify the approach described. Because the approaches described overlap, you may have more than one answer, provided you can defend your answer. These are options to choose from: Jearner-centered © contextualized and global constructivist inquiry-based and reflective collaborative inclusive developmentally appropriate responsive and relevant integrative MTB-MLE-Based research-based culture-sensitive spiral progression 1, All people are of equal value and consequently, all educational settings should make high-quality, balanced provision to help all learners achieve their full potential. 2, Teacher asks students to research on community concepts in a practical, mechanical context, and creates students to lear in relation to their cultures 3. Students learn effective questioning techniques. They begin researching to pursue answers and will, consequently, make their own discoveries. Plan and develop new provisions and resources to make sure that, as far as possible, the needs of all children in different developmental stages can be met 5. Work against discrimination. 6. Teachers meet young children where they are and are given challenging and introduces math opportunities for IP 4. achievable learning goal s into consideration the needs of learners. 7. Teacher tak Relate subject matter content to meaningful situations that are relevant to students’ lives. Students are responsible for one another’s learning as well as their own. Learners learn best when they build knowledge based on their experiences rather than through passively receiving information. ‘Active learning environments promote hands-on learning Research shows that learning-centered teaching leads to increased student 10. experiences. 1. 12, engagement with the content. 13, In addition to building a knowledge base, the content facilitates students to Jeam to solve real problems. ‘A teacher is aware that cultural differences and similarities exist and have an 4. effect on values, learning and behavior. ‘Active leaming environments allow children to interact with objects in their environment, as well as their peers and teachers. Teaching focuses on student learning rather than on what the teacher is doing. 16. Scanned with CamScannerCChaptor2 Teaching Approaches and Methods 17 17. Classroom approach incorporates the students’ social and emotional growth into their academic learning, stemming from the notion that learners learn best through social interaction, . 18. Children lear best when they arc explicitly taught social and emotional skills along with their academic lessons. 19. Use effective research-based reading remediation programs so all children are Teading at grade level by the end of third grade, 20. As learning progresses, more and more details are introduced. 21. Learning is extended, reinforced and broadened each time a concept is revisited. 22. Teaching begins with the child’s language. Categorize the approaches under these four words — learner-centered, interactive and collaborative, inquiry-based and integrative. Were you able to classify all the teaching approaches under these four big words? If not, would you propose a fifth big word? Which one? Among the words — learner-centered, interactive and collaborative, inquiry-based integrative — which word encompasses interactive, collaborative and inquiry-based? Explain your answer. What additional explanation can you give to integrative approach? Are there other ways of applying the integrative approach? The National Commission on Indigenous Peoples (NCIP) urges basic and tertiary education institutions to indigenize school curriculum for Indigenous Peoples attending schools. The DepEd also has an IP Core Curriculum. Have 5 students research on curriculum indigenization and on DepEd IP Core Curriculum. Let them report their research findings in class: 1) What is an IP Curriculum; 2) What are techniques of curriculum indigenization? 3) Does indigenization make curriculum more relevant and responsive? Why? 1 SUMMARY ‘An approach gives rise to method (design) while a method (design) includes techniques (tasks or activities). The K to 12 Curriculum was developed along the following standards: 1) legmer-centered, 2) inclusive, 3) developmentally appropriate; 5) research-based, 6) culture-sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry-based, 10) reflective, 11) collaborative, 12) integrative, 13) Mother Tongue-Based, 14) spiral progression and 15) flexible, indigenized and localized. To do justice to the K to 12 Curriculum, it must be taught 4) relevant and responsive, in accordance with these standards. { - rere] ‘Scanned with CamScanner18 ee PRINCIPLES OF TEACHING 2 (with TLE) Different Methods of Teaching _ 1. Direct and indirect method 2. Deductive and induct 5 Methods of teaching can be direct or indirect. The direct method is teacher-dominated, You lecture immediately on what you want the students to leam without necessarily involving them in the process, This is the traditional OBE that emphasizes on subject-specific content, Example: You want to teach students how fo pronounce a word, how to write a paragraph, how to add fractions, how 10 thread a sewing machine, how to dibble a ball, how t0 draw a G-clef oF how to read a map. To teach'them the skill or process, you, show them how by demonstrating it, This is the “telling” and the “showing” method, You are a lecturer and demonstrator. The indirect method is learner-dominated. You give thi an active role in the leaming process. Example: You ask students to share their comments on a news article, share their thoughts about a lesson-related picture, their stand fon controversial issues like the proposed Charter Change, Presidential Development Assistance Fund (PDAF). After listening to their thoughts, you continue facilitating the teaching-learning process by asking more thought-provoking questions and by leading them to the drawing of generalization, abstraction or conclusion. In the indirect method, you synthesize what have been shared to connect loose ends and give a whole picture of the past class proceedings and ideas shared before you lead them to the drawing of generalizations or conclusions. As a teacher who is expected to know more than the student, you add to what your students shared. You must have a significant input. It is important that you supplement information given by the students. These are essential in the drawing of valid conclusions. In the indirect method, your task is to ask your students questions to provoke their thinking, imagination, thought-organizing skills. You are a questioner, a facilitator, a thought synthesizer. e student ‘e methods Methods of teaching can also be grouped into deductive or inductive method. In the deductive method, you begin your lesson with a generalization, a rule, a definition and end with examples and illustrations or with what is concrete. Examples: 1. You start your lesson in economics with the law of s ‘i law of supply and demand and then give examples to illustrate, a 2. You state the rule on deriving the area of a rectangle then appl it with an example. be apply Scanned with CamScanner | |3." You state the rule on subj you begin your lesson wit the generalization, abstraction or conclusion. Examples: 1. ject-verb agreement then give sentences that illustrate the rule. You ‘give the definition of pollination then show a video clip of the pollination process. In'contrast to the deductive method, in the inductive method ith the examples, with what is known, with letails. You end with the students giving the concrete and with de For a lesson on the law of supply and demand, you start. by giving many instances that illustrate the law then with your Questioning skills the class will arrive at a general statement Showing the relationship of supply and demand which is actually the law of supply and demand in economics. For the lesson on deriving the area of a rectangle, you proceed this way: present at least five rectangles of different lengths and widths with computed areas; then you ask the class how the areas were derived; finally ask them to state in a sentence how the area of a rectangle is derived. For the lesson on subject-verb agreement, you give sentences that make use of s-verb form and the non-s verb form for subjects in the third person. (Don't bring in J, You as subjects yet to avoid confusion. That will be another lesson on subject- verb agreement). Based on the sentences, you ask the students to state the rule on the use of s-verb and non-s verb form. For the lesson on pollination, you show them a video clip of the process of pollination. Make your students view the process Of pollination, then ask them to state in a sentence what the process of pollination is. To enable the students to derive the rule, state the formula or give the definition, be sure you gave enough examples, (Chapter 2 — Teaching Approaches and Methods illustrations and details for them to be able to see a pattern and come up with a generalization or rule or definition. After describing these methods, we can see that direct and deductive teaching go together while indirect and inductive teaching also go together. Here is a more detailed example of a lesson taught directly and deductively then taught inductively and indirectly. The topic is imagery. This is direct instruction, deductive teaching. . 1. The teacher begins by presenting students with a definition for imagery. 2. The teacher gives an example of it. ‘Scanned with CamScanner 1920 Prwncirtes oF Texciina 2 (wih TLE) Abstract, rule, definition, Experience, examples, generalization, unknown a e eicis, known a read a short Story ang 3. Th i ts students to 1en he/she instruc Where the author useg underline sentences and passages imagery, ETE REE The same topic is taught using indirect instruction ang \ inductive method. 1, The teacher dramatically reads aloud a short story, asking | jcture something — see nq, students that whenever they can pi it image in their minds — put a star by those words. 2. Then, students partner up and draw a picture to go with cach | star they have in common, After this, pairs of students team | SE up (in groups of four) and share what they've drawn. The teacher asks them to also discuss in their groups how seeing these pictures in their minds made the story more interesting, | / 3. The teacher finally reveals that this is called imagery, and | rather than provide a definition, asks each group to write a definition for imagery together. Each group then shares the definition with the whole class. | me 7 | The contrast of deductive and direct instruction and inductive and indirect instruction is summarized below: Deductive and Direct Instruction Begins with the abstract, rule, definition, generalization, unknown and ends with experience, examples, details, known Inductive and Indirect Instruction Begins with the concrete, experience, examples, details, known and ends | Experience, examples, Abstract, rule, definition, details, known =p generalization, unknown with rule, definition, generalization or conclusion. Interactive approach and the direct-deductive, indirect-inductive method. Which between the two engages student groups of teaching methods is more interactive? Stated in another way, which ts to talk, think and do more? , whic Scanned with CamScanner/ Chapter 2— Teaching Approaches and Methods 21 Obviously, the inductive and indirect method give more op sc fe students to participate in the leaming process. In the inductive-indirect method. the students are made to study details, examples or concrete experiences, mak sense of these details and state in their own words relationships that they ccc, The teacher does not tell the pattern in the details nor does he/she save she generalization and rule but leads the students to th. izati i geamalzaton and rue bt ‘© the generalization or rule with In the deductive and direct method, the tea i rule andthe generalization and follows it up with concise mele: sea illustrations. The students are engaged in the drills - mental or physical = that come after the teacher has told them what they need to kaew or demonstrated that which they should be able to do. Which is the best method? ‘gsuchyithing; “as best method! There is no such thing as better or best method. The best method is the method that works, the method that is effective, the method that will enable you to realize your intended outcome. The effectiveness of a method is dependent on many factors such as: 1) teacher's readiness, 2) leamers’ readiness, 3) nature of the subject matter, 4) time allotment for a subject. The inductive-indirect method is superior to the deductive-direct method in terms of | engagement. This method is more in keeping with the time-tested principle that leaming is an active process. The more a leamer is engaged in the leaming process, the better his/her learning. However, there are times when the inductive or indirect method does not work. In cases, when leamers are not yet capable of drawing generalizations or abstractions, you may employ all facilitating skills you have leamed but students can’t draw and state the generalization or abstraction you ask for, so you will end up giving the generalization yourself after spending so much time asking them questions to help them draw the generalization. Another instance, when the inductive-indirect method may not be advisable is when subject matter is quite difficult, very new or no reading material is readily available. In short, you, the teacher, are the only one knowledgeable about the subject. No matter how well-formulated your questions are, if your students practically know nothing about the subject, there is nothing substantial that you can get. You can’t squeeze blood out of tumips. Scanned with CamScanner2: tate 2, Prwnciptes oF Teach 2 (wth TLE) i; ang the micTOSCOpe, Playin, Manipulative skills like dancing tM he directs method. Cognitive _ the guitar, cooking a recipe are beter caught Wilh te det metodo Content like the law of the conservation of MANET Tt Co cttutionality at the Tins Canes yo cncas the consti citer taught with the direg the law or propose amendment 10 the 188 2° derstanding tO the poi method, The objective ofthe study of these laws it Aca of mastery, Observe a class in the College of Medio! and the College of} 4 ing direct or de Law and I bet, you will hear and see the instructor doing direct oF deduct instruction, \ yd require more time than the deductive | .nts to interact, think, analyze ang rime for one reason or anothe, The inductive and indirect metho and direct method. Time is needed for stude do abstraction. If you don’t have the luxury © it is wise not to go inductive. The readiness of the teacher to emplo: is crucial. A method may be superior in terms Of ITS t lacks the facilitating skills for its effective use, insisting om its use may coun disaster. In short, we advocate the use of the inductive and indirect method | because it is more engaging and interactive. However, to ensure its effective | use, both students and teacher must be ready, the subject matter ts something | the students have knowledge about, and that the time allotted allows you to | have maximum student interaction. | yy the inductive and indirect method | f interaction but if the teacher FOR DISCUSSION, ACTION AND’RESEARCH 1. Can a classroom be constructivist in character even if the teacher uses direct and deductive method of instruction? 2, This is a quiz to determine how well you understood direct-deductive and indirect- | inductive instruction. Direction: Choose the letter of the correct answer. (a.) Direct instruction helps students master__. ‘A. problem solving | B. self-discipline C. basic skills D. conceptual information |) Which of the following topics would require the use of dis : een Re-igniting the passion for teaching of direct instruction? B. Bike maintenance and repair C. The Ungency of the K to 12 Curriculum D. The Constitutionality of the “pork barrel” Scanned with CamScannerChapter 2 Teaching Approaches and Methods 23 (c) When you begin your lesson with the guiding principles on curriculum development, which method do you use? A. Direct B. Indirect . C. Indirect provided you give examples D. Direct and indirect (@) The Mother Tongue-Based Multilingual Education (MTB-MLE) is in method since it starts from the known to the unknown. A. inductive B. deductive C. inductive first then deductive D. deductive first then inductive (€) If you haven't mastered content yet, it is best to go in method. A. inductive B. deductive , C. inductive first then deductive D, deductive first then inductive (f£) The role of the teacher in direct instruction is more of a__. A. coach B. lecturer C. facilitator D. proctor (g.) Which does the teacher do in the inductive method? C. Lectures D. A: (h.) Which is the last step of the direct instruction model? The teacher should ~ demonstrate the skill correctly B. provide guided practice C. attend to skill transfer D. review the objectives given in the introduction 3. Why is the deductive method. said to be teaching by proceeding from the unknown to the known, while the inductive method is teaching from the known to the unknown. What are meant by the words “known” and “unknown”? 4. Which method would be best for a beginning teacher ~ deductive and direct or inductive and indirect? Why? 5. Are direct instruction and the deductive method robbed of student activity? Or is there a part in direct instruction and deductive method of teaching that the students are also engaged in an activity? Where? ‘Scanned with CamScanner24 Prwvcinces oF Teacine 2 (wm TLE) 7 Direct-deductive or the indirect-inductive method? 6. Which is more construct | “arth se? 7. Which method/s of teaching does the K to 12 Curriculum us i mn. 8. To which group of methods does each belong? Put them in the correct column 8.) Discovery method b.) Lecture method ¢.) Lecture-Demonstration 4.) Expository Method ©.) Cooperative Learning £.) Problem-Based learning &.) Project-Based Method h,) Project-Based Multimedia Learning [ Direct-Deductive Indirect-Inductive 9. Let 3 or 4 students research on Michael Faraday’s candle Make th . : u » Make the findings to class. What is Faraday’s candle all about? What can belo na ha Faraday’s candle? - leamed fro Scanned with CamScannerChapter 2» Toaching Approaches and Methods = 25) Pcuumary Methods of teaching for K to 12 can be direct or indirect or deductive and inductive. The teaching methods can be grouped into direct and deductive methods and indirect and inductive methods, Direct and deductive teaching proceed from the abstract | to the concrete while indirect and inductive methods proceed from the concrete to the abstract. The direct and deductive method are more fit. for the teaching of manipulative skill and processes and subject matter that does not lend itself to open discussion given their fixed nature, The indirect and inductive methods are more interactive and more constructivist. ‘No method can be said to be the best method, The best method is the method that works. Which appropriate method to use is dependent on thé readiness level of the teacher and students, the nature of the subject and time element. ESS SSS In your own words: a) distinguish among approach, method and technique. b) describe the teaching approaches of the K to 12 Curriculum. Do it in acreative way. ©) compare direct and indirect instruction with deductive and inductive methods of teaching. Use a table for the comparison, €) describe the teaching approaches of the K to 12 Curriculum. 83 things | learned from this Chapter 1 question | have about the lesson nnn Scanned with CamScanner26. PRINCIPLES oF TEACHING 2 (wih TLE) PARA AYNE 9. 10. ML. 12. 13. 14. . 15. 16. 17. 18. 19. 20, 21. 22. ANSWER KEY — Identify the Approach, P p. 16-17 inclusive , research-based integrative research-based 7 inclusive, developmentally-appropriate inclusive Jearner-centered responsive, learner-centered , learner-centered, integrative collaborative constructivist constructivist Jearner-centered, constructivist - research-based, inquiry-based, integrative creative-sensitive collaborative learner-centered collaborative, leamer-centered learner-centered, integrative research-based, inclusive spiral progression-spiral progression spiral progression MTB-MLE-based ANSWER KEY for Discussion, Action and Research, p. 22-23 Prog ae ge Awww >>0O ‘Scanned with CamScannerChapter 3 ‘ : Pler 3 Constructivist Teaching: Interactive, Collabotatve, Integrative and Inquiry-Based 27 Cha’ reid Constructivist Teaching: ; Interactive, Collaborative, Integrative and fenching 2 inquiry-based LEARNING OUTCOME: « Show how constructivist teaching is done by the use of interactive, collaborative, integrative, and inqui . . . inquiry- activities * ae INTRODUCTION In the Chapter summary of Chapter 2 it was said that the indirect and 5 inductive methods are more contructivist than the direct and deductive methods of teaching. What is constructivist teaching? Features of Constructivist Teaching Constructivist teaching is based on the belief that learning occurs when leamers are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. The following are the characteristics of constructivist teaching culled from related conceptual literature: 1. Authentic activities and real-world environments a, Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the ‘real world’. b. Primary sources of data are used in order to ensure authenticity and real-world complexity. c. Assessment is authentic and interwoven with teaching. 4. Learners are provided with the opportunity for apprenticeship Teaming in which there is an increasing complexity of tasks, skills and knowledge acquisition. 2. Multiple Perspectives Learning environment “should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities” (Jonassen, 1995). Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis, regulation, reflection and awareness. “ Scanned with CamScanner28 PRAEPLES OF Tec 2 (er TLE) 4 3. Wholistic, integrative : hasis on conc catedgs eselay is reflected ea oe 8 interrelatedness and interdisciplinaty . y 4, Self-directed leamers ; colt a pmtees plays a central role in mediating and controllin, learning. t or in negotiat b. Goals and objectives are derived by the student 01 BOtiation with the teacher or system. c. Exploration is a favored approach 2 seek knowledge independently and to man a srform just beyond 4. Scaffolding is facilitated to help students perform just beyond thy ye in order to encourage students ge the pursuit of the, limits of their at 5. Meaningful Learning . a. Knowledge construction and not reproduction is emphasized. b. The leamers’ previous knowledge constructions, beliefs and attitude; are considered in the knowledge construction process. c. Errors provide the opportunity for insight into students’ previous knowledge constructions. Let's look at how two teachers teach. Joe's sixth grade students were to complete a worksheet that “covered” the concept of friction. After the students completed the worksheet, Joe went over the answers so the students could have the correct answers for the tes! 4 later in the week. Like Joe, Ruben taught students about friction. Included in Ruben’ lessons were activities 10 get students involved. Students rubbed their hands together with and without a lubricant so that they could see the Purpose of * motor oil in engines. The students conducted experiments with bricks to learn about different pes of friction, and even watched The Flintstones in class to point out friction and what would really happen (ie, Fred would burn his fet stopping his car; etc). John spent two weeks teaching his unit on friction, His students were given opportunities to make sense a using their personal experiences, of the concept of friction by Typically in his high school classes, Ru different science topics with short lectures, text pee After the introduction, Ruben vou een ad tena them about that topic and encouraged them to Pursue Gad t what intereste | Students usually divided themselves into groups and then oes, Me teas research, formulated questions/problems, and Procedures Es fone library problems. In other words, the students were geting cgi question’ classroom. Scientists in the ‘Scanned with CamScannerChapter 3 'apter 3 ~ Constructivist Teaching: Interactive, Collaborative, Inegrative and Inquiry-Based © 29 Obviously, Ruben’s oles is constructivist in contrast to Joe’s class which is traditional. Ruben’s class is definitely more interestin, i a aa 18 and exciting than that Constructivist teaching is interactive, collaborative, integrative and inquiry- > i inquit ‘OR ACTION Put a check () on items that apply to a constructivist classroom. of subject. in meaninj hypothesizing and personal reflection, There is so much teaching-to-the-test. teacher, 5. Assessing is primarily done to help students learn, 6, Teaching involves negotiation. 7. Power sharing is felt by students, 8. It is highly intera The teacher is not open to negotiation with students regarding the scope Learners are immersed in experiences within which they may engage -making inquiry, action, imagination, invention, interaction, 4. There is a feeling that there exists a barrier between the students and Interactive Teaching The word interactive reminds us of people with whom the leamer interacts in order to learn, In the classroom, first, we have the teachers; second, are the other learners in class. Beyond the classroom are the school head and the non-teaching staff. The interaction can be collaborative and so we have collaborative teaching and learning. This interaction can also be between the leamer and learning material like a module, a film, a video clip, a poem, a map, a model of the digestive system, These learning materials are products of experts. Interacting with instructional materials is also interacting with people. Today we speak of interactive viewing. Why do we promote interactive teaching? For many reasons: 1) Learning is an active process. Only the student can do the leaning for himself. The more intense the involvement, the better the learning. 2) Learning is also a social process. Vygotsky's (1998) social learning theory states that we lear from others, No one has the monopoly of the truth, Then it must be good to listen to others’ perspectives in our search for answers, in our search for truth. If there are fifty students in class, that which being studied is seen from fifty (50) perspectives. In the process of interaction, other perspectives may come into being, so Scanned with CamScanner30 PB NEPLES oF TeActana 2 (wh TLE x sussion gets very MUCH enrich the fifty becomes fifly-one or fily-two. The ae we eneournge imteracing {I All because there i imeration, 3) Another reason WY We Tat ae teaching is related to the second, Every student ear AT cians, Many tiny Every student has so much to share, Just ask the ais teachers don't oath Students have the appropriate answers but if Seems SOME AT te uestions or if they do, they ask the wrong questions: do to promote lively interaction in class? Teacher's Tasks in Interactive Teaching-Learning Teacher: 1. must ask specific, non-intimidat questions. “Do you have any ques sid f if they understood the lesson by askin: did Edgar Dale describe direct experiences at the aes om Purposeful? Will it make any difference in the cone if the worg Purposeful is deleted?” “Who did not understand?” is specific bu intimidating for those who would not want to be singled out for his/her ignorance. Ask HOTS questions, Don’t get fixated at low-level of questioning “What is the definition of drug addiction?” is simply restating memorized definition and does not stimulate discussion. “Why do some people go to drugs?” is more thought provoking and can spur a lively interaction, g feedback questions and HOTs 2” is quite general. Find oy them questions like “Why; 2. must make the focus of interaction clear. Of course, the learning outcomes are the bases of interaction. The questions that guide the interaction are based on your intended learning targets or outcomes. Whether the interaction is meant to be between teacher and students or between studenv/s and students or between student and a learning material or among student, teacher and learning material, the beginning of interaction is a well-formulated question or questions. 3. must create the climate favorable for genuine interaction, No sarcastic remarks. Take time to genuinely listen to students’ responses. You ask for their responses so listen to them, Give sufficient wait time for students to think of and organize theit responses. So you must feel comfortable when there is a brief period of silence while students organize their thoughts. You must i r not mistake their silence for ignorance or for lack of interest, 4, must do Jess talk so students talk more, Learn to “decrease” so stidets “increase.” The more “dumb” the teacher, the better for the student Avoid being a non-stop talker, What is worst is Posing questions and answering them yourselves Scanned with CamScannerchapter Con er 3 ~ Constructivist Teaching: ntractve,Caaboratve negative and nquy Based PAUSE, REFLECT AND DISCUSS 1 be teacher, what lesson can you draw from your experience? . What are interactive electronic whiteboards? Why are they called interactive? Can you also make the conventional chalkboard interactive? How? a i to your classroom experience. Recall a time when you wanted to ask a Question or share something or answer a question but you did not. Why? As a would~ ___ Aneffective class interaction paves the way to collaboration. Interaction is the beginning of collaboration. “Coming together is the beginning; keeping together is progress; working together is success,” says American pioneer of the assembly line production method, Henry Ford. Collaboration’ goes beyond interaction. When students collaborate for leaming, they do not just interact, they work together and help one another for a common goal. This is peer-to-peer learning. In collaborative learning each one is his “brother’s/ sister’s keeper”. It takes on many forms: 1) twinning or partnering or forming dyad (collaboration of two); 2) triad; 3) tetrad (the musical quartet) and 4) small group (beyond four but less than ten). A perfect example is cooperative leaming which you leamed in Principles of Teaching 1. For collaborative leaming to work, what must teachers do? Teacher's Tasks in Collaborative Learning Teacher must: 1. begin with the conviction that every student can share something in the attainment of a goal. Collaborative learning operates on respect and trust. Respect is basic for any relationship to prosper. It is being convinced of the basic goodness of every person in the group. There can be no mutual trust if there is no respect. Trust is being convinced that every member of the group will help in the realization of the common goal. The contribution of every member to the attainment of the goal and the assistance or help a member receives may vary depending on one’s capacities. Karl Marx's slogan “from each according to his ability, to each according to his need” if applied in collaborative learning ensures attainment of group goal. Make students realize that those who have been blessed with more are expected to contribute more and that the more they help, the more developed they become. Just think that the more you teach a subject the more you master it. That is the abundance mentality. 2, structure tasks in such a way that the group goal cannot be realized ‘ithout the members collaborating. For instance, when group discussion takes place insist that everyone is in the discussion circle and that they see each other face to face (In some group discussions, some group members sit outside the circle. Their position alone tells they are there ‘Scanned with CamScannerEES __:—o— - | 32 Prcines oF TeAciiMe 2 (wm TLE) a required pape 10 just get by, not really interested to be a part) Oe aa ‘grout May not be completed without each one coming. tone! ID fog finalization and for affixing their signature. 1e works yi Remind the group that what is important is that everyony with all the others in the group for the attainment of the goal, or lie i collaborative teaming at all. It is a matter of “sink-or-swim” together, Motivate them to take part in the collaborative pracess by Feminding them of the time-tested principle that states “learning 18 an actiyg Process”. The more one gets involved in the collaborative process, the more he/she leams. Or the principle of balance “input = output” applies The amount of capital (such as effort) that one exerts in a learning | activity determines the dividends that he/she harvests. } + make the goal clear to all. What is the dyad, tryad, tetrad or small group | Supposed to deliver atthe end of the collaborative process? This must be | understood by the group, | 4. ensure that guidelines on procedures are clear especially on how their | Performance is assessed. For instance, learning is a collaborative process but cach student'is accountable for his/her learning. This means that the group will do everything it can to help every group member lear but the individual student is ultimately responsible and accountable for his/her learning. Therefore, summative assessment of learning will be | individual. There is no such thing as cooperative test or assessment. The group is successful if and only if all the members of the group attain the intended outcome. So, if you intend to ask each one to evaluate _ individual member's participation in the collaborative activity by means of a scoring rubrics, tell them and show them the scoring rubrics. must make clear that at the end of the activity, they have to reflect together. Another thing to emphasize in cooperativ that the task does not end with assessment. It c processing where they reflect and analyze what m: realize their group goal, make decisions on w! improved in future collaborative process learning is the fact ulminates in a group lade or not made them hat need to be sustained or OSU (TT 1. Collaborative learning among students may be termed peer-to-peer le advantage of peer-to-peer learning over that of teacher-student coll learning? saming, What is an aborative teaching- 2, Have you ever experienced having uncooperative members in ou ended up doing the work by yourself? How did you feet 2 ing so you completed the task without them cooperating? going group work and so What thoughts kept you Will homogencous grouping in terms of ability work better in voth 3. Wi aborative learn ing? Explain your answer. cooperative lea | __—RR ‘Scanned with CamScannerAS: 3 - e A 33 Chapter 3 ~ Constructivist Teaching: Interactive, Collaborative, Integrate and inquiry Bese4 4. Why is collaborati in 7 . . together? NiVe Hearing (like cooperative leaming) a matter of sink-or-swim - Observe a class and take note of instances of collaborative teaching and learning. Integrative Teaching and Learning Interdisciplinary teaching. Integrate comes from the Latin word “integer” which means to make whole, Integrative teaching and learning means putting together separate disciplines to make whole. This affirms the “boundarylessness” of disciplines. There are no demareation lines among disciplines taught. When you teach geography in science you are at the same time teaching anyo ng Iupa (land forms) and anyo ng tubig (water forms) in Araling Pantipunan. Or you may teach content of Science in the language class or Health class or the Technology and Livelihood Education (TLE) class particularly Home Economics. Art is used to teach Math, Math is taught in Art. Integrative teaching and learning is interdisciplinary. In the first place there is only one curriculum, i.c., life. For purposes of study, life is separated into Math, Natural Science, Social Science, Language, Art, Physical Education and the like. To breathe life into the subject matter or for meaningful teaching and learning, that subject matter must bring together the various disciplines. This is integrative teaching, ‘Transdisciplinary teaching. Integrative teaching is also transdisciplinary. This means connecting lifeless subject matter to life itself. When the subject matter gets connected to real life, it becomes alive and interesting, Remember “there are no dull textbooks, no dull subject matter, only dull teachers.” How can teachers connect subject matter to life? 1) Depart from teaching content for test purposes only. Learning is robbed of its joy and excitement when the only reason why students have to master something is it will be covered in the test. 2) Reach the application phase of lesson development. If you apply the 4As (Activity, Analysis, Abstraction, Application) in the development of your lesson, your application comes after your students have undergone an activity, analyzed the activity, and have come up with abstraction and generalization based on their analysis. This is an inductive teaching method. Scanned with CamScannerTy) ee eee 2 (win TLE) Ifyou ar J YOU develo lication may P your Fesson deductively, your application may come ap, Son presentation and deepening. a this que tht your lesson reaches the application phase is Wel you e cluestion to yourself and your students: oul edge) oF $0 what ©zone layer or what lifestyle diseases are (knowled Bi Gan now send gmail or conduct ction research (skills)?” er You may ask is “What have this (content, skill) to do wil ‘AVE this to do with our life” g Three-level teaching. Integrative teaching is also done when yo, integrate knowledge, skills and values in a lesson. Corpuz and Salandana, described a three-level teaching approach in the book, Principles of Teaching J, 3" edition 2013. . 5 concepts, more complex skills In the 3-level teaching approach, you teach as planned, either deductively | or inductively, but cap your teaching with value level teaching. Connect you cognitive or skill lesson with value teaching. In fact, it is only when you give your lesson an affective or value dimension that your lesson becomes | meaningful because that is when we connect cold subject matter with warm blooded people. Lifeless subject matter becomes alive. Here is an example: After learning about photosynthesis, a teacher presents’a sticker with this | question: “Have you thanked a green plant today?” and explains that “the poit! behind the question is that green plants give service to the whole of life, Theit | photosynthetic process forms the basis of all forms of life on earth, Without | them the energy from the sun will never be transformed into the chemical | energy in the food we eat.” Then he/she poses a value question, “If the ere plant serves the whole of life by its photosynthetic Process, what form of service can you also give to mankind?” Students reflect on the question then share their thoughts (Corpuz, B., 1979), | The three-level teaching is teaching information for formation and transformation. Whatever information a student leams must somehow form and transform his/her way of thinking, acting and |i 5 iti 'ving. It is making teaching whole by integrating the cognitive, psychomotor and affective dimensions of teaching and learning. Scanned with CamScanner(Chapter 3 ~ Constructivist Teaching: interactive, Collaborative, Integrative and Inquiry-Based 35 Fora Information = ‘ormation Transformation Multiple Intelligences-based and Learning Styles-bastd teaching. If integrative teaching is making things whole, it also means putting together the ‘multiple intelligences (MI) of the leamer as identified by Howard Gardner. It is also considering varied learning styles (LS). This does not mean, however, that you will be overwhelmed with 9 different ways of teaching content at one time by miking use of a variety of teaching activities to cater to these Mls and LSs. PAUSE AND REFLECT - Recall a sample of interdisciplinary teaching by your teachers. How was it done? 2. Dé you enjoy studying if you study only for the test? Share and explain your answer. 3. Why can’t many lessons end with application? 4. Up to the present, many school heads require a particular value to be integrated per lesson. Is this integrative teaching? Teacher's Tasks in Integrative Teaching 1. To do integrative teaching, a teacher needs a broad background for him/ her to see readily the entry points for interdisciplinary integration, A multi-specialist teacher will definitely have an advantage over that one with just one field of specialization. 2, To do integrative teaching by transdisciplinary and 3-level teaching mode, a teacher must be able to connect subject matter to values and to life as a whole. This calls for a grounding in the humanities. 3. To be able to integrate MI and LS, the teacher must be familiar with Mls and LSs and must have a reservoir of teaching activities to be able to cater to students with diverse MIs and LSs. ‘Scanned with CamScannerray ee 4 36 PRINCIPLES OF TEACHING 2 (yy, They SST Lo AND RESEARCH ol bserVe a g sve teaching and learning, 4) inter 2 take note of instances of integrative teaching " Mterdispinary ) intradisciptinary | 9) 3 level teaching Ae /a cluster comme, laborative groups of $ members each. Select @ es Grids Whee cal Pelencies of your specialization from the K to 12 Curriculum ‘discipl ti eno integrative teaching, Describe tothe class how you will do interdisciplinary, ‘ransdisciplinary and three-level teaching. Inquiry-Based Teaching Constructivist teaching is also inquiry-based. As the name implies, this is teaching that is focused on inquiry or question. But effective inquiry is more than simply answering questions or getting the right answer. It espouses investigation, exploration, search, quest, research, pursuit and study. It is enhanced by involvement with a community of learners, each learning from the other in social interaction” (Kuklthau, Maniotes & Caspari, 2007). Thus problem-based learning which is a perfect example of inquiry-based teaching and learning will be discussed in the next Chapter. Why do we encourage inquiry-based teaching and learning? ‘ In a knowledge economy, knowing has shifted from being able to remember and repeat information to being able to find and use it. The capital is intellectual-knowledge. Therefore, students must be taught to nurture inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. The skills and the ability to continue learning should be the most important outcomes of teaching and learning, Besides, with knowledge explosion it is impossible to teach all the information we want to teach students. Teach them instead how to look for and evaluate information, Unfortunately, more often than not, schools overload students with isolated bits of information, information which may be true today but outdated tomorrow. The knowledge base for disciplines is constantly expanding and changing. Sombody said, “If we are only teaching what we know ous ctakiret can only do as bad as we are doing, and this is the challenge we are tavin we have to go beyond it” (Pauli, 2009, TEDx), One of the 16 Habits of Mind are questioning Effective problem solvers know how to ask questions to what they know and what they don’t know. Eftective to ask a range of questions: and posing problems. {ill in the gaps berween Auestioners are inclined What evidence do you have? Scanned with CamScannerChaptor 3 ~ Constructivist Teaching; Interactive, Collaborative, Integrative and Inquiry-Based + How do you know that it’s truc? + How reliable is this data source? They also pose questions about alternative points of view: + From whose viewpoint are we seeing, reading or hearing? + From what angle, what perspective, are we viewing this situation? Effective questioners pose questions that make causal connections and relationships: + How are these (people, events or situations) related to each other? ‘+ What produced this connection? Sometimes they pose hypothetical problems characterized by “if” questions: * What do you think would happen if... ? If that is true, then what might happen j Inquirers recognize discrepancies and phenomena in their environment, and they probe into their causes: * Why do cats purr? How high can birds fly? + Why does the hair on my head grow so fast, while the hair on my arms and legs grows so slowly? + What would happen if we put a saltwater fish in a freshwater aquarium? What are some alternative solutions to international conflicts, other than wars? Source: Arthur L. Costa, Describing the Habits of Mind. htt / 3 / F-Mind.aspx Retrieved September 8, 2014) Teacher’s Task In Inquiry-Based Teaching-Learning When using inquiry-based lessons, teachers are responsible for: 1. starting the inquiry process; 2. promoting student dialog; 3. transitioning between small groups and classroom discussions; 4 |. intervening ‘to clear misconceptions or develop students’ understanding, of content material; and 5. modeling scientific procedures and attitudes Inquiry-Based Learning Activities Some specific learning processes that people engage in during inquiry- learning include: * Creating questions of their own © Obtaining supporting evidence to answer the question(s) © Explaining the evidence collected Scanned with CamScanner 37a yy 38 PRINCIPLES OF TEACHING 2 (wih TLE) he knowledge obtained 5,,, * Connecting the explanation oe “4 é investigative process , s, Implementing Crome re nr i Bin MYST ICED gg, jouree: Anna J. ia! Based Teaching Methods) tit ivities to learning and Inquiry-based leaming covers a range OF activities ‘cai including: * Field-work * Case studies * Investigations 1 * Individual and group projects e * Research project FOR DISCUSSION, ACTION AND RESEARCH Does inquiry-based teaching say “No more content teaching”? 4 2. As a child, you are a natural explorer. When you went to school did your curiosity or inquisitiveness progress or retrogress? Are you one of those children who went to | school as “question marks but went out periods”? Explain your answer. | 3. “The whole art of teaching is only the art of awakening the natural curiosity of | young minds for the purpose of satisfying it afterwards.” — Albert Einstein Do you agree with Einstein? Explain your answer. 4. Research on the 16 Habits of Mind. Why are they called habits of mind? Match them with the elements of constructivist teaching. Share your findings with the class. 5. Form collaborative groups of 5 members each. Select a competency/a cluster of competencies of your specialization from the K to 12 Curriculum Guide where you can do inquiry-based teaching, Describe to the class how you will do it. 6. Observe a class and take note of instances of inquiry-based teaching and learning. 7. Research on discovery learning. Is it inquiry-based learning? UM MARY A constructivist approach to teaching has the following features: authentic activities and real world tasks, multiple perspectives, wholistic and integrative, self-directed learnets; meaningful learning, collaborative and interactive learning. These features are found i” interactive and collaborative, integrative and inquiry-based teaching-learning activities. Scanned with CamScanner(Chapter 3 — Constructvst Teaching: Interactive, Colaboratve, Integrative and inqury-Based 39 ASSESSMENT TASK 4 Show that constructivist teaching approach is implemented when teachers make use of interactive and collaborative teaching, integrative teaching, and inquiry-based teaching by citing features or activities of each particular type of teaching. Accomplish the Table below: Elements of Constructivist Approach Wich elements ofthe constucvst approach are mandested in interactive and collaborative teaching, Check and explain in a phrase. The fists dane fr you 1. Authentic activities and real-world environments 1. Collaborative work is real-world environment 2. Multiple Perspectives 3, Wholistic, integrative 4, Self-directed learners 5. Meaningful learning 6. Collaborative learning 7. Interactive learning Scanned with CamScanner40 Princes oF TeActine 2 (wan Te) Elements of Constructivist Approach 1. Authentic ect ities and real environment enon tructvist ‘elements of the const on ch are manifested in integrative teasing, Check and explain in a phrase, 2. Multiple Perspectives > 3. Wholistic, integrative 4. Self-directed learners 5. Meaningful learning 6. Collaborative 7. Interactive fe Ri ee ee a Scanned with CamScannerChapter 3 — : "apter3~ Constructhist Teaching Interac, Colaboratve;Integratve and Inquir-besed 44 A Which elements of the constructivist lements of Constructivist Approach approach are manifested in inquiry-based teaching. Check and explain in a phrase. 1. Authentic activities and real-world environments 2. Multiple Perspectives 3. Wholistic, integrative 4. Self-directed learners 5, Meaningful learning 6. Collaborative 7, Interactive Scanned with CamScanner2 things | will do to apply what | leamed See Se a eee ae Ss ee 1 question | have about the lesson rrr ANSWER KEY 1 2w 3. 4% iW av Lv Bw Scanned with CamScanner43 Chapter 4 ~ Problem-Based and Project-Based Learning Cha) ter Problem-Based Learning and Project-Based Learning Principles of Teaching 2 LEARNING OUTCOMES ¢ Describe how problem-based learning and project-based learning ~ are used as teaching-learning method ¢ Formulate at least one sample problem and one sample project for problem-based and project-based learning, respectively, based on the K to 12 Curriculum Guide ¢ Research and critique on an implemented problem-based learning and project-based learning using elements of problem-based and project-based learning INTRODUCTION. The last thing discussed in Chapter 3 was inquiry-based learning. Inquiry is an umbrella term that covers a number of other approaches to teaching and leaning. Teaching practices that utilize a disposition of inquiry learning and elements of constructivist teaching include problem- based learning and project-based learning. They will be discussed in this Chapter. Problem-Based Learning (PBL) Problem-Based Learning uses an inquiry model or a problem-solving model. In that sense, students are given a problem, pose questions about the problem, plan on what and how to gather the necessary information, and come up with their conclusions (Schneiderman et al.; 1998). The driving force is the problem given and the success is the solution of the same, and discovery of several solutions. What are the steps in Problem-Based Learning? 3. Develop a problem statement. eee ‘Scanned with CamScanner44° Prwvcenes oF Tercrns 2 (win TLE) Key Features of Problem-Based Learning DS eEROe eR eRe coLol Web-Based Problem-Based Learning ened Tefread and analyze the Ilstructured problem Question Prompts t Exper Seafolding vio Five functional characteristics: + Triggers interest timulates critical reasoning + Promoles selldreced fearing echnlogy Toss + Stmolotes eloboroton ~ Fences tronwet t {4 tstnhot i urkrown. reertevew [SLE c t | L{5.tsrwha needsto be dove | pee ——— {L6. Develop a problem statement. ——— = 7. Gather information. J Reflections and Revisions Source: ete.cet.edu/gec/?/pbl_welcome FOR DISCUSSION Study the diagram above then answer the following questions: 1. Why is the input described as ill-structured problem? What does ill-structured problem mean? 2. What is a good problem for PBL according to the column on inputs? 3. Who is supposed to do steps 1-7 under outputs and #8 under cognitive support? 4. Who gives the cognitive support? Some Reminders for PBL to Work 1. The problem must be designed in such a way that different appropriate solutions/answers may apply. They are not to generate neat answers. In their struggle to find the mng students will gain essential problem solving and eritict skills. 2. The problem must be a real world scenario, constructing a problem statement, which contai intended thinking One way would be by ins the following: Scanned with CamScannerChapter 4~ Probl Based and Projoct-Based Learing 45 a) It casts the student in a particular. role. b) It contains a problem ©) It gives the students a task 3. The problem must be relevant to the students and must be developmentally appropriate. 4. Guidelines must be set on how the team/group will work together, expected dates of completion and group presentation before the class, procedures in group presentation. 5. Teacher gives guidance but does not give answers to the problem/s. 6, Students must be given reasonable amount of time to do the work. 7, Teacher makes clear how performance will be assessed. It is best that the Scoring Rubric gets presented before work begins. GRASPS of Understanding by Design advocates, Wiggins and Me Tighe, can help you formulate a problem. What does GRASPS mean? It is an acronym that guides teachers in 4 the formulation of an authentic performance task like problem solving. G-oal Role Acudience S-ituation P-roduct or Performance S-tandards. ‘An example is given below: Sample of Performance Task/Problem CREATE AN EXCEL SPREADSHEET SURVEY OAL: Your task is to create an excel spreadsheet, survey by Coe class as to which was their favorite lunch food. ROLE: You are a survey taker and you need to obtain your data by surveying your classmates on your specific food type. 1 : letting your classmates and the school cafeteria AUDIENCE: You a ting yoy i be ie ln von S-ITUATION: The challenge involves gathering data and then displaying that data in an excel spreadsheet. z= PERFORMANCE: You will create an_ excel P-ropuct AND PERTOW ou oviained and share it in @ leter to @ cafeteria manager. SUCCESS: Your product must meet the following displayed in cells and also displayed into a chart. ; (Source: opi.mt.gow/PDF/Curriculum Guides/ Curriculum... Guides/GRASPS) Z| ‘Scanned with CamScanner46 Prncives oF Teacitne 2 (jn TLE) Examples of Problems for Use In. Basle Education i Health Class ~ You live in a community which is having @ problem of an increasing number of youth aleoholics. Several of these young alcoholics ate enrolled students in your high school. Find out the causes and ‘the factors that contribute to the worsening of the problem. Propose solutions to the problem, Biology Class - You have leaned of the negative effects of the use of pesticides in your Biology class. In your community, the use of Pesticides has been a common practice for all the years by farmers who raise vegetables for commercial purposes. How can you help put an end to the use of pesticides? Technology and Livelihood Education Class (Home Economics) ~ The elementary department of your school has a problem of widespread Pediculosis (head lice) among children. This is adversely affecting the performance of these children, Determine the causes of pediculosis. Find out particular behaviors of these children. with lice and practices in these children’s home that contribute to pediculosis. What are the parents doing about the problem? Propose solutions. Science Class — The Amburayan River is now polluted. It was discovered that a mining company has been dumping its waste into the river. The water is murky; there is not much fish anymore to catch and people who go to the river to bathe and wash clothes are suffering from a sort of skin disease. What has happened to the river? Why is the fish stock depleted? Can the skin disease be traced to the polluted river? What solutions do you propose to make the river clear and clean again? 22S ES | | | | 1 &) & ‘my & t 1 ) 1 Project-Based Learning (PrBL/PjBL) Project-Based Leaming, as the name implies involves a project which involves a complex task and some form of student presentation, and/or creating an actual product. It focuses on a production model. The driving force is the end-product, but the key to success is the skills acquired during the process of product production, In other words, the learning effect i much more important than the product itself. Students do. project-based leaming by: 1) defining the purpose of creating the end-product; 2) identifying their audience; 3) doing research on. the topic; 4) designing the product; 5) implementing the design; 6) solving | the problems that arise; and finally 6) coming up with the product. This is followed by a product oa and most important of all, self evaluation and reflection on the product and the enti mare (Schneiderman et al., 1998). ite production process Problem-based learning starts with a real wor! study and ends with proposed solutions. P, awa FE PT , Id problem or case roject-based learning begins Scanned with CamScannerChapter 4 ~ Problom-Basod and Project-Based Leaming 47 Problem. It can be said that ing ends, project-based learning’ begins with a project that is meant to address a where the problem-based leat ‘based learning project-based leaming, Added to arming are the first steps of the these steps are: Students: 1. conceptualize their project design. 2. critique each other's design. 3. revise and finalize their project design. 4. Present their product meant to address the problem or implement the project to solve the problem for those concerned in a program organized for this purpose. They answer questions from the audience. 5. reflect on how they comy ipleted the project, next steps they might take, and what they gained in the process. Let's use the same scenarios given in problem-solving to illustrate project-based leaming. Those in bold are those that make the learning exercise project-based. Problems in Project-Based Learning or Collaborative Project-Based ‘Learning (PrBL/PjBLIC-PBL) Health Class - You live in’a community which is having a problem of an increasing number of youth alcoholics. Several of these young alcoholics are enrolled students in your high school. Find out the causes and the factors that contribute to the worsening of the problem. Propose solutions to the problem. Make one of your proposed solutions a project to address the problem. Present your project before the school head, local officials, teachers, parents, students and others whom you believe are concerned, Biology Class - You have leamed of the negative effects of the use of pesticides in your Biology class. In your community, the use of pesticides has been a common practice for all the years by farmers who raise vegetables for commercial purposes. How can you help put an end to the use of pesticides? Propose solutions. Choose the most feasible among your proposed solutions then turn it into a project design to address the problem. Present your Project before an audience concerned. Technology and Livelihood Education Class (Home Economics) — The clementary department of your school has a problem of widespread pediculosis (head lice) among children, This is adversely affecting the performance of these children. Determine the causes of Scanned with CamScanner48° Prncmes oF TeACING 2 (win TI ) | Pediculosis. Find out particular behaviors of these children with ticg nd practices in these children’s home that contribute to pediculogiy What are the parents doing about the problem? Propose solutions 3 SSS. ~NW Turn the best of your proposed solutions Into a project that can put an end (© the problem, Be ready to present your project before the children, parents and other people concerned. SS ~ The Amburayan River is now polluted. It was discovereg that mining company has becn dumping its waste into the river. The Science clas 4 water is murky; there is not much fish anymore to catch and people | oA Who go o the river to bathe and to wash clothes suffer from a son | %y of skin disease. What has happened to the river?” Why is the fish | stock depleted? Can the skin disease be traced to the polluted river? | 7 What solutions do you propose to make the river clear and clean agai ve iy Turn one of your solutions into a project to save the Amburayan | “2% River and to address the problems that cropped up because of | 7 its pollution. Be ready to present your project before the people | as concerned. | aa / : | pd Some Reminders for PrBL/PjBL/C-PBL to Work | ae In addition to the reminders for Problem-Based Leaming given above, the following are necessary for Project-Based Learning to succeed: | +8 1. Students should be given sufficient time to work on and preset | +g their projects. Pa 2. The presentation of the product or project is not the end of PrBL. | 3. The productproject presentation must lead the students to: a) reflect | '3) on the processes that they undertook, why they succeeded/did not | +e succeed in completing the project; b) next steps they might tke, | ty c) what they gained in the process; and d) how they can further | + improve on the proce a y 3. Encourage the students to employ creative and interesting ways of | |3 presenting their project to sustain the audience’s attention. & Soy Ro ss Nn NS 1. Refer to the K to 12 Curriculum Guide, Choose one performance standard in your field of specialization (for future high school teachers) upon which you can base @ problem to be formulated for problem-based learni 2. Choose another performance standard where you can use PrBL, Or you may want to extend your PBL in #1 to PrBL by coming up with a project to address the problem you selected in #1. Scanned with CamScanner