METHODS AND STRATEGIES OF TEACHING

The learner as an embodied spirit, 1. Word – Linguistic

 Embodied spirit 2. Number/Reasoning –
 Union of sentient body and a rational Logical/Mathematical
soul 3. Picture – Spatial
 Body and soul exist in mutual 4. Body – Bodily-Kinesthetic
dependence (Kelly, 1965) 5. Music – Musical
6. People – Interpersonal
Teaching-learning activities 7. Self – Intrapersonal
 specific transcription of mission, vision, 8. Naturalist – Nature
goals, and core values 9. Existential Intelligence – sensitivity and
FUNDAMENTAL EQUIPMENT OF THE capacity to tackle deep questions about
LEARNER human existence, such as meaning of
Cognitive life; why do we die? How did we get
o 5 senses here?
o Instinct LEARNING STYLES
o Imagination – speculate  Preferred way an individual to process
o Memory information
o Intellect  Persons typical mode of thinking,
Appetitive remembering, problem-solving
o Feelings or emotion
o Rational will (desire of the human 1. Senses Preferences
being) a. Visual Learners (2 types)
i. Visual symbolic –
1. Ability symbolism/written
 Determine the capacity to understand ii. Visual Iconic – interested
and assimilate information for their own in visual imagery
use and application b. Auditory
2. Aptitude i. Listeners – remember
 Student’s innate talent or gift things said to them
 Ascribed ii. Talkers – prefer to talk and
discuss
 Natural capacity to learn certain skills
2. Global-Analytic Continuum
3. Interest
a. Analytic
 Learners vary in activities that are
 Linear
undertaken due to a strong appeal or
attraction  Step-by-step in
processing information
 Activities that are strong appealing to
learners  Specific
4. Family and Cultural Background b. Global
 Students who came from different socio-  Non-linear
economic background manifest a wide  General
range of behavior due ROGER SHERRYS MODEL
5. Attitude 1. Left-brained dominant individual
 Students’ unique way of thinking and  Successive hemisphere style –
reacting respond to word meaning
HOWARD GARDNER’s MULTIPLE 2. Right-brained dominant individual
INTELLIGENCES  Non-linear
METHODS AND STRATEGIES OF TEACHING
 Holistic
 Simultaneous processor
 Respond to tone of voice
The Professional Teacher
 Licensed professional who possesses
dignity and reputation with high moral
values as well as technical and
professional competence
RA 7836 – industrial arts and vocational arts
teachers as considered as teachers
PD 1006 – Guidance counselors and school
librarians are considered as teachers
ARTICLE 14 OF PHILIPPINE CONSTITUTION
 Highest budgetary priority to education
 “Brain-drain” – skilled workers of the
country went to abroad (1970’s) (2nd
event)
 Shortage of Teachers – Thomasites (1st
event)
Professional Teacher following attributes
 Domain 1: Content and Pedagogical
Knowledge
 Disposition of skills
 Teaching to teach for life-long
Varies Assessment Tool – way of assessing
learners
CPD
General – 45 units
2023 – 15 units
MANAGING THE PHYSICAL ENVIRONMENT
1. Furniture Arrangement
 well-arranged, looks-spacious
2. Seating arrangement
 match the seating arrangement with
format and activities
o Traditional – many learners;
one expert
o Horseshoe – for
demonstration; small group
o Modular
o Face-to-face
o Fishbone / Circular
FACILITATIVE ENVIRONMENT
 Encourages people to be active
 Discovery of the personal meaning
data which emphasizes the uniquely
personal and subjective nature of
learning
 Differences are good and desirable
 Recognizes people’s right to make
mistakes
 Project-based method
TAXONOMY OF OBJECTIVES
 Specific
 Measurable
 Attainable
 Relevant
 Timely
VARIABLES IN INSTRUCTIONAL PLANNING
1. Teacher
2. Students
3. Content
4. Learning context
5. Materials / resources – improvised
materials (when the limited resources
are adjusted to meet the objectives)
6. Time
GUIDING PRINCIPLES IN FORMULATING
OBJECTIVES
1. Begin with the end in mind
2. Share lesson objectives with the
learners
3. Lesson objective must be in two or three
domains
4. Work on significant and relevant
objectives
INSTRUCTIONAL OBJECTIVES (Mager)
(used before)
1. Audience
2. Behavior or Performance
3. Condition
4. Degree or Criterion of success
DOMAINS AND LEVEL OBJECTIVES
1. Remembering
 Recognizing; recalling
2. Understand
METHODS AND STRATEGIES OF TEACHING
 Interpreting, explain, inferring
3. Application
 Execute, implement, use
4. Analyze
 Differentiating, organizing,
comparing
5. Evaluating
 Checking, judging
6. Create
 Generating, planning, producing
Connotative – hidden meaning
Denotative – definition from dictionary
PSYCHOMOTOR
1. Perception – sense organs
2. Set – readiness to take a particular
action
3. Guided Response – early stages of
learning a complex (teacher is involved,
scaffolding, imitation and trial & error)
4. Mechanism – habitual response (less
complex)
5. Complex Overt Response – skillfully
performs acts
6. Adaptation – modified to fit special
requirements
7. Origination – create new movement
PSYCHOMOTOR DOMAINS (Alita Harrow,
1972)
1. Reflex – reactions that are learned
2. Fundamental – basic movements
(walking, grasping)
3. Perceptual – response to stimuli
4. Physical Abilities (fitness) – stamina
that must be developed for further
5. Skilled movements – advanced
learning movements
6. Non-discursive – effective body
language
AFFECTIVE “Krathwohl’ Hierarchy of Affective
Domain”
1. Receiving -willingness to pay attention;
aware
2. Responding – reacts voluntarily;
reacting
3. Valuing – arguing, acceptance; attach
worth
4. Organization – alteration; rearrangement
of the value system
5. Characterization – performing; acts in
accordance
KENDALL AND MARZANO’S NEW
TAXONOMY
METHODS AND STRATEGIES OF TEACHING
7 COMPREHENSIOON OR THINKING
SKILLS (Charles Letteri)
1. Analysis
 Field dependence-independence
 Breakdown complex information
2. Focusing
 Ability to select relevant or
important information
3. Comparative analysis
 Reflective-impulsivity
 Ability to select a correct item
from among several alternatives
4. Narrowing
 Breadth of categories
 Ability to identify and place new
information into categories
through its attributes
5. Complex cognitive
 Complex-simplicity
 Integrate complex info
 Long-term memory
6. Sharpening
 Sharpening-leveling
 Maintain distinctions between old
and new
7. Tolerance
 Tolerant-intolerant
 Ability to modify and monitor
 Deal with ambiguous or unclear
information
COGNITIVE FRAMEWORK (Weinstein and
Mayer)
1. Basic Rehearsal Strategies
 Remember names, words, order
of things
2. Complex Rehearsal Strategies
 Knowing what to copy / what to
underline / outline
3. Basic Elaboration
 Relating two or more items;
nouns and verbs
4. Complex Elaboration Strategies
 Analyzing, synthesizing new info
with old info
5. Basic Organizational Strategies
 Category; grouping
6. Comprehension Monitoring
 Checking process recognizing
when one is on the right track or
confused
7. Affective
 Being relaxed yet alert and
attentive
GUIDING PRINCIPLES IN SELECTION AND
ORGANIZATION OF CONTENT
AVIC and SUSI
1. Alignment
2. Validity
3. Integration
4. Continuity
5. Significance
6. Usefulness
7. Scope
8. Interest
PRINCIPLES IN SELECTION AND USE OF
TEACHING STRATEGIES
1. Learning is an active process
2. The more senses, the better the learning
3. A non-threatening atmosphere
enhances learning
4. Emotion has the power to increase
retention and learning
5. Learning is meaningful
6. Good teaching goes beyond recall or
information
7. An integrated teaching approach is far
more effective
8. There is no such thing as best teaching
method
Transdisciplinary – real-life
Intradisciplinary – within subjects
Interdisciplinary – fusion of two subjects
Best IM – Teacher
Prime mover - Teacher
Richest sources – Learners
Heart of instruction – Learners
PRINCIPLES IN DETERMINING LEARNING
ACTIVITIES
METHODS AND STRATEGIES OF TEACHING
P – Learning is a discovery of personal
meaning and relevance of ideas
A – Learning is an active process
C – Clear and high expectations and learning
outcomes
CO – Cooperative and collaborative process
Collaborative – different level (Ex. SDS and
Principals)
Cooperative – same level
PRINCIPLES OF SELECTION OF LEARNING
MATERIALS
- All IMs are aids to instruction. They do
not replace the teacher.
- Choose the IM that best suits your
instructional objectives.
- If possible, use a variety of tools.
- Check IMs before class starts to be sure
it’s working properly.
(NAJEL)
Prepare Yourself
Prepare your student
Present the material
Follow up (objectives)
RA 10533 Enhanced Basic Education Act of
2013
The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative,
and integrative… it shall be learner-
centered, inclusive, developmentally
appropriate.
TEACHING APPROACHES OF THE
SUBJECTS IN THE K-12
1. Learner-centered – primary
consideration
2. Inclusive – taught everybody
3. Developmentally appropriate – spiral,
activities = age
4. Relevant and responsive – self-
sufficiency, significance
5. Research-based – updated, convincing,
persuasive
6. Culture sensitive – diversity
7. Contextualized and global – flexible,
localized, indigenized
8. Constructivist – build upon prior
9. Inquiry-based – students generated
questions
10. Integrative – multidisciplinary
11. Interdisciplinary – ex. Math and
Science
12. Transdisciplinary – connect to real life
13. Mother tongue-based – K-3
BASICS CONCEPTS
 Approach – viewpoint, beliefs towards
teaching
 Strategy – general design of how the
lesson will be delivered
 Method – procedure employed to
accomplish the lesson objective/s
 Technique – style or art of carrying out
the steps of a method (academic
freedom under Magna Carta)
TWO TYPES OF TEACHING APPROACHES
1. Direct Approach (Expository Method)
 Directive (Lecture method)
 Deductive
 Demonstrative (show and tell)
2. Indirect/Guided Approach (Exploratory
Method)
- Focus of K-12 program
 Inductive (discovery learning)
 Exploratory and Inquiry
(investigative work)
 Reflective (interpretations of
experiences using introspection
and analysis)
 Constructivism
 Problem Solving
 Laboratory (hands-on
experiences a bout materials)
 Metacognition
 Project-based (concrete output)
BLENDED LEARNING
- Modular (printing or digitized), online
learning, radio, and television-based
instruction, or a combination of these
(blended learning)
METHODS AND STRATEGIES OF TEACHING
Hybrid – is specific to synchronous lessons
that are taught live and remotely at the same
time (real-time).
Hyflex – flexible version of hybrid
Problem-based Instruction (PBI)
- Authentic/meaning situation
- Employs scientific methods in searching
info
- Authentic investigation – necessitates
students to pursue investigation that
seek real solution to real problems.
- Production of artifacts and exhibits
METACOGNITIVE STRATEGY
 “Meta” means beyond, therefore this
strategy goes beyond cognition
 Make students think about thinking
PEER TUTORING/ PEER TEACHING
1. Instructional Tutoring – older students
help younger students
2. Same age tutoring – more able ones to
assist the less able
3. Monitorial Tutoring – divided into
groups and monitors are assigned to
lead each group
4. Structured tutoring
UNDERSTANDING BY DESIGN, OR UBD
- Is an educational approach. Ubd is an
example of backward design, the
practice of looking at the outcomes in
order to design curriculum units,
performance assessments, and
classroom instruction.
Three Stages:
1. Identify desired results
2. Determine acceptable evidence
3. Create the learning plans
6 FACETS OF UNDERSTANDING
1. Can Explain (generalize, connect)
2. Can Interpret (prove dimension)
3. Can Apply (use)
4. Have perspective (see point of views
through critical eyes)
5. Can empathize (walk in another’s shoes,
value what others do)
6. Have self-knowledge (metacognitive
awareness, know what we don’t know)
WHERETO
- When teachers are developing a plan for
learning, they consider a set of
principles, embedded in the acronym
WHERETO
o Where are we going? Why? What
is expected?
o Hook and hold
o Equip
o Rethink and Revise
o Evaluate
o Tailor
o Organize
Types of discussion procedures
1. Panel form
 Direct, conversational,
interactional discussion among a
small group or expects or well-
informed lay persons
 Participant speak loud enough
2. Symposium form
 More formal than the panel
discussion
 Persons with special competence
deliver uninterrupted speeches
on different aspects of a problem
 Public-speaking program; not
conversational
3. Debate
 Discussion that occurs when
people with different beliefs study
the same problem and arrive at
different conclusions
 More formal type in which each
participant makes a prepared for
or against proposition
4. Round table conference
 Small discussion group seated
face-to-face around a table
 Informal semi-social gathering
METHODS AND STRATEGIES OF TEACHING
SPECIAL TECHNIQUES to insure active
participation in the forum period;
a. Role playing – spontaneous acting out
of problems or situations
b. Case study – another group centered
procedure which presents specific
situations or problems to stimulate
c. Buzz session/brainstorming – dealing
with familiar topic that need group
opinion (circular seating arrangement)
d. Simulation – true stories or actual
scenario will be reenacted; enactment of
a make-believe episode
What is Questioning? Key technique in
teaching “Jacob Kounin”
Purposes of Questions:
1. Arouse interest and curiosity
2. Review content already learned
3. Stimulate learners to ask questions
4. Promote though and the understanding
of ideas
5. Change the mood/tempo, direction of
the discussion
6. Encourage reflection and self-evaluation
7. Allow expressions of feelings
Low-level questions – focused on facts, don’t
test level of understanding or problem-
solving skills. Examples: Who declared
martial law? What important events
happened in WWII?
Convergent questions – focused on
facts (low level – WH questions)
High-level questions – go beyond memory
and factual information more advance,
stimulating and more challenging,
involve abstraction and point of view.
Ex: How and why questions.
(elaboration)
Divergent questions – making ideas
(high level)
Eliciting questions – these are employed
encourage an initial response, more
students to participate in the discussion,
rekindle a discussion
Probing questions – seek to expand or
extend less, justify ideas and clarify
ideas
Closure-seeking questions – used to help
students form conclusions, solutions, or
plans for investigating problems.
GUIDELINES IN ASKING QUESTIONS
o Wait time – interval between asking a
question
o Prompting – use hints and techniques
to assist students to come up whit a
response successfully
o Probing – a qualitative techniques used
for the promotion of effective thought
and critical thinking; provides the
students a chance to support or defend
a stand or point of view
o Commenting/reacting – used to
increase achievement and motivation
CLASSROOM MANAGEMENT
- Integral part of teaching
- Techniques of managing students must
be delivered skillfully by the teacher
- Managerial and disciplinary approach
are directly affected by teacher’s
personality, philosophy and teaching
style.
- Organizing and conducting the business
- Preservation of order and maintenance
of control
Purpose of Classroom Management
- To minimize the occurrences of
discipline
- To increase the proportion of classroom
time devoted to constructive and
productive activity
PRINCIPLES IN CLASSROOM
MANAGEMENT
1. Building good relationship between
teacher and students
2. Setting rules, procedures, and routines
3. Managing self
4. Maintaining appropriate student
behavior
5. Techniques of motivation
METHODS AND STRATEGIES OF TEACHING
Causes of Disciplinary Problems
1. Unfavorable learning conditions
2. Teacher’s poor management skills
3. Students’ varied backgrounds
How to prevent discipline problems
1. Employ more group-oriented
methodologies
2. Use varied teaching technique
3. Develop patience, compassion, genuine
respect, and care for your students
Modes of establishing Discipline Control
1. Discipline is the students’ responsibility.
2. Discipline is the teachers’ way of
establishing a desirable student-oriented
environment for learning.
3. Discipline is coupled with effective
teaching strategies and techniques
4. Discipline is achieved through the
effects of group dynamics on behavior
5. Discipline is believed to be the exclusive
responsibility of the teacher
TYPES OF POWER OF A TEACHER
1. Expert power – when the teacher makes
his students feel that he knows what he
is talking about
2. Referent power – giving students a
sense of belonging and acceptance
3. Legitimate – persons-in-authority
4. Coercive – ability to punish
5. Reward – ability to give rewards (verbal
praise)
Substitute parental authority – grandpa,
cousins
Special parental authority – teacher
APPROACHES IN CLASSROOM
MANAGEMENT
1. Assertive approach
2. Behavior-modification approach
3. Success approach
4. Group guidance approach
5. Group managerial approach
6. Business academic approach
7. Acceptance approach
1. Assertive approach – “Lee and
Canter”
 A model of discipline in which
teachers insists on responsible
behavior by their students
 Teachers specify rules of
behavior
2. Business-academic – “Evertson and
emmer”
 Organization and management of
students
 High degree on “time-on-task”
and “academic engaged time”
3. Behavior-modification – “Watson and
skinner”
 Events in the environment
 Shaped by consequence
 Based on priciples of behavioral
psychology. “all behavior is
learned” (Sulzer and Mayer)
4. Group-managerial – “Jacob Kounin”
 The importance of responding
immediately to group students’
behavior
 Ripple effect – if a misbehavior
goes unnoticed, ignored, or
allowed to continue
5. Acceptance Approach
 Rooted in humanistic psychology
 Every person has a prime need of
acceptance
 Based on the democratic model
of teaching in which the teacher
provides leadership by
establishing rules and
consequences but at the same
time allows a student to
participate in decision making
6. Success Approach
GOOD CLASSROOM TECHNIQUES
1. Overlapping – attend to multiple
situations students at the same time
2. Withitness – the teacher should have
the skill to be able to know what is going
on
 Ripple Effect – domino effect
 Pygmalion effect / Rosenthal – expected
METHODS AND STRATEGIES OF TEACHING
 Hawthorne effect – being observed / we
do our best when someone is observing
 John Henry effect
 Placebo effect
 Halo effect
GROUP ELEMENTS TO BE CONSIDERED
TO MAINTAIN A GOOD DISCIPLINE:
1. Dissatisfaction with classroom work
 Too easy or too difficult
 Assignment poorly planed or
explained
2. Poor interpersonal relations
 Problems cause by tensions
among individuals, cliques,
subgroups
 Student-teacher friction
3. Disturbance in group climate
 Punitive, tinged with partiality
favoritism, too competitive,
 Reject who do not fit in
4. Poor group organization
 To much autocratic pressure, too
little supervision
 Standards too high or low, too
many rules or too unstructured
5. Sudden change and group emotion
 High level of anxiety (just before
exam period)
 Unusual depression, fear, or
excitement
MANAGEMENT STYLES
1. Reactive – solving problems after they
rise
2. Proactive – preventing problems before
they arise
FOUR MISTAKEN GOALS
1. Attention seeking
 Students misbehave for attention
 Want teacher to pay attention to
them
 Disrupt, ask special favors, need
constant help
2. Power seeking
 Feel that defying adults in the
only way they can get what they
want
 If you don’t let me do what I want,
you don’t approve of me”
3. Revenge seeking
 Hurting others makes up for
being hurt
4. Display inadequacy
 Students feels helpless, failures
 Withdrawn
 Play stupid, refuse to respond to
motivation or participation
Group focus is the process where the whole
class is involved with the use of the teacher’s
alerting techniques.
1. Antiseptic bouncing
2. Humor effect
3. Proximity control and touch control (best
among these techniques)
4. Interest boosting
5. Signal interference
6. Planned ignoring
7. Direct appeal
Classroom management as time
management
1. Mandated time
2. Allocated time
3. Instructional time
4. Engaged time
5. Academic Learning time
CLASSROOM/MANAGEMENT ROUTINE – a
set of procedure for handling both daily
occurrence and minor interruptions of
instruction.
Ex. Checking of attendance, distribution
of materials, submission of papers,
coming in and out the classroom, use of
hallway pass
TIME MANAGEMENT
1. Mandated Time
 Number of days and hours in the
school calendar
 From DepEd to principal to
advisers
METHODS AND STRATEGIES OF TEACHING
2. Allocated Time 3. Practice
 Total time allotted for teaching, 4. Processing
learning, and routine classroom
Principles in the of Homework
procedure
1. The purpose of homework and
 (Subject time)
outcome of homework should be
3. Instructional Time
identified and articulated.
 The time wherein teaching and 2. Homework tasks should be
learning actually takes place differentiated by:
4. Engaged Time
 Difficulty or amount of work
 Called “time on task”
 By the amount of scaffolding
 (Activity time) provided
5. Academic Learning Time  Learners’ learning style on
 It occurs when students: interest
i. Participate actively 3. Parent involvement in the homework
ii. Successful in learning should be kept to a minimum (facilitator
activities = role).
 Effective classroom management 4. If homework is assigned, it should be
maximizes academic learning commented on.
time and minimizing disciplining 5. More from grading to checking. “Focus
time on feedback”
TEACHER PITFALLS THAT AFFECT 6. Establish and communicate a homework
EFFECTIVE MANAGEMENT OF policy. (Students)
CLASSROOM 7. Establish a homework support program
1. Dangle/Dangling (announced usually during PTA
 Issues or question left unfinished, meetings – Parents)
gave another
2. Truncation
 Same as dangle but the teacher
does not resume the activity, then
dropped it all together
3. Flip flop
 Informal, sudden, unexpected
reversal, go back
4. Over-dwelling
 Giving too much time or
attention to something longer
than required
5. Thrust
 Teacher’s sudden “bursting in”
on students’ activities
HOMEWORK – an extension of the classroom
when done properly homework leads to
mastery
Function of Homework
1. Pre-learning
2. Checking for understanding