Unit 1

The Learner’s Development & Environment

FS 1 – Episode 1

The School as a Learning Environment

Are you still familiar with the different areas & facilities in our school (TLC). Check the column to indicate their
availability. Give a brief description of those that are available.

Available Not Available Description

1. Office of the
principal
2. Library
3. Guidance Room
4. Canteen
5. Medical Clinic
6. Audio Visual/
Media Center
7. Reading Center
8. Speech
Laboratory
9. Science Lab.
10. Gymnasium
11. Auditorium
12. TVL Room
13. PTA Office
14. Comfort Room
for Boys
15. Comfort Room
for Girls

Answer these:
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus & the condition of the buildings.
3. What are the other facilities that the school has that are not listed?
Write your analysis:
4. How do the school campus & the classroom in particular impact on the learning of pupils/students?
5. How does this relate to your knowledge of child & adolescent development?
6. How does this relate to your knowledge of Facilitating Learning?
7. Would you like to teach in the same school environment? Why? Why not?
8. What kind of school campus is conducive to learning?
9. What kind of classroom is conducive to learning?

Episode 2
 The Learner’s Characteristics & Needs

Activity 1

Learner’s Development Matrix

Development Domain Pre-schooler Grade Schooler Secondary Student

Age___ Age___ Age___
A. Physical

Gross Motors Skills

Fine Motor Skills
Self-help Skills
Others
B. Social

Interaction with adults

Interaction with peers &
friend
Interests
Others
C. Emotional

Moods & temperament,

expression of feelings.
Emotional independence
Others
D. Mental/Cognitive

Cognitive Skills
Thinking Skills
Problem Solving Skills
Others
Activity 2 – Analysis

Review the characteristics of the learners you observed. Write the most salient development characteristics of
these learners. What do you think are the implication of these characteristics in the teaching-learning process.

Level Salient Characteristics observed Implications to the teaching-learning

1. Pre School
Age___

2. Grade School
Age___

3. Secondary
Age___

Reflections

1. Did you recall your own experiences when you were their age? What similarities or differences do you have
with the learners you observed?
In my preschool age and grade school as do I recall how the first day of school was and it was a time where I am
afraid to be alone and meet other people other than my family and playmates. As time passes by, we do learn many
things in Day Care Center together with my teacher. We sang many songs, played games, wrote letters and many
more. But the difference is that now preschoolers is they are more on electronic devices and teacher use it when they
are teaching. I remember those days when I was in my secondary years. There’s a lot of similarities and differences I
remembered. The similarities are when you are curious of everything that you first time heard and see. Not listening
to the teacher, got bored in class and many of doings that students I’ve observed. The differences are that even
though I’m not listening and got bored sometimes in class I still coming up with the lesson.
2. Who was that teacher who helped you to developed the different characteristics that you possess? How
does it affect you?
To be honest I can’t give answer to these question because of all the teacher that I’ve been meet, all of them helped
me to develop the different characteristics that I possess now. All of them has an effect to me while I’m studying and
developing my characteristics. All of them influence me to pursue on what I’m doing, to continue for being who I am.
Try to read & clip some theories of development. As a future teacher how will these theories guide you?
The theory of cognitive development by Jean Piaget: Intellectual and Developmental. It helped me understand the
vast differences of every learner in every aspect in learning. Like what my professors always tells us that no children
is alike. They learn at their own level, speed and motivation. It also depends on his/her personal experiences and the
environment which he/she is exposed.

Episode 3 – Individual Differences & Learner’s Interactions

Activity 1

1. State these major factors of students’ diversity.

2. Discuss the implications of each factor in the teaching-learning process.
Cultural Background: Students come from diverse cultural backgrounds, which encompass aspects such as
language, customs, traditions, and values.
Implications: Students from diverse cultural backgrounds may have different communication styles, values, and
ways of learning. Teachers should incorporate culturally relevant content and teaching strategies to make
learning more relatable and inclusive.
Ethnicity and Race: Differences in ethnicity and race can lead to diverse perspectives and experiences among
students.
Implications: Ethnic and racial diversity enriches the classroom with varied perspectives and experiences.
Teachers should create an inclusive environment where all students feel valued and represented, addressing
potential issues of discrimination or bias.
Socioeconomic Status: Socioeconomic factors, including income levels, parental education, and access to
resources, can greatly impact students' experiences in education.
Implications: Socioeconomic disparities can impact access to resources and opportunities. Teachers should be
aware of these differences and provide additional support to students facing economic challenges to ensure
equal access to education.
Gender Identity and Expression: Gender diversity includes variations in gender identity, expression, and
experiences, which can affect how students interact with their peers and engage in learning.
Implications: Gender diversity requires creating a safe and inclusive space for all students, respecting their
preferred pronouns and identities. Teachers should avoid gender stereotypes in teaching materials and
interactions.
Sexual Orientation: Diversity in sexual orientation can impact students' social interactions and experiences in
educational settings.
Implications: Creating an LGBTQ+ inclusive environment ensures that students feel safe, respected, and
supported in their educational journey. Teachers should address any instances of homophobia or discrimination
promptly.
Ability and Disability: Students may have physical, cognitive, or sensory disabilities, which can influence their
learning styles and requirements.
Implications: Inclusive education is crucial, requiring teachers to adapt teaching methods and materials to
accommodate students with disabilities. This may involve providing assistive technology, alternate formats, or
additional support.
Language and Linguistic Diversity: Differences in language proficiency and multilingualism can be a significant
factor in diversity, affecting communication and learning.
Implications: Recognizing linguistic diversity is essential for English language learners and students who speak
different languages at home. Teachers can employ strategies like bilingual education and ESL programs to
bridge language gaps.
Religious and Spiritual Beliefs: Students may come from diverse religious or belief backgrounds, which can
influence their values, behaviors, and perspectives on various issues.
Implications: Teachers should respect and accommodate students' religious practices and beliefs while
maintaining a secular and inclusive learning environment that welcomes all faiths.
Age: Students of different ages, from young children to adults, have varying educational needs and perspectives.
Implications: Age diversity may require differentiated teaching methods and expectations, especially in multi-age
classrooms. Teachers should adapt their approaches to meet the developmental needs of students of different
ages.
Geographic and Regional Background: Whether students come from urban, suburban, or rural areas can affect
their access to educational resources and opportunities.
Implications: Geographic diversity can provide unique insights and perspectives. Teachers should incorporate
regional perspectives into the curriculum and encourage students to share their experiences.
Educational Background: Students may have different levels of prior education or educational experiences that
influence their readiness for academic challenges.
Implications: Understanding students' prior educational experiences helps teachers identify gaps in knowledge
and tailor instruction to meet individual needs, ensuring a smoother learning process.
Family Structure: Variations in family structures, such as single-parent households, blended families, or same-
sex parent families, contribute to diversity.
Implications: Teachers should be sensitive to the diversity of family structures and dynamics, ensuring that
assignments and activities consider different family situations and provide a supportive environment for all
students.
Immigration Status: Students may have different immigration statuses, including citizens, permanent residents,
refugees, or undocumented individuals, which can impact their access to education and support services.
Implications: Immigrant and refugee students may face unique challenges related to language, culture, and legal
status. Teachers should provide additional support and resources to help them adapt and succeed academically.
Learning Styles and Preferences: Diversity in how students learn, their cognitive abilities, and their preferred
learning modalities can affect their performance and engagement in the classroom.
Implications: Recognizing and accommodating diverse learning styles can enhance student engagement and
understanding. Teachers should use varied teaching strategies to address visual, auditory, kinesthetic, and other
learning preferences.
Interests and Hobbies: Diverse interests, talents, and extracurricular activities among students contribute to a
rich and varied school community.
Implications: Incorporating students' interests and hobbies into the curriculum can boost motivation and
engagement, making learning more enjoyable and relevant.
Personality and Temperament: Life experiences, such as travel, personal challenges, and unique family
backgrounds, contribute to students' individual perspectives and worldviews.
Implications: Teachers should be attentive to students' personalities and temperaments, adapting their teaching
methods to create a positive and respectful learning environment for all personality types.
 Health and Well-being: Students' physical and mental health, including chronic illnesses or mental health
conditions, can impact their ability to participate in educational activities.
Implications: Health challenges, whether physical or mental, may require special accommodations and support.
Teachers should work closely with counselors and support staff to address the unique needs of students with
health-related issues.
Technology Literacy: Disparities in access to technology and digital resources can affect students' ability to
participate in online learning and engage with modern educational tools.
Implications: Recognizing varying levels of technology proficiency, teachers should provide training and support
as needed to ensure all students can effectively use digital tools for learning.
Relational Diversity: Relationships with peers, family, and community members can vary widely among students,
influencing their social and emotional well-being.
Implication: Relationships with peers and family members can impact students' emotional well-being and
classroom dynamics. Teachers should promote positive relationships, address conflicts, and provide support
when needed to maintain a healthy learning environment.
In summary, recognizing and addressing the implications of students' diversity in the teaching-learning process is
essential for creating inclusive and equitable educational environments where all students have the opportunity
to thrive and succeed. This requires teachers to be culturally competent, adaptable, and sensitive to the unique
needs and backgrounds of their students.
3. Suppose you are teaching a heterogeneous class how will you bridge the gap between the__
a. Achiever & non or least achievers
b. Active & reflective learners
c. Students with identity or gender crise
As an educator, it can be challenging to meet the needs of all learners in a diverse classroom. However, there are
various strategies that can be implemented to bridge the gap and support student success. Here are some effective
techniques:
For achievers and non-achievers, consider differentiated instruction, small group activities, individualized learning
plans, formative assessments, and creating a supportive environment that encourages learning.
For active and reflective learners, incorporate a mix of activities, provide choice and flexibility, use strategies like
"Think-Pair-Share," gradually increase task complexity, and provide constructive feedback.
For students with identity or gender crises, ensure inclusive curriculum and teaching materials, create a safe and
respectful environment, affirm and support preferred names and pronouns, educate yourself and your students, and
encourage open dialogue.
Remember, flexibility and empathy are essential when bridging gaps in the classroom. Be open to feedback and
adapt your teaching strategies to meet diverse student needs. Building a supportive and inclusive classroom
environment is crucial for every student to feel valued and empowered to learn.

Episode 4 – Home-school Link

Activity 1
1. From your lesson in Child & Adolescent Development, what family factors contribute to the development
over- all adjustment of the learner in school?
Several family factors can significantly contribute to the overall adjustment and development of a learner in
school. These factors play a crucial role in shaping a child's academic performance, social interactions, and
emotional well-being. Some key family factors that influence a learner's development and adjustment in school
include:
1. **Parental Involvement**: Active and supportive parental involvement in a child's education can have a
positive impact on their academic success. When parents engage in activities like helping with homework,
attending school events, and showing interest in their child's education, it fosters a sense of importance and
encourages the child to excel in school.
2. **Parenting Style**: The parenting style adopted by parents can affect a child's behavior and school
performance. Authoritative parenting, which combines warmth and clear boundaries, tends to be associated with
positive outcomes, whereas overly permissive or authoritarian parenting styles can lead to challenges in
adjustment.
3. **Family Socioeconomic Status (SES)**: The family's socioeconomic status can influence a child's access to
educational resources, such as books, tutoring, and extracurricular activities. Higher SES families often have
more resources to support their child's learning, while lower SES families may face challenges that impact
adjustment in school.
4. **Family Stress and Stability**: Family stressors, such as divorce, financial difficulties, or conflicts, can impact
a child's emotional well-being and ability to focus on school. A stable and supportive family environment is
generally conducive to better adjustment.
5. **Family Communication and Relationships**: Open and healthy communication within the family helps
children develop strong social and emotional skills. A supportive and nurturing family environment fosters
positive relationships, which can translate into better social adjustment at school.
6. **Cultural and Ethnical Background**: Cultural and ethnic factors can influence a child's identity, values, and
beliefs. Understanding and respecting a child's cultural background is important for their self-esteem and overall
adjustment in a diverse school setting.
7. **Family Expectations and Aspirations**: Family expectations regarding academic achievement and career
aspirations can motivate or pressure a child. Setting realistic and supportive expectations helps learners feel
confident and motivated to succeed.
8. **Family Educational Values**: A family's emphasis on the importance of education can significantly influence
a child's attitude toward learning. Families that value education and express this value tend to have children who
are more engaged in school.
9. **Family Role Models**: Positive role models within the family, such as older siblings, parents, or extended
family members who value education and demonstrate success, can inspire the learner to strive for academic
achievements.
10. **Family Support Networks**: The presence of a strong support network within the family, including
grandparents, aunts, uncles, and cousins, can provide emotional and logistical support that contributes to a
child's overall adjustment and well-being.
11. **Access to Educational Resources**: Families that can provide access to books, educational technology,
and educational experiences outside of school can enhance a child's learning and development.
It's important to note that these family factors interact with each other and with other external factors, such as
school environment and peer relationships, to shape a learner's overall adjustment and development. Educators
and schools can also play a role in supporting students who may face challenges related to family factors by
providing appropriate interventions and resources to ensure their success.
2. Does the communication between the home-school have an effect on the learner? What are these effects?
Yes, the communication between the home and school can have a significant effect on the learner. Effective
home-school communication is essential for promoting a child's academic success, social and emotional well-
being, and overall development. Here are some of the key effects of communication between the home and
school:
1. **Academic Achievement**: Positive and open communication between parents and teachers can lead to
better academic outcomes for students. When parents and teachers collaborate, they can identify and address
learning challenges early, provide additional support, and tailor instruction to meet the student's needs.
2. **Student Motivation**: When parents are informed about their child's progress and achievements at school, it
can boost the student's motivation to perform well. Knowing that their efforts are recognized and appreciated by
both their family and school can be highly motivating.
3. **Behavior and Discipline**: Effective communication helps address behavioral issues more successfully.
Parents and teachers can work together to develop consistent disciplinary strategies and expectations,
promoting a positive and respectful classroom environment.
4. **Emotional Well-being**: Communication between home and school can provide insights into a child's
emotional well-being. Teachers can share concerns or observations with parents, and parents can offer support
and guidance, ensuring that any emotional challenges are addressed promptly.
5. **Parental Involvement**: A strong home-school partnership encourages parental involvement in a child's
education. When parents are actively engaged in their child's learning, it sends a powerful message that
education is valued and important, which can positively influence the student's attitude toward school.

6. **Sense of Belonging**: Effective communication helps students feel that their family and school are working
together to support their success. This sense of belonging can enhance a student's self-esteem and overall well-
being.
7. **Early Intervention**: Communication allows for the early identification of learning disabilities or special
needs. When parents and teachers collaborate on assessment and intervention strategies, students can receive
the support they need as soon as possible.
8. **Conflict Resolution**: In cases where conflicts arise, open communication provides a platform for parents
and teachers to resolve issues constructively. Resolving conflicts positively helps maintain a positive learning
environment for the student.
9. **Feedback and Support**: Parents can provide valuable insights into a child's strengths, weaknesses, and
interests, which can inform teaching strategies. Teachers can offer guidance to parents on how to support their
child's learning at home.
 10. **Customized Education**: Effective communication enables teachers to tailor instruction to a student's
individual needs and learning style, ensuring that the child receives the most effective and engaging education
possible.
11. **Parent-Teacher Relationships**: Building positive relationships between parents and teachers can lead to a
supportive and collaborative atmosphere that benefits the learner. Students often thrive when they see their
parents and teachers working together.
12. **Transition Support**: During times of transition, such as moving to a new grade, school, or educational
program, communication can ease the transition process and reduce anxiety for the student.
In summary, effective communication between the home and school is a vital component of a child's educational
journey. It can positively impact academic achievement, social and emotional development, behavior, and the
overall well-being of the learner. Establishing and maintaining open channels of communication is essential for
fostering a supportive and productive educational environment.

Activity 2

Reflect on your own development as a child.

1. What type of parenting did you experience? How did it affect you?
As a child, I can recall that at first, I experienced authoritarian parenting up until middle elementary. It affected
me greatly, because honestly, I developed the sense of hate and loneliness that built up inside of me. I wanted a bit
of freedom that they usually don’t give me. They always made me follow all their rules without complaint and most of
my offenses are met with punishment Now, it was totally different, sometimes I still can’t do what I wanted without
their consent, when I want, where I want. But sometimes they let me do what I want. Now that I’m 21 I know what I
should do, and I’m not getting any younger. I have all the reasons now to change and do things right. I have a great
mother and father who gives me what I need even if at times I’m doing things the wrong way. My friends who bring up
the sun against the stormy days and my teachers who guide me to the right path that I have missed for so long. I
never regretted anything. If there is any lesson that I learned from my development as a child up to now. It is “Time is
one thing in this world that we cannot recycle, never let the opportunities come and go like the wind,” grab it, it’s
worth it to try and take risk.
2. As a future teacher, how would you establish good home-school collaboration?
As a future teacher, I will talk with the parents and stakeholders with respect and approach them nicely for in this
way will be in the benefit of all especially the learner. If I can establish a good home-school link, I can be able to work
better and help the primary concerns of the parents and learners to the school. I can identify their needs easily and
make the right adjustments best suited to help them and provide sufficient information to the parent about their child’s
progress in school. Without this kind of link in communication or link in school and home, the child’s improvement can
be lessened as well as the effectiveness of my teaching stra tegies will be held to a minimum. The child can better be
understood if the parents and teachers work together with ease and this will be the bridge to a child’s success in their
performance in school.
3. How can you work well with the parents?
4. How can you help them?
5. How can they help you?
Challenges
1. Make a creative visual insight about the influence of the home school to the learner. Have separate sheet for
this.
2. Make your own acrostic about the home school link.
H-Helping to
O-Organize a
M-Meaningful
E-Environment for learners

S-Shares
C-Cares and
H-Hopes to
O-Open up
O-Opportunities to make
L-Learning better

L-Loving and
I-Immensely
N-Nurtures the
K-Kids for the future

Unit 2 – Experiencing the Teaching-Learning Process

Episode 1- Activity 1

Principles of Learning Application of the principle

1. Effective learning begins with setting clear &
high expectations of Learning Outcomes.
2. Learning is an active process.
Introduce the objective of the lesson first. As an
educator, it is important to communicate the learning
objectives and outcomes to your students at the start
of every course or lesson. This will help them
understand what is expected of them and what they
are supposed to achieve. Furthermore, it is crucial to
inspire your students to set high expectations for
themselves when it comes to their learning
outcomes, which will foster a sense of motivation and
commitment to their studies.
Student-centered activity. Teachers should design
lessons that actively engage students through hands-
on activities, discussions, problem-solving exercises,
and group projects. Students must take responsibility

3. Learning is the discovery of personal
meaning & relative ideas.
4. Learning is a cooperative & collaborative
process.
for their own learning by actively participating in
class, asking questions, and seeking additional
resources when needed.
Educators can enhance student learning by relating
the curriculum to real-life situations and personal
experiences. For instance, teaching history by linking
it to current events. Students should be encouraged
to make personal connections with what they are
learning, by relating new information to their own
interests, experiences, and goals. Reflection on the
lesson can also help students in generalizing the
knowledge acquired.
Student activity through group work and
presentations.
As part of their teaching methods, teachers can
include group work, peer teaching, and collaborative
projects. These activities enable students to learn
from each other, encouraging them to work together,
share their ideas, and gain knowledge. Additionally,
these activities develop teamwork and
communication skills among students. Therefore,
students should be encouraged to collaborate and
learn from their peers.

Analyze:
1. Do you agree with these principles of learning? Why? Why not?
I totally agree with these learning principles. Learning should be something we actively participate in together
and work together on. It's important that we find meaning and relevance in what we're learning. If we stick to
these principles, we can make the classroom a more enjoyable and effective place for all of us. It'll help take
some of the stress off our teachers and encourage a love of learning for everyone involved.
2. Create your own principles of learning.

Episode 2 – Intended Learning Outcomes

Intended learning outcomes or lesson objectives set the direction of the lesson. They serve as a guiding star;
therefore, they must be written the SMART way. They should also be formulated in accordance with the time-tested
principles.
Activity 2

Intended Learning Outcomes Explain the relevance in the lessons

1. Begin with the end in mind.
It is essential to have a clear understanding of the
goals you want your students to achieve by the end
of a lesson or course. This principle stresses the
importance of starting with the end in mind to ensure
that your teaching is purposeful. Before designing
the curriculum, educators should define specific ILOs
for each lesson. This way, they can plan their

2. Share the lesson objective with students.
3. Lesson objectives/ Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-Oriented & Time Bounded
instruction, assessments, and teaching methods
effectively to ensure that students meet their
objectives. Knowing the desired outcomes is crucial
in ensuring that educators can provide their students
with the best possible education.
It is important to maintain transparency in education.
By sharing lesson objectives with students, they can
comprehend what they are supposed to learn and
accomplish during the lesson. When students are
informed about the ILOs, they can participate actively
in their learning process, establish personal goals,
and keep track of their progress. This approach
encourages a sense of responsibility and drive in
their education.
To be effective, ILOs (Instructional Learning
Objectives) should be SMART, which stands for
Specific, Measurable, Achievable, Relevant, and
Time-bound. When creating lesson plans, educators
should make sure that the ILOs are specific and
measurable so that progress can be tracked by both
teachers and students. This also enables educators
to design assessments that accurately determine
whether the objectives have been met. Achievable
objectives ensure that students are motivated and
confident in their ability to achieve them. Result-
oriented ILOs focus on the desired outcomes and
impact of the learning, helping students see the
relevance of their efforts. Lastly, time-bound
objectives provide a clear timeframe for achieving the
goals, which helps in planning and prioritizing
learning activities.

Activity 4
Fill up the activity sheet. Create an activity that would fit in the different cognitive activities. You may also
add question or two.

Bloom’s level of processing cognitive activities Learning activities

1. Remembering Memorization
Examples: Recalling facts, dates, names, or
definitions. This involves rote memorization and
retention of information.
2. Comprehending Understanding
Examples: Explaining concepts in your own words,
summarizing information, translating information from
one form to another (e.g., from text to a diagram),
and interpreting data.
3. Applying Applying knowledge or skills
Examples: Using learned principles, theories, or
methods to solve problems or complete tasks. This
 involves the practical application of knowledge.
4. Analyzing Analyzing and breaking down information
Examples: Breaking down complex information into
its component parts, identifying patterns,
relationships, and cause-and-effect relationships,
and distinguishing between different elements.
5. Evaluating Making judgments and assessments
Examples: Critically assessing the validity of
arguments, theories, or information. Evaluating the
quality and credibility of sources. Forming opinions
and making informed decisions based on evidence.
6. Creating Generating new ideas, products, or perspectives
Examples: Creating original works, designs, or
solutions. Developing innovative solutions to
complex problems. Combining elements in novel
ways to produce something new.

Kendall’s & Marzano Level of Processing Learning activities

1. Retrieval a. Information
b. Mental procedures
c. Psychomotor procedures
2. Comprehension Explaining concepts, summarizing information,
translating information into different forms, or
interpreting data.
3. Analysis Breaking down complex information into its
component parts, identifying patterns, relationships,
and cause-and-effect relationships, and
distinguishing between different elements.
4. Knowledge utilization Applying knowledge and skills to solve problems,
make decisions, or complete tasks in real-world
situations.
5. Meta-cognitive system Monitoring and regulating one's own cognitive
processes, including planning, setting goals, and
evaluating progress.
6. Self-system Developing self-awareness, self-motivation, and a
sense of identity as a learner. This involves setting
personal goals, managing time effectively, and
adapting learning strategies to one's own needs and
preferences.

Episode 3 Teaching Approaches & The K to 12 Curriculum

Activity 1
Explain the different teaching approaches.

1. Constructivist
 In constructivist teaching, learners actively construct their own understanding and knowledge through
hands-on experiences, problem-solving, and critical thinking. It encourages students to explore and discover
concepts on their own.
Methods: Teachers provide opportunities for exploration, group discussions, and open-ended projects where
students construct their knowledge based on their experiences.

2. Inquiry based
Inquiry-based teaching focuses on encouraging students to ask questions, investigate topics, and solve
problems independently. It promotes curiosity, critical thinking, and the scientific method.
Methods: Teachers pose open-ended questions, guide students in designing
experiments, and facilitate research projects that require students to inquire, analyze
data, and draw conclusions.
3. Developmentally-appropriate
This approach considers the developmental stages and readiness of students. It tailors teaching methods,
content, and expectations to match students' physical, cognitive, and emotional development.
Methods: Teachers adapt curriculum and teaching strategies to align with students'
developmental needs, ensuring that tasks are neither too easy nor too challenging.
4. Reflective
Reflective teaching involves educators regularly examining their own teaching practices and making adjustments
based on self-assessment and feedback from students. It encourages continuous improvement.

Methods: Teachers engage in self-reflection, gather student feedback, and seek professional
development opportunities to enhance their teaching skills.

5. Inclusive
Inclusive teaching aims to create equitable and accessible learning environments for all students, regardless of
their abilities, backgrounds, or characteristics. It emphasizes diversity and inclusion.

Methods: Teachers adapt curriculum materials, teaching methods, and assessments to

accommodate diverse learning styles and needs, fostering a sense of belonging for all
students.

6. Collaborative
Collaborative teaching involves educators working together to plan and deliver instruction. It can also involve
students collaborating on projects and problem-solving.

Methods: Teachers co-plan lessons, share responsibilities, and combine expertise to

enhance the learning experience. Students engage in group work and projects that require
teamwork and cooperation.

7. Integrative
Integrative teaching combines multiple subjects or disciplines to create a holistic learning experience. It helps
students see connections between different areas of knowledge.
 Methods: Teachers design interdisciplinary lessons that merge content from various
subjects, emphasizing how they relate to each other and real-life applications.

8. Contextualized & Global

This approach contextualizes learning in real-world settings and emphasizes global perspectives. It prepares
students for an interconnected and culturally diverse world.

Methods: Teachers use real-life examples, case studies, and global issues to make learning
relevant. They may incorporate international perspectives and global awareness into the
curriculum.

Activity 2
If you are to teach using the deductive method, write the different steps. Write also the steps of an inductive
method. No guessing read Principle of Teaching I or II.

Deductive Teaching Method:

The deductive method is a top-down approach where the teacher starts with a general
concept or rule and then provides specific examples or applications. This method is
often used when teaching abstract concepts or principles.

1. Introduction:
 Begin by presenting a general concept, rule, or theory to the students. This
serves as the main idea or principle that will be explored in the lesson.
2. Explanation:
 Provide a clear and detailed explanation of the general concept or rule.
This explanation should be concise and easy to understand.
3. Examples:
 Offer specific examples or instances that illustrate the general concept or
rule. These examples should demonstrate how the principle is applied in
different situations.
4. Practice:
 Engage students in exercises or activities that require them to apply the
general concept or rule to solve problems or answer questions.
5. Feedback:
 Provide feedback and guidance as students work on the practice exercises.
Address any misconceptions or questions that arise.
6. Conclusion:
 Summarize the key points of the lesson and reiterate the general concept
or rule. Emphasize the importance of understanding and applying this
principle in various contexts.
Inductive Teaching Method:

The inductive method is a bottom-up approach where the teacher starts with specific
examples or observations and then guides students to discover a general concept or
principle. This method is often used when encouraging critical thinking and problem-
solving.

1. Observation:
 Present specific examples, data, or observations to the students. These
examples should raise questions or curiosity about a broader concept.
2. Pattern Recognition:
 Encourage students to identify patterns or commonalities among the
specific examples. What similarities or trends do they notice?
3. Hypothesis Formation:
 Guide students to formulate hypotheses or generalizations based on their
observations and pattern recognition. What conclusions can they draw
from the examples?
4. Testing and Exploration:
 Have students test their hypotheses by applying them to new examples or
situations. Encourage experimentation and exploration.
5. Discussion and Analysis:
 Foster discussion and critical analysis among students. Allow them to
share their findings, compare results, and refine their understanding.
6. Generalization:
 Help students arrive at a general concept or principle based on their
observations, pattern recognition, and testing. This generalization should
be derived from their own discoveries.
7. Application:
 Encourage students to apply the newly discovered concept or principle to
solve problems or analyze other situations.

Both deductive and inductive methods have their merits and are suitable for different
teaching objectives and content areas. The choice of method depends on the desired
learning outcomes and the nature of the subject being taught.

Activity 3
What are the guiding principles for the selection of teaching methods & the use of strategies?
What is the best method? Is there such a thing?
The selection of teaching methods and the use of strategies should be guided by several key
principles, and the choice of the "best" method depends on various factors, including the learning
objectives, the subject matter, the characteristics of the learners, and the specific educational context.
Here are guiding principles for selecting teaching methods and strategies:

1. Alignment with Learning Objectives:

 Choose methods that align with the desired learning outcomes. Different methods
may be more suitable for achieving specific objectives, such as imparting knowledge,
fostering critical thinking, or developing practical skills.
2. Student-Centered Approach:
 Prioritize student engagement and active participation. Encourage students to take
ownership of their learning and be actively involved in the learning process.
3. Adaptability:
 Be flexible and willing to adapt your teaching methods based on the needs and
preferences of your students. Recognize that different learners may benefit from
different approaches.
4. Variety and Diversity:
 Use a variety of teaching methods and strategies to cater to diverse learning styles
and abilities. A mix of approaches can keep students engaged and provide multiple
avenues for understanding.
5. Assessment and Feedback:
 Ensure that assessment methods align with the teaching approach. Assess and
provide feedback on student learning to inform instruction and improve the learning
experience.
6. Clear Communication:
 Communicate the purpose of the chosen method to students. Ensure that students
understand the relevance of the method to their learning and how it connects to the
overall curriculum.
7. Active Learning:
 Promote active learning by incorporating methods that require students to think
critically, solve problems, and apply knowledge in practical contexts.
8. Inclusivity and Equity:
 Consider the diverse needs and backgrounds of your students. Choose methods that
promote inclusivity and equity, ensuring that all students have equal opportunities
for success.
9. Evidence-Based Practice:
 Base your choice of teaching methods on research and evidence of effectiveness.
Stay informed about current pedagogical research and best practices.
10. Reflect and Improve:
 Continuously reflect on your teaching methods and seek feedback from students. Be
open to making improvements and adjustments to enhance the learning experience.

Regarding the question of the "best" teaching method, it's essential to recognize that there is no
universally superior method that applies to all situations. The effectiveness of a teaching method
depends on various factors, including the learning goals, the subject matter, the students' prior
knowledge, and the context in which it is applied. Effective teaching often involves a combination of
methods and strategies tailored to meet specific educational objectives.

In summary, the best teaching method is the one that aligns with the learning goals, engages
students effectively, and considers the unique characteristics of the learners and the subject matter.
Effective teaching is adaptable and flexible, utilizing a range of methods to create a rich and
engaging learning experience.

Episode 4 Effective Questioning & Reacting Techniques

Activity 1
Write a question for each type:
1. Convergent (factual/low level)
2. Divergent (high order/open ended)
3. Evaluation
4. Inference
5. Comparison
6. Affective
Convergent (Factual/Low-Level):
Question: "What is the capital of France?"
Divergent (High Order/Open-Ended):
Question: "How might advancements in artificial intelligence impact the job market in the next decade?"
Evaluation:
Question: "Assess the strengths and weaknesses of the proposed environmental policy in terms of its impact on
biodiversity."
Inference:
Question: "Based on the clues in the story, what do you think motivated the main character's decision to change
careers?"
Comparison:
Question: "Compare and contrast the economic policies of two different countries and analyze their effects on
GDP growth."
Affective:
Question: "How did reading that novel make you feel, and why do you think the author chose to evoke those
emotions in the reader?"
These questions engage different levels of thinking and encourage various cognitive processes, from recalling
facts (convergent) to analyzing and synthesizing information (divergent, evaluation, inference, and comparison)
 to exploring emotions and values (affective). Each type of question serves a unique purpose in fostering critical
thinking and learning.
Activity 2
1. What are the characteristics of a good question?
2. How will you handle the responses of the learners?

Characteristics of a Good Question:

a. Relevance: A good question should be directly related to the learning
objectives and content being taught. It should contribute to the
achievement of specific educational goals.
b. Clarity: The question should be clear and easy to understand. It should
not be ambiguous or confusing to the learners.
c. Open-Ended: Good questions often encourage open-ended responses
rather than simple yes/no answers. They stimulate critical thinking,
discussion, and exploration.
d. Engagement: Questions should pique the learners' curiosity and interest.
They should motivate students to think deeply and actively participate in
the learning process.
e. Challenge: Questions should challenge learners to think beyond the
surface and go beyond their existing knowledge. They should promote
intellectual growth and problem-solving.
f. Appropriateness: Questions should be age-appropriate, taking into
account the developmental stage, prior knowledge, and cultural
backgrounds of the learners.
g. Variety: A well-rounded teaching approach includes a variety of question
types, such as factual, conceptual, application, and reflective questions, to
address different aspects of learning.
h. Feedback Potential: Good questions provide opportunities for feedback
and assessment of student understanding. They enable instructors to
gauge learning progress and adjust instruction accordingly.
i. Respectful: Questions should be phrased in a respectful and
nonjudgmental manner, fostering a positive and inclusive classroom
environment.
Handling Learner Responses:
j. Active Listening: Pay close attention to each student's response,
demonstrating active listening. Make eye contact, nod, or provide verbal
cues to show that you are engaged.
k. Encouragement: Encourage all students to participate, and create a safe
and inclusive environment where learners feel comfortable sharing their
thoughts and ideas.
 l. Probing: Follow up on responses with probing questions to encourage
deeper thinking or clarification. This can help students expand on their
initial answers.
m. Feedback: Provide constructive feedback on the quality of responses.
Acknowledge correct answers and offer guidance or additional
information for incorrect or incomplete responses.
n. Diverse Perspectives: Encourage diverse perspectives and opinions.
Respect different viewpoints and use responses as opportunities for
discussion and learning.
o. Equality: Ensure equitable participation by calling on various students and
avoiding favoritism. Use strategies like random selection or rotating
through the class.
p. Summarization: Periodically summarize key points from student
responses to reinforce important concepts and promote understanding.
q. Adaptation: Be flexible and adapt your teaching based on student
responses. If many students are struggling with a particular concept,
consider revisiting it or using different teaching methods.
r. Promote Discussion: Encourage peer-to-peer discussion by asking
students to respond to each other's answers, share their reasoning, and
engage in collaborative learning.

Handling learner responses effectively not only fosters a positive learning environment
but also enhances student engagement and comprehension. It allows for meaningful
interactions that promote deeper understanding and critical thinking.