Teaching in the Multi-grade Classroom
lower and intermediate level students.
CHAPTER 3
Lesson 1: Concept of Differentiated
Instruction
Process
A multi-grade classroom's diversity is the norm,
and it is viewed as an aspect that enriches the
learning environment (Johnson, 2014).
Teaching in a multi-grade class entails
categorizing students based on their
experiences, preparation, learning patterns,
preferences and activities in various
circumstances.
Differentiated Instruction
Differentiated instruction involves learners in
tasks that require them to participate and
cooperate with one another while also providing
them with a learning experience that maximizes
the potential of being in a multi-grade class.
(Tomlinson, 2013)
Content (What)
 The information and ideas the students
need to learn to reach the learning goals
Differentiating content
The essential principles that all students must
understand and adjust the complexity of the
information as needed.
Examples of Differentiating Content
 Providing students with different fiction
books to critique depending on their
interests.
 Separating students into low, medium
and high ability groups for mathematics
and giving each group a different level
of content to study.
 Giving a student an easier book to read
than other students
 Letting advanced students steam ahead
to do independent study while the
teacher works on remedial tasks with
 Providing weekly spelling or vocabulary
lists at a student’s ideal.
Process (How)
 How students take in and make sense of
the content
Differentiating process
The activities that students engage in order to
understand or master the topic.
Examples of Differentiating Process
 Teaching the same underlying
understandings or skills, but presenting
them with different levels of complexity
to each ability group.
 Turning written material into a podcast
so it can be presented through both
auditory and visual learning modalities.
 Mixing up learning modalities within
the same lesson so students have more
entry points to understanding the
content. Let them learn through visual,
audio, tactile and kinesthetic methods.
 Having extra study groups to re-teach
content in an new or more guided
manner for struggling learners, or to
provided extended lessons for advanced
learners.
 Coming up with an individualized plan
for each student so they can choose
which tasks to tackle first, second and
last
 Flipped learning, where the core ‘group
content’ is introduced via videos during
homework time, and individualized
active learning occurs in class.
 This gives the teacher additional time to
spend one-on- one with their students.
 Allowing advanced students to work
alone, while using manipulatives
 (hands-on props) for students who need
them.
 Varying how much time the teacher
gives students to complete a task
depending on your assessment of their
ability level. This can help them to
challenge themselves to become more
efficient at a task.
 Allowing some students to progress
after they have demonstrated mastery,
while holding others back for more
classes until they are ready to proceed.
 Delivering content in culturally
appropriate ways, and letting all
students learn through their preferred
cultural paradigm.
Product (Assessment)
How students show what they know,
understand and apply the content
learned
Differentiating product
It may take the form of exams, activities,
projects, written work, and or oral
presentations.
Examples of Differentiating Product
(Assessment)
 Letting students choose how to present
their work, such as through a video,
performance, essay or poster.
 Using different assessment outcomes or
assessment rubrics depending on a
student’s ability level.
 Giving students a choice of whether to
present their work as a group or
individually.
 Changing up when the assessment can
be presented in order to ensure a student
is ready before they are assessed.
Differentiated Instruction
Learning Environment Where students
learn the various concepts
Differentiating the learning
environment
Examples of Differentiating the
Learning Environment
 Developing workstations in the
classroom which each has a different
environment.
 Creating quiet spaces for students with
sensory processing disorders or who are
vulnerable to sensory overload (such as
students with autism).
 Providing research stations and study
desks where students can access
computers in order to do independent
research during a lesson.
 Getting two classrooms with two
different sets of rules around talking,
and letting students choose which room
to study in.
 Letting students choose between
studying online or in- person.
 Providing standing and seating desks for
students with different needs.
 Allowing kinesthetic learners to learn
outside or frequently do exercise to let
off excess steam.
 Placing posters and prompts on walls
strategically near students who need
them the most.
Consider
The ultimate purpose of differentiation is to
ensure that students have the best
learning experiences on their readiness -
ability to learn; interest - desire to learn;
and learning profile - ways of learning.
Activity
 Subject
Lesson/Topic
Differentiating Content
Differentiating Process
-Differentiating
Product
Lesson 2: Whole Class Teaching
Whole Class Teaching
A whole class discussion is a pedagogical
strategy that involves having all members of the
class discuss a topic as a group.
It can be beneficial for providing all students in
the class with the same information and
encouraging students to speak up in a
democratic forum.
Critics of a whole class approach see it as being
too teacher-centered and overly intimidating to
shy students who might benefit from smaller
discussion groups.
Discussion Strategies
The Conch
 The student with the conch (shell) is the
only one allowed to speak.
 The teacher can use any conch
alternative – a tennis ball, or a simple
teddy bear.
 Something that can be tossed between
students.
The Traffic Lights
 The traffic light system is a good way to
encourage participation from shy
students.
 All students should have a green, amber,
and red piece of paper.
 Pose an intriguing discussion question
and have the students hold up their card
– red, green or amber depending on if
they agree, disagree or are unsure.
 Give students turns to share their
thoughts, but alternate between red,
green and amber students to get the
students debating different perspectives.
 An extension of this is to get the red and
green students to try to convince the
amber students to change their minds.
Pre-Teaching
 Pre-teaching involves presenting
students with information before the
class so they can prepare
 The teacher will set assigned weekly
readings.
 The students are expected to come to
class with information prepared so
they’re ready to contribute.
Fishbowl
 The fishbowl method involves having
the class sit in a circle around watch a
group of students in the middle.
 These students may do a performance,
speech or experiment.
 They are like fish in a fishbowl because
they can be seen from all angles.
 After their performance, the class
discusses what they saw.
Socratic Seminar
 It involves a roundtable discussion of a
text that is read before class.
 Critical thinking and
challenging one another’s half-formed
hypotheses are encouraged in these
group sessions.
 To minimize defensiveness, it should be
set up so students are asked to present
hypotheses that are malleable rather than
hard-and-fast opinions.
The Hot Seat
  The hot seat puts one student in the
middle of the whole class with their
classmates looking inward at them.
 This student puts on the persona of a
book character or historical figure being
studied in the class.
 The students in the class quiz, the
student on the hot seat, and the hot seat
student responds.
 The teacher can open up to a more free-
flowing discussion and take the student
off the hotseat.
Student-Led Hot Topics
 This often works well at the end of a
Advantages of the Whole Class Discussions
unit of work where groups of students
have gone off to do research on their
own topics.
 The students then pose a series of
questions to the class that they came
across in their research to start off the
whole class discussion.
Show And Tell
 A good activity for younger students
 Have the student come to class, stand in
front of their peers, and show something
they have from home that they cherish.
Think-Pair-Share
 A think-pair-share discussion involves
three steps:
Step 1 – Think: The students are asked to
individually brainstorm answers to a discussion
prompt.
Step 2 – Pair: The students pair up and compare
answers. As a pair they need to come up with an
amalgamated response to the discussion prompt.
Step 3 – Share: The pairs take turns to share
their thoughts about the discussion prompt to the
whole class.
The Yarning Circle
 It involves everyone in the class sitting
in a circle, so there is no head of the
group.
 This is to promote democracy and
equality.
 The teacher poses a prompt and students
are free to speak up when they want.
 An interesting twist in this approach,
though, is that silence is embraced.
 If no one has anything to contribute,
everyone is encouraged to think about
their responses and only speak up once
they have got a fully-formed idea in
their head.
Enhanced Teacher Control
 The teacher can maintain strong
control and oversight over the class.
 The teacher can moderate all the
discussion and assess what all the
students’ knowledge is by looking at
which students are able to contribute
ideas to the discussion.
Shared Experience
 It can ensure all students get the
same information and experience.
 It can help prevent gaps in
knowledge or the ‘dumbing down’
of information for some students in
small groups. it can help foster
sense of community within the
classroom.
Encourages Democratic Participation
 It can help students develop
participation skills.
 It can teach students the values of
democracy, such as: ensuring all
voices are heard, voting, accepting
majority decisions (even when they
were not your preference), and
 listening to and respecting minority •Frequent and adaptable grouping is
views on issues.
seen as an important component
Disadvantages of the Whole Class
of good mixed-grade teaching. (Taole,2017).
Discussions
Students Are Often Intimidated To Speak
Up •It is anticipated that if students are categorized
based on more or less the same skills or a mix of
 It can be difficult to get some
talents, they will interact more with students
groups to engage in lively
with various abilities,
discussion.
 Students who are uncomfortable make more progress and learn quickly.
around one another, shy, scared of
saying the wrong thing, or
intimidated by large groups will Mixed-ability grouping
often sit in silence.
•Types of mixed-ability grouping
Not All Students Get A Voice
•Same-Grade Level Group
 Many whole group sessions involve
a small number of loud students
who are willing to share their points This type of grouping is based on children's
of view and a larger group of more
quiet students who fade into the chronological age or grade level
walls.
Based on the premise that children in
 Teachers need to moderate the
whole groups to ensure that every the same-age group progress at roughly
student gets a chance to speak up in
a safe, welcoming environment. the same rate. also known as "Teaching by
Different Concepts"
Differentiation Is Difficult
or the "Jump-jump Approach
 Some students may learn better
from visual than oral instruction.
 In other situations, some students Instructional Characteristics
might require more scaffolding than
other students. -The teacher instructs one grade level while
 Teachers can’t break students off to the other two grade levels work on group or
get them to learn in different ways
or give them individualized support. individual projects.
-The teacher "jumps" or moves to the other
grade levels to teach the various ideas.
Group Teaching LESSON 3
-It necessitates much planning on the part of the
teacher and strict discipline on the part of the
pupils.
Introduction
-Appointing a pupil-leader to monitor and
support other kids in each grade level can
reduced discipline issues
-Instructional materials such as activity sheets
and workbooks must be available for the smooth
delivery of various tasks.
-Rewarding students for a well-done job
encourage students to take ownership of their
learning
•Ability Group
Ability grouping is a prominent educational
method that groups students in the same grade
level based on actual or perceived ability into
distinct instructional groups with varying
degrees of aptitude or achievement.
(Ainsworth, 2013)
Based on the premise that students learn
more effectively when they are grouped
with other students who have similar
academic skills
or prior level of competence.
Types of Ability Grouping
Type 1
•The teacher administers a diagnostic test
•Based on the result, the students will be divided
into three groups: fast, average, and slow.
•Each group receives a different type of levelled
instructional material
•Corrective instruction must be provided to
the slow group before leveled educational
materials are offered
-Students can study at nearly their own pace
due to their similar level of competence.
- The teacher takes on the function of a learning
facilitator.
Type 2
-It is based on students' prior level of
comprehension or success
-The teacher's role is to determine who have
mastered, just grasped, or has not fully
understood the concept or skill.
-A pre-test is given to the entire class
-The students are classified into fast, average,
and slow depending on their performance on the
pre-test
-The fast group will be given modules or activity
sheets for enrichment purposes
-The teacher teaches the skill to both the average
and the slow groups
-Both groups will then be given their levelled
educational materials
-The teacher can devote more
time to the slow learners to explain the subject
or skill on them.
Mutual Compatibility Group /Social
Group/Friendship Group
-Friendship Group is an evidence-based group
work program that helps children who are
experiencing difficulty making and keeping
friends to develop the skills they need to interact
appropriately with their peer group.
-It instills a sense of harmony in children and
minimizes the harmful effects of competition.
Cooperative Learning
-Cooperative Learning is an instructional
method in which students work in small
groups to accomplish a common learning
goal under the guidance of the teacher
The PIES Principles
-Positive Interdependence (PI) Positive
interdependence happens when a gain
for one is a benefit for the other.
-Pair and group members experience
themselves as a team and are on the same side
working toward the same goal.
Positive Interdependence (PI)
To ensure positive interdependence while
working with cooperative learning, two
requisites must be met:
1.students should feel on the same side and
2 the task should require working together.
Individual accountability (I)
- Students work together as a team to create and
to learn, but ultimately every individual student
is responsible for his or her own performance.
Equal participation (E)
-Cooperative learning strategies make sure every
student in each team or pair is equally
contributing to the final achievement. They are
actually designed to make students interact and
to have everyone at every step of the activity
fulfill a specific task.
Simultaneous interaction (S)
-Cooperative learning strategies are designed to
produce simultaneous interaction, so to engage
as many students as possible simultaneously.
Strategies for Cooperative Learning
Think-Pair-Share
-Think-pair-share is a collaborative teaching
strategy first proposed by Frank Lyman of the
University of Maryland in 1981.
-Also called turn and talk.
How to do it:
1.The instructor asks a discussion question.
2.Students are instructed to think or write about
an answer to the question before turning to a
peer to discuss their responses.
3. Groups then share their responses with the
class.
Jigsaw
-The jigsaw method of teaching is a strategy first
developed by Elliot Aronson in 1971 and further
advanced in assessment practices by Robert
Slavin in 1986.
-it breaks classes into groups that each assemble
a piece of an assignment and synthesize their
work when finished.
How to do it:
Students are placed into "home groups" and
"expert groups" and are each assigned a different
topic within the same general topic. Students
work on researching their topics with others who
have the same topic_ (their expert group) and
then return back to their home group to teach
them about their topic. Together, all the pieces
come together to form a complete product.
Number heads together
-Numbered Heads Together is a listening and
speaking strategy that involves students working
collaboratively in groups to answer a question
posed by the teacher.
1.Students number off (in this case from 1 to 4).
2. The teacher announces the task and time limit.
3.Students put their heads together, do the
activity, and ensure the whole the group
completes the task.
4. The teacher calls a number and that person
from each group shares
their answer with the class.
Round Robin
-The Round Robin tactic is a brainstorming
technique in which people are made to sit in a
circle to debate academic, current, and other
issues.
1.Place students in groups of 3 to 5.
2.Pose an open-ended question or problem to the
class.
3. Provide time for students to think about the
question or problem.
4. Team members take turns sharing responses to
the question/problem within teams in a round
robin fashion.
5. Team members continue generating ideas or
answers until time is called.
Peer Tutoring
-Is a teaching strategy that uses students as
tutors.
- Its goal is to create self-managed learners with
high self-esteem. (Alwi, 2016).
Classifications of Peer tutoring
Same-age tutoring
Cross-age peer tutoring
Class-wide peer tutoring
Benefits of Peer Tutoring
-it Enhances student achievement. Students
perform better in brief and structured
tutoring programs
- It improves tutor-tutee discipline, self-
esteem, cooperation and peer
relationships.
Lesson 6-7
Self-directed learning
Self-directed learning is a learning method
whereby the student takes initiative for learning.
This includes activities such as selecting,
managing, and assessing their own learning
activities.
Main goal SDL
Self-directed learning is essentially training for
your students to build the skills that are required
of them to problem-solve life's challenges,
organize a bazillion tasks, and manage real-
world projects.
Self-directed learners can learn content, grasp
concepts, and grow in important life skills all at
the same time.
Four step Process
Step 1 Assess Readiness to learn
This step involves students conducting a self-
evaluation of their current situation, study
habits, family situation, and support network
both at school and at home and also involves
evaluating past experiences with independent
learning.
Step 2: Set learning goals
Communication of learning goals between a
student and the teacher is critical.
Consider the following
Goals for the unit of study
• Structure and sequence of activities
• Timeline for completion of activities
• Details about resource materials for each goal
• Details about grading procedures
• Feedback and evaluation as each goal is
completed
• Meeting plan with the teacher
• Agreement of unit policies, such as a policy on
late assignments
Step 3 Engage in the learning process
Students need to understand themselves as
learners in order to understand their needs as
self-directed learning students.
Step 4 Evaluate learning
Self-reflection and self-evaluation of their
learning goals and progress in a unit of study.
Center based Learning and Multiple
Intelligence
Frames of Mind The theory of Multiple
Intelligences (1983)
• developed by Howard Gardner • Harvard
University professor
• enlarged the parameters of intelligent behavior
to embrace the diversity of human capacities
(Bender, 2002).
• According to the theory, each person
possesses capacities in all nine intelligences.
Which interact in ways that are unique to
each individual.
Gardner's nine types of intelligence
1. Naturalistic intelligence (Nature
smart)
• Naturalistic intelligence describes people
who are sensitive to the natural world.
• They enjoy being outside, nurturing, and
exploring the environment.
• People with high naturalistic intelligence
are sensitive to subtle changes in nature and
the environment around them.
2.Musical intelligence (Music smart)
People with musical intelligence are generally
more sensitive to sound and often pick up on
noises that others would not normally be aware
of.
• They have an excellent sense of rhythm and the
ability to recognize tone and pitch.
• They play an instrument or are involved in
music as a profession.
3, Logical-mathematical intelligence (Number
smart)
• People with this type of intelligence are
excellent at math’s and working with numbers.
• They can recognize patterns easily and work
out processes in a logical manner.
• They have excellent reasoning skills and can
often talk themselves out of trouble.
• People with high logical-mathematical
intelligence are often drawn to games involving
strategy and the solving of puzzles.
4. Existential intelligence (Thinking smart)
People with high levels of existential
intelligence often think more deeply about daily
occurrences.
5. Interpersonal intelligence (People-smart)
• People with this type of intelligence are often
good at reading verbal and non-verbal cues as
well as determining temperament and mood.
• They feel empathy easily. Often this type of
intelligence can be found in leaders, politicians,
social workers, life coaches and psychologists.
6. Verbal-Linguistic intelligence (Word
smart)
People with high linguistic intelligence are very
good at putting their feelings and thoughts into
words in order to make others understand them.
They are drawn to activities such as reading,
writing and public speaking.
7. Bodily-kinesthetic intelligence (Body
smart)
People high in bodily-kinesthetic intelligence
have an excellent sense of timing and great
mind-body coordination as well as fine and
gross motor skills.
• They are able to use their bodies to convey
feelings and ideas and, as a result, they often
take up roles in dance, sports or medicine.
• They use their bodies to solve problems and
create something meaningful.
8. Intra-personal intelligence (Self-smart)
Intra-personal intelligence refers to an
understanding of oneself and the human
condition as a whole. They are known as 'self-
smart' people and, despite having a deeper
understanding of their own emotions, they are
often quite shy. Philosophers, spiritual leaders,
psychologist and writers usually have high intra-
personal intelligence.
9. Spatial intelligence (Picture smart)
Spatial intelligence is defined as the ability to
consider things in three dimensions.
• People with high spatial intelligence are
generally very creative and usually have a vivid
imagination, high artistic ability and excellent
spatial reasoning.
•These people are often referred to as picture
smart' and can be found in professions such as
architecture, design and map reading.
Center based Learning Activity (CBIN) . The
Center-Based Learning Approach encourages
learners to explore and discover concepts and
ideas through Multiple Learning Centers where
they can actively participate Computer Center.
Art/Activity Center, Journal and Writing Center,
Reading Center and Manipulative Center.
Why center-based learning?
In a child-center environment, children feel they
have more power and control (Bottini &
Grossman, 2005).
Children are independent and are able to take
on responsibility for themselves. . Research on
play states that children learn to cooperate. take
turns, and play by the rules (Stegelin, 2005).
Chapter 4: Assessment in Multi-Grade
Classes
Monitoring
 Monitoring is a process to periodically
collect, analyze and use information to
actively manage performance, maximize
positive impacts and minimize the risk
of adverse impacts.
 Monitoring involves teachers moving
around the classroom, being aware of
how well or poorly. students are
progressing with their assignments, and
working with students one-to-one as
needed.
 Monitoring or observation is essential in
a multigrade classroom.
 A teacher must be very observant of all
the students who are engaged in
differentiated independent activities.
 Good monitoring requires that a teacher
checks on each student and moves
around the classroom.
Remember: When monitoring, the
teacher gives enough attention and
support to all students.
Assessment
 Assessment is the systematic basis for
making inferences about the learning
and development of students.
 It is the process of defining, selecting,
designing, collecting, analyzing,
interpreting, and using information to
increase students' learning and
development.
WHEN SHOULD ASSESSMENT TAKE
PLACE?
 It should take place at every stage of the
learning process and it should be fairly
frequent.
 It should be regular and frequent.
 It should account for individual
differences.
 It promotes learning that focuses on
enhancing learning rather than for the
purpose of promoting students to the
next grade level.
Purposes of Assessment
Three Major Purposes of Assessment
1. Assessment FOR learning
2. Assessment AS learning
3. Assessment OF learning
ASSESSMENT FOR LEARNING
 It is an ongoing process that monitors
student learning in order to help
teachers improve their teaching and
students to improve their learning.
 It continuously informs instruction and
helps students manage their own
learning.
 Formative assessments serve the
purpose of assessment FOR learning.
Examples:
  concept maps
 progress/monitoring reports
 checklists/surveys
 interviews
 observations
 anecdotal records
 research proposal (for feedback)
 projects
ASSESSMENT OF SKILLS AND ATTITUDES
 graphic organizers
 self-assessments/ peer assessment
 collaborative activities
 portfolios (collection of student
work)
ASSESSMENT AS LEARNING
 It is also an ongoing process that helps
students to self-reflect, monitor their
own learning, and adjust their learning
strategies in order to achieve their goals
and become more self-directed,
metacognitive, independent, successful
learners.
 Formative assessments also serve the
purpose of assessment AS learning.
Information Gathering Techniques
Examples:
 Journals
 Self-assessment
 Peer-assessment
 Personal learning logs
 final oral presentations
 standardized tests
 end of unit tests or projects
 recitals
 long exams
 periodical tests
 final exams
 Social, emotional, and physical factors
affect students' performance.
 Content knowledge but also skills and
attitudes demonstrated by students
should likewise be assessed.
 Communication skills, problem-solving
skills, investigative skills, personal and
social skills are needed by student.
REMEMBER • Factors like time
constraints, language barrier, or an invalid
scoring system may affect the performance
of the students during assessment.
A. OBSERVATION NOTES
 By observing, the teacher learns
each student's unique interest,
personality, learning style, and
learning needs.

ASSESSMENT OF LEARNING

 It measures what and how well the

students have learned at the end of
instruction.
 It certifies learning and measures
student overall achievement/proficiency.
 It determines whether learning goals and
outcomes have been achieved.
 Summative assessments serve the
purpose of assessment OF learning.
Examples:

 final performance tasks

 final papers/written outputs
A. SELF-EVALUATION
 It is important for students to assess
their own performances against set
criteria.
B. ANECDOTAL REPORTS
 It is a teacher's narration about
significant student behavior. It may
include student's development,
interest in learning, work habits, and
exhibited behavior.
C. PORTFOLIO
 It is a compilation of student's work
that creates a picture of a student's
learning.
 the portfolio may contain pictures of
student's best work, anecdotal
record, teacher's observation sheet,
assessment records and others.
D. RATING SCALES
 These are useful for gathering
information about student's
learning.
Chapter 5: Lesson Designing / Planning
(SPEC.TOPIC)
Lesson 1: Lesson Designing in Multi-grade
Teaching
Lesson Design
 A lesson design is a blueprint for the
teacher or a template for facilitating a
lesson It is the major pillar of the
educational structure and the center of
learning Popularly known as the lesson
plan.
Lesson Design / Lesson Plan
 A lesson design/plan contains the
following: a. objectives b. the method of
delivery/procedure c. assessment
Three (3) types of Lesson Plan
 Detailed Lesson Plan
 Semi-detailed Lesson Plan
 Understanding by Design (UbD)
Detailed Lesson Plan
 A detailed plan covers everything and
gets teachers fully prepared for the
lesson ahead.
 It covers what to teach and all the
activities students will complete in that
lesson.
Semi-detailed Lesson Plan
 Semi-detailed plans are less intricate
than detailed ones, but they still focus
on what you want to cover for that
subject on that day.
  They act as a general game plan for
what will go on in the lesson.
Understanding by Design
 Understanding by design is more of a
framework. This "backward design"
looks at outcomes first to design
curriculum units and is focused on
improving student achievement using it.
Benefits of Lesson Designing/Planning
 Helps students and teachers understand
the goals of an instructional module
 Allows the teacher to translate the
curriculum into learning activities
 Aligns the instructional materials with
the assessment
 Aligns the assessment with the learning
goal
 Helps assure that the needed
instructional materials are available
 Enables the teacher to thoughtfully
address individual learning needs among
students
Lesson 2: Parts of a Lesson Plan
Parts of the Lesson Plan
 Objectives
 Subject Matter
 Procedure
 Evaluation
 Assignment
Learning Objectives must have the following
characteristics:
 Specific
 Measurable
 Attainable
 Result-oriented
 Time-bound
Formats of Lesson Design
Johann Friedrich Herbart Steps
Herbartianism
 pedagogical system of German educator
Johann Friedrich Herbart (1776-1841).
Herbart's educational ideas, which
applied particularly to the instruction of
adolescents, had a profound influence
on late 19th-century teaching practices,
especially in the United States, where
educators established the National
Herbart Society in 1895.
Herbart Five Steps of Teaching:
a. Preparation
b. Presentation
c. Association
d. Generalization
e. Application
 In the preparation, teachers introduce
new material in relation to the student's
existing knowledge or interests, so as to
instill an interest in the new material.
 In the presentation, the new material is
shown in a concrete or material fashion.
 In the association, the new material is
compared with the students' previous
knowledge for similarities and
differences, so as to note the new
material's distinctions.
 In the generalization, the new material is
extrapolated beyond concrete and
material traits.
  In the application, if the students have
internalized the new material, they apply
it to every facet of their lives rather than
in a utilitarian manner.
The 5As
 This four-phase structure is based on
Kolb's Experiential
 It aims to educate students holistically
 Learning is the process by which
knowledge is created by transforming
experience (Kolb, 1984)
The 5As steps:
a. Activity
b. Analysis
c. Abstraction
d. Application
e. Assessment
Activity Activation - of the student's prior
knowledge or relevant experience in relation to
the lesson.
Analysis - Provide new material and students
should be gaining it through observation and
reflection.
Abstraction - Relates to the development of
abstract concepts.
Application - Putting what students have learned
into practice or applying what they have learned
in the actual world.
Assessment - Measuring and documenting the
academic preparedness, learning progress, skill
development, and educational needs of students.
The 3 Is
 This format refers to the three
fundamental steps in supporting
teaching and learning
The 3 Is steps: a. Introduction b. Interaction c.
Integration
Introduction - Engaging the students' interest
and focus on the lesson and its aims.
Interaction - Introducing new information to
students input or interaction.
Integration - Provide opportunities for students
to apply information to personal contexts.
The 5 Es
The 5 Es steps
 This teaching structure includes the
progressive stages of learning which
guide the teaching units, lessons, or
programs particularly in science and
mathematics subjects.
The 5 Es steps: a. Engage b. Explore c. Explain
d. Elaborate e. Evaluate
Engage - Present an activity or exercise that
engages students, stimulates their curiosity, and
allows them to share what they already know
about the topic.
Explore - Students do hands-on activities such
as experiments or performing interactions to
better understand the topic.
Explain - Support students attempt to explain
what they have learned and experienced.
Elaborate - Application of what the students
have learned to use in new situations to enhance
their skills.
Evaluate - Reflection and demonstration of new
understanding of the material.
The 4 Ps
The 4 Ps steps
 This four-step format is appropriate for
skill acquisition in physical education,
music, and arts.
The 4 Ps steps: a. Preparation b. Presentation c.
Practice d. Performance
Preparation - Clear conveying of the students'
understanding of the past lesson
Presentation - Discussion of the topic or
demonstration of competence
Practice - Allow students to practice and perfect
the tasks assigned on them
Performance - Demonstration of the newly
gained skill