Libon Community College

Libon, Albay

Module No. 12 (Prof Ed 13 – Teaching Internship)

Name of Instructor: AMELITA P. SADUESTE, Ed.D.

Course and Year: BSED 4 BTVTED 4

Title of the Unit/Learning Task 12

Utilizing Various Teaching Strategies to Promote Higher Order
Thinking Skills
Desired Learning Outcomes
1. Apply teaching strategies that develop critical and creative thinking and/or other order thinking
skills.
2. Demonstrate content knowledge and its application within and/or across curriculum teaching
areas
3. Demonstrate an understanding of the range of verbal and non-verbal classroom communication
strategies that support learner understanding participation, engagement and achievement..

Insights
Teaching Strategies are ways and means by which you implement a method. These are used to help the
students to achieve the desired learning outcomes by learning the desired course content.

Integrative Learning helps the students make connections and relevance between and among subjects. It
allows the learners to engage in purposeful, relevant learning, It encourages the learners to see the
interconnectedness and interrelationships between the curriculum areas rather than focusing in isolated
curriculum areas.
According to Pigdon and Woolley (1972) in an integrated curriculum, all activities contain opportunities for
learners to learn more about content through purposeful activities.
Higher-Order Thinking Skills
Higher order thinking skills known also as HOTS imply that some types of learning require higher cognitive
processes than others. Skills in analysing, evaluating and creating are thoughts of higher order than learning
facts or concepts.
Bloom’ Taxonomy

Produce new or original work

create Design, assemble, construct, conjecture, develop, formulate, author, investigate
evaluate Justify a stand or decision
appraise, argue, defend, judge, select, support, value, critique, weigh
analyse Draw connections among Ideas
differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question
apply Use information in new situations
execute, implement, solve, use, demonstrate, interpret, operate, schedule

understand Explain Ideas or Concepts

classify, describe, discuss, explain, , identify, locate, recognize, report, select, translate
remember Recall facts and basic concepts
define, duplicate, list, memorize, repeat, state
Verbal and Non-verbal Communication
Source: https://cft,vanderbilt.edu/wp-content/uploads/sites/59/Bloom Taxonomy-650x366./pg/
 Verbal Communication is the use of words in expressing one’s feelings and ideas

Non-verbal communication includes the use of body language, gesture, facial expressions, eye contact and posture
The use of verbal and non-verbal communication strategies is the first step in enhancing communication and
nurturing relationships which are vital in the teaching-learning process.
Strong communication skills are very important in the instructional process.

My Performance Tasks

Performance Task 1 - Get a topic you are assigned to teach. Write down how you can apply the content knowledge within
or across curriculum teaching areas. Use the curriculum web to indicate your proposed integration. Indicate the subjects in
the circles and how you will do it.

TOPIC

____________
Performance 2 Write Higher-order thinking Questions that you used in the discussion of the content.

Content/Topic Questions
Performance Task 3 - Enumerate the non-verbal cues you used to support learners’ participation and
engagement.

Non-verbal Cues Purpose (s)

Performance Task 4 - Cite the verbal communication strategies that you used in class to support learner
understanding, participation and engagement.

Verbal Communication Strategies Used Cite how it is supported the learners’ instruction
My Learning Artifacts

Paste student work samples/projects accomplished in the discussion of your content.

My Scoring Rubric

INDICATORS Meets Standard of Approaching Meets Acceptable Does Not Meet Acceptable
Excellence Standards of Standards Standard
Excellence

CRITERIA 4 3 2 1

Performance Tasks -Has all the aspects of -Has some aspects of -Has minimal aspects No aspect of work meets
work that exceed level work that exceed level of work that meet level of expectations
of expectation. of expectation. level of expectation
-Has errors, omissions and
-Show exemplary -Demonstrates solid -With some errors and misconceptions
performance performance and mastery is not
understanding thorough

Assessment Tasks With 5 correct answers With 4 correct answers With 3 correct answers With less than 3 correct
answers

Learning Artifacts The piece/s of The piece/s of The piece/s of The piece/s of evidence of
evidence of learning evidence of learning evidence of learning learning is/are NOT aligned
is/are aligned with is/are aligned with is/are aligned with with the learning outcomes
learning outcomes SOME of the learning ONE of the learning
outcomes. outcomes.

Creativity and The learning tasks are The learning tasks are The learning tasks are The learning tasks are
Resourcefulness done very creatively done creatively and done quite creatively poorly done and need
and resourcefully. resourcefully and resourcefully improvement

Submission of The assigned learning The assigned learning The assigned learning The assigned learning tasks
Requirements tasks are submitted on tasks are submitted a tasks are submitted 2 are submitted 3 days or
 or before the deadline. day after the deadline. days after the deadline more after the deadline.

MY TOTAL SCORE

___________________________
Signature of Practicum Supervisor