MODULE 3

2ProfEd7 (Principles and Methods of

Teaching)

Prepared and Developed by

Prof. Marites A. Balot

Faculty, FTD
 MODULE 3
The Hows of Teaching
Pacauna
(Introduction)
This module focuses on the HOWs of teaching. It will present the different models of teaching and
particularly, it will differentiate approach from method, strategy and technique as well as the different
methods including indigenous methodologies, types of lessons and lesson planning.

Dagiti Tarigagayen nga Pagbanagan Kalpasan ti Leksyon

(Target Learning Outcomes/ Content Intended Learning Outcomes)
At the end of this module, you are expected to acquire an in-depth knowledge on methods of
teaching, apply knowledge of theories and principles of teaching and learning in designing lessons and
instructional plans, evolve a lesson plan integrating indigenous/inclusive methods/techniques.

Nesisita nga Saludsod

(Essential Questions)
1. What are the models of teaching?
2. What are the differences among approach, method, strategy and technique?
3. What are the different methods of teaching?
4. What are the different types of lesson?
5. What is a lesson plan and its types?

Pannubok Sakbay ti Leksyon

(Pretest)

Direction: Choose the letter of the correct answer.

1. One of the following items is NOT among the considerations that Teacher Hanah should make in
the presentation of a new lesson. Which is it?
A. the relation of the new information to previous learning
B. information regarding the lesson objective
C. active engagement of students
D. logical organization and a smooth transition

2. After presenting the lesson to the class, what logical step Ms. May Anne could take to develop a
lesson well?
A. provide concluding activities
B. evaluate the learning gained
C. discuss and analyze what was presented
D. engage students in doing relevant activities

3. Which statement about lesson plan is LEAST accepted?

A. Lesson plan should be in constant state of revision.
B. A good daily lesson plan ensures a better discussion.
 C. Lesson plan makes teachers lose their creativity.
D. All teachers regardless of their experience should have daily lesson plan.
4. In planning instruction, there are common errors that teachers make which weaken the effectiveness
of their plans. Which of these will you avoid so that your instructional plans will become
successful?
A. considering the needs and characteristics of learners
B. using varied teaching strategies and activities in one’s plan
C. using strategy that they are comfortable with always
D. emphasizing the use of higher level objectives in lesson planning

5. Miss Jenny started her lesson by allowing her learners to give their previous knowledge after she
presented the topic title. She likewise let them give formulate questions which they answered later.
After doing these, learners were made to go over their responses. The strategy is:
A. Concept-attainment C. inquiry-based
B. Metacognitive D. deductive-based

6. What part of the lesson plan states the topic, resources, materials as well as concepts for instruction?
A. Objective C. Methodology or Procedure
B. Subject Matter D. Evaluation

7. Miss Shalom demonstrates to her learners how a microscope is operated. She discusses the parts of
the machine and asks learners about what she has discussed. The general instruction she uses is:
A. Direct instruction C. Indirect instruction
B. Learner-centered D. Activity-based

8. What is the advantage of using project method in teaching science?

A. It requires assistance of experts on the subject.
B. It develops high level thinking and learning.
C. It tests the students’ manipulative skill.
D. It requires students to present in concrete form how a principle works.

9. Cooperative learning approach makes use of classroom organization where students work to help
each other learn. The major reason why this strategy is encouraged is that:
A. It helps students be responsible for their own learning.
B. It develops socialization and mastery of concept.
C. It encourages competition and rivalry with other groups.
D. It will make students happier.

10. Which is the LEAST valuable way for a teacher to present a new lesson?
A. Develop an overview of the subject
B. Provide an explanation on the importance of the subject
C. Hand out a step-by-step outline of the lesson
D. Explore the existing interest of students
 Umuna nga Leksyon : Teaching: its components
(Lesson 1)
Panangipakaammo ti Leksyon
(Lesson Introduction)
In this lesson, you are to learn the components of teaching. There are models of teaching which
you need to know. Please take note of the important concepts as you study this material.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa

Kadagiti Kapanunutan Maigapu iti Leksyon
(Presentation/Discussion and Learning Activities)
A. Triadic Model of Teaching
There are three components of teaching: The Objectives (Why), the Subject Matter (What) and the
Methods of teaching (How).

WHY

WHAT HOW

The Why of teaching shows that whenever you teach, the first thing to take note of would be the
objectives. Objectives for instruction are written using behavioral terms and are attainable within the time
allotted for the subject. They are specific, measurable, attainable, realistic and time-bounded.

The What of teaching refers to the subject matter or content to be taught. The teacher’s expertise
is required here. The teacher has studied the contents throughout his/her pre-service trainings. Nowadays,
there are resources provided by the Department of Education to be used by teachers as references. There
are also textbooks and online sources which can help enrich the knowledge to be taught by the teacher.

The How of teaching, on the other hand, is the way the subject matter is to be imparted. Guided by
the objectives and subject matter, the teacher will need to use appropriate series of steps that are logically
arranged which is called method or strategy. The teacher must know a variety of methods to make teaching
more effective and efficient.

These three components make up the triadic model of teaching. It is important that you consider
the three components whenever you plan a lesson for your class.
 B. Instructional Models of Teaching
Several instructional models were developed. The models help the teacher see if the direction of
teaching is right. Some of these models are the Popham-Baker Instructional Model, The Gronlund
Instructional Model and the P-I-E Instructional Model.

1. The Popham-Baker Instructional Model

Developed by Popham and Baker, it has four steps: 1) Specification of Objectives, 2) Pre-
Assessment, 3) Instruction and 4) Evaluation. The model reflects what a teacher needs to go through as s/he
engages in the act of teaching.

If objectives are not achieved, revise.

Specification Preassessment Instruction Evaluation

of Objectives

If objectives are achieved, augment.

2. The Gronlund Instructional Model

Gronlund’s Model has four components: 1) Specify objectives, 2) Administer Pretest, 3) Provide
instruction, and 4) Evaluate outcomes. The model is similar with that of Popham-Baker.

Specify Objectives

Administer Pretest

Provide Instruction

Evaluate Outcomes

Feedback Improve Accountability

to Student Instruction Purposes

3. The P-I-E Instructional Model

The P-I-E Instructional Model was developed by Aquino (1988). It has three major components:
1) Planning, 2) Implementing and 3) Evaluating.
Component One: Planning
a. Formulating objectives
b. Assessing readiness of students
c. Identifying subject matter and related materials, equipment and supplies
d. Organizing for instruction
 Component Two: Implementing
e. Carrying out instructional activities and learning activities

Component Three: Evaluating

f. Evaluating learning outcomes
g. Providing feedback to students and using results of evaluation for other
purposes
The different instructional models have similar components guiding the teacher in his/her
tasks.

Teaching Styles and Learning Styles

Different teaching styles have emerged through the years. The teaching styles vary from
one teacher to another. Teachers can be democratic, autocratic or laissez-faire in their styles.

Rubin (1985) identified six teaching styles such as Explanatory, Inspiratory, Informative,
Corrective, Interactive and Programmatic.
*Explanatory. The teacher is in command of the subject matter and explains particular
aspects of the lesson.
*Inspiratory. The teacher is stimulating and exhibits emotional involvement with students.
*Informative. The teacher presents information through verbal statements. The student is
expected to listen and follow the instruction of the teacher.
*Corrective. The teacher provides feedback to the student- analysing the work, diagnosing
for errors and presenting corrective advice.
*Interactive. Through dialogue and questioning, the teacher facilitates the development of
students’ ideas.
*Programmatic. The teacher guides the student activities and facilitates self instruction
and independent learning.

On the other hand, Riessman (1967) classified teaching styles as follows: Compulsive
Type, Boomer, Maverick, Coach, Quiet One, Entertainer, Secular and Academic.
The teaching style of the teacher, however, can vary considering learners’ needs. With 21 st
century learners in the classroom, their learning styles must be taken into consideration by the
teacher.

Kabuklan ti Naiburay (Summary)

In this lesson, you have learned about the Triadic Model of Teaching, the Popham-Baker
Instructional Model, Gronlund Instructional Model and the P-I-E Instructional Model. All of
these models point out that before instruction can take place, we need to specify or formulate
objectives. We also need to find out what learners already know through a preassessment or pretest
before we teach. This helps avoid duplications of skills and tasks and also to not miss any gaps in
learning. When instruction is done, there is a need to do evaluation to find out what and how much
is learned by the students. Something is to be done after seeing the results of evaluation: to improve
instruction or to enrich learning.
 Maikadua nga Leksyon :
Differentiating Approach, Method/Strategy and Technique
(Lesson 2)
Panangipakaammo ti Leksyon
(Lesson Introduction)
In this lesson, you will be able to differentiate the terms approach, method, strategy and technique.
Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa
kadagiti Kapanunutan Maigapu iti Leksyon
(Presentation/ Discussion and Learning Activities)
A. Linaon ti Adalen (Content)

Difference among Approach, Method/Strategy, Techniques

APPROACH

METHOD

STRATEGY

TECHNIQUE

Approach is said to be the guiding philosophy behind teaching. Method, on the other hand, is the
procedure employed by the teacher in teaching. It is said that the more specific procedures are called
strategy. Technique is referred to as the style of a teacher in doing specific aspects of teaching
In general, teaching approaches can be DIRECT or INDIRECT or GUIDED. Direct approach is
teacher-oriented and managed while indirect approach is student or learner-managed. The approach used
depends on the objective of instruction and the nature of subject matter. The methods used depend on the
approach.
A Comparison Between Direct and Indirect Approaches
Direct Approach Indirect Approach
 Makes use of expository strategies  Makes use of exploratory strategies
 Aimed at mastery of knowledge and skills  Aimed at generating knowledge for
 Teacher-oriented experience
 Direct transmission of information from  Learner-centered
teacher  Students search for information with
 Teacher-controlled teacher’s supervision
 Highly structured  Learner-controlled
 Content-oriented  Flexibly organized
 Experience-oriented
 Learner is passive, receives ready  Learner is active in search for information
information for the teacher

Some of the common approaches in teaching are:

1. Conceptual Approach. Since it is difficult to remember facts, this approach emphasizes that facts
can be lumped together to come up with concepts. Categorizing knowledge from facts to concepts
and from concepts to generalization makes learning truly a process.

2. Multi-Disciplinary Approach. Different disciplines are related to one another but each discipline
is said to maintain its identity. When we combine topics in Science in Math and Language but there
is one theme, we call this multi-disciplinary.

3. Intra-Disciplinary Approach. It involves the organization of content using only one discipline.
For example, in Social Science, we organize topic in anthropology, economics, geography or
sociology.

4. Team Teaching Approach. Two or more teachers are usually assigned to teach an area each in a
cooperative manner in a class. For example, Teacher A takes care of the initial part of the lesson
and Teacher B will handle the rest.

5. Role Playing Approach. It is a dramatic way of presenting learning episodes. Acting or

reenactment by learners makes learning lifelike.

6. Cooperative Learning Approach (CLA). Learning is said to be cooperative in its approach when
the aim is to work together rather than compete with one another. Many classes are organized as
teams or groups and the members accomplish tasks through interaction and collaboration.

7. Programmed Instruction. When materials are prepared in such a way that one skill is developed
followed by another then it follows the Programmed Instruction approach. The materials can be
computerized or textbook-based arranged in a series from basic skills to complex ones.

8. Inquiry Approach. Also known as discovery, problem solving or scientific thinking, inquiry
approach capitalizes on seeking answers to questions by gathering pieces of evidence. Activities
are self-directed which usually begins in formulating questions, followed by hypothesizing,
gathering data, verifying hypothesis and concluding.

9. Activity Approach. When the emphasis is on learners’ tasks to gain learning, then the approach is
activity approach. Activities may come in the form of singing, drawing, doing a project,
constructing, etc.

10. Constructivist Approach. Teaching helps learners come up with their own ideas is the idea behind
this approach. The teacher facilitates the process without injecting her personal knowledge.

Other approaches may involve group discussions such as round table conference, panel
discussion, symposium, debate, workshop (synergic), field trip, and integrative teaching. In any
form of teaching, there is always an approach being used which you as pre-service teacher should
be aware of. The approach can also be teacher-centered or learner-centered.
 Now, let us differentiate approach from method using the table below.

Method is a series of logically arranged procedures to achieve objectives set for instruction. It has
more distinct processes as compared to approach. Choice of method depends on the approach. When we
speak of strategy, on the other hand, it is more specific in its steps as compared to method. You can use
either a method or a strategy or both in lesson planning.
Purposes of Methods

 Make learning more efficient.

 Enable the learner to think logically.
 Facilitate smooth transition from activity to another.
 Serve as a guide in preparing all the needed materials, tasks and equipment
 Approximate time to be allotted for each activity to avoid waste of time and lapses.
 Make planning clear and precise, to prevent confusion, unnecessary delays and time wastage.
 Help in planning for assessment and evaluation of the lesson.
 Add to a feeling of confidence and security for the teacher and students.

Principles for Selecting Methods

 Must be based on sound principle, laws, and theories of learning.

 Must assist learners to define their purposes and motives.
 Must originate from the learners’ past experiences.
 Must suit individual differences, needs, interests, and developmental maturity.
 Must bring the learners to the world of diverse learning experiences.
 Must stimulate the learners to think critically, analytically and creatively.
 Must be challenging.
 Must be flexible.
 Must be consistent with the requirements of the objectives.
 Must be appropriate with the content.
 Must give way to varied students’ participation.
 Must consider to be undertaken to ensure gainful learning.

Factors to Consider in Choosing a Method

 Learner’s ability – first and foremost consideration based on the nature/characteristics, age,
maturity, abilities, etc.
 Teacher’s ability – must be personally and professionally qualified to teach.
  Objective – expected outcome of the lesson in terms of knowledge/skills and attitude.
 Subject matter – content to be taken so that the desired outcome will be achieved.
 Pre-requisite learning – student experiences that can help facilitate acquisition of new
knowledge, skills and attitudes.
 Classroom set-up – must be inviting to students and conducive learning.
 School facilities/equipment/technologies – the availability of the needed equipment,
technologies, tools for learning found in the right places.
 Time allotment – specified target time frame for chosen activities properly distributed to the
entire period.
 Safety precautions – students should feel that they are safe and out of danger in the school.
 School climate – learner should feel the warmth of the teachers and classmate.
 Teacher’s knowledge of group dynamics- understanding how students relate to one another
can help facilitate the teaching process

The Two Types of Teaching Methods: A Contrast

Direct Instruction Approach Indirect Instruction Approach
1. Show-and-Tell 1. Inductive Method
2. Lecture Method 2. Discovery Method
3. Demonstration Method 3. Reflective Strategies
4. Question and Answer Method 4. Problem Solving
5. Deductive Method 5. Laboratory
6. Constructivism
7. Inquiry-based
8. Concept teaching/attainment
9. Metacognitive

DIRECT METHODOLOGIES
 Expository Strategy: a telling method is used for presenting facts, concepts, principles,
etc.
Steps: Preparation, Presentation, Practice/Application, Conclusion, Mastery Tests

 Deductive Teaching: presents rule, concept/generalization/principle

Steps: Statement of the Problem, Generalization, Inference, Verification

 Showing Method: Used for teaching concepts and skills

Steps: Introduction, Presentation, Guided Practice, Independent Practice

 Lecture-Discussion: teacher-oriented and is designed to make students learn an organized

body of knowledge
Steps: Planning, Implementing (Intro, Presentation, Summary),Evaluating

 Demonstration Strategy: a tell-and-show method used to present a process, concept or

principle
Steps: Preparation, Explanation, Demonstration, Discussion, Verification

Indirect methodologies
 Inductive Teaching Strategies: a discovery learning strategy which develops generalization
out of given examples
Steps: Preparation, Presentation, Comparison and Abstraction, Generalization, Application
  Inquiry Strategies: engages learners in critical thinking and problem solving
Steps: Presentation and Clarification of the Problem, Formulation of Hypothesis, Gathering Data,
Testing Hypothesis, Formulation of Conclusions, Application
Inquiry can be OPEN, GUIDED, INDIVIDUAL.
Free Discovery: Free Inquiry, Free Exploration, Free Discovery
Guided Discovery: Guided Inquiry, Guided Exploration, Guided Discovery

 Laboratory/Investigative Method: hands-on experience about materials or facts obtained

from research, investigation and experiences
Steps: Preparatory/Pre-Laboratory, Supervised Work Period/Laboratory, Culminating
Activities/Post-Laboratory

 Problem Solving Method: develops higher order thinking skills (HOTS) through direct
exploration
Steps: Identification of Problem, Discussion, Statement of Hypothesis, Collecting/Gathering
Data, Critical Evaluation of the Solution, Verification, Application

 Discovery Teaching: Teacher facilitates discovery and learners participate actively in the
learning process
Steps: Observation and Discussion of specific examples, Identification and Description of
features, Discussion of other examples and noting common elements, Statement of the main idea

 Project Method: involves planning and actual implementation by the learners of certain
tasks
Steps: Purposing, Planning, Executing, Evaluating

 Concept Attainment/Development: an inductive strategy designed to help students undergo

the process of scientific investigation
Steps: Presenting examples, Analysis of hypothesis, Closure, Application

 Concept Teaching: based on Bruner’s modes of learning (enactive, iconic, symbolic)

Steps: Defining the objectives of the lesson, Giving examples and non-examples, Testing for
attainment of understanding, Analysis of Student’s Thinking, Diagnostic Testing

Other Models/Strategies of Teaching (Indirect Approach)

 Problem-Based Instruction (PBI):The essence of PBI consists of presenting students with

authentic/meaningful situation that can serve as springboards for investigations and inquiry.
This model is a highly effective approach for teaching higher-level thinking processes.

*Multiple Intelligences (Theory/Model): Developed by Dr. Howard Gardner in 1983.

 Proposes 8 different intelligences to accord for a broader range of human potential in children
and adults.
1. Linguistic Intelligences (word smart)
2. Logical-Mathematics (number/reasoning smart)
3. Spatial Intelligence (picture smart)
4. Bodily Kinesthetic (music smart)
5. Interpersonal Intelligences (people smart)
6. Intrapersonal Intelligences (self-smart)
7. Naturalistic Intelligence (nature-smart)
8. Existential/Spiritualist Intelligence
 *Constructivism : popularized by Piaget and Vygotsky, perspective of teaching and learning in
which a learner constructs meaning from experience and interaction with others. It is inductive
in its processes.

*Metacognitive Strategy: Students are trained to become aware of and control their own
learning through the metacognitive process. Used when students plan what strategies to use meet
goal, decide what resources are needed, monitor own progress, evaluate progress

*Reflective Teaching: Process that enables individual to continually learn from own
experiences by considering alternative interpretations of experiences, actions, discussions, beliefs
using introspection and analysis. Used when students acquire concrete experiences, analyzes
experiences from abstractions and apply generalizations to actual situation.

*Cooperative Learning: A group activity for learning a particular material. Used when a group
is formed, material is divided into sections, one member takes care of a section of the material,
each member meets with those from other groups who are assigned to a similar section, members
discuss/work on the material, return to their previous group to inform others in their group, testing
students after the “puzzle” is completed. (STAD or JIGSAW)

*Brainstorming: a creative way of deriving students’ ideas when given a situation or problem

Indigenous Methods and Strategies

EFFECTIVE TEACHING STRATEGIES FOR TEACHING ABORIGINAL AND INDIGENOUS

LEARNERS (whatworksau.2015)

For teaching indigenous learners, we observe the principles of inclusive education. As teachers, we
set high expectations and we provide for positive identification. The sense of belonging and mutual respect
are relevant aspects of teaching. Below are some strategies that can be used for the learners.

1. Allow students to achieve success in private not in front of large groups.

2. Avoid problem-solving and inquiry-based learning.
3. Allow students to complete tasks in small groups.
4. Incorporate instruction of Standard English whilst acknowledging Aboriginal English as a
legitimate form of language.
5. Cover the context before focusing on the detail.
6. Acknowledge the student.

Batiste (2002) suggested some tips and strategies for teachers and school districts in relation
to teaching aboriginals or indigenous peoples.

1. Establish a relationship between the Indigenous community(ies) and the school so that they learn from
each other.
2. Ensure all teachers have a thorough understanding of the residential school system and an understanding
of the impact of colonization.
3. Ensure all teachers have read the Executive Summary of the Truth and Reconciliation Commission
report.
4. Include an acknowledgement of the First Nation territory on which the school is located, in the language
of the territory over the front door of the school; if the school sits on overlapping territories, include both
languages.
5. Include Elders and community leaders in teaching the students how to say the welcome in the language.
6. Invite an Elder to provide a prayer or song at all school assemblies
ensure all staff and students are instructed on Elder protocol.
7. Create school policy that advocates for and supports inclusion of Indigenous students
8. Ensure the library has a broad range of relevant Indigenous books and resources:
the resources should reflect the realities and culture of the Indigenous students
resources should not perpetuate stereotypes or freeze Indigenous Peoples and their culture as being part
of “history”.
9. Understand that many Indigenous students face racism on a daily basis [2]
10. Develop zero tolerance policies on racism.
11. Engage the students at a physical, emotional/mental, intellectual and spiritual level by using a variety
of teaching methods.
12. Create an environment that is safe for Indigenous students – safe enough for them to share if they have
been the target of racism in the school or if troubles at home are impacting their studies.
13. Create an environment that is safe for Indigenous students to feel comfortable and proud to share
information about their culture and history.
14. Create an environment where humour and ‘group talk’ is encouraged, respected and accepted.
15. Understand that sometimes family or community issues will take precedence over attending school.

Some of the more specific strategies to use in teaching the indigenous way are the following:
1. Tell-Me, Show-Me (Ibagam, Ipakitam)
This method or strategy calls for modeling and imitation. The teacher tells how things are
done and learners follow.

2. Learning Circle
Usually done around a campfire, learners gather around and sit as each one is called to
share the experiences they have for the day. In modern day classroom, it is usually used for
brainstorming and free sharing of experiences relevant for developing group dynamics.

3. Teaching in the Mother Tongue

Mother-tongue based instruction uses the language of the group. This makes learning more
meaningful on the part of the learners. The teacher uses the same language in instruction.
4. Panagi-inistorya (Storytelling)
This strategy allows learners to share their personal experiences in uninhibited way. They
usually talk about their own culture using or showing materials from their ethnic group.

5. Panagpasyar (Exploration)
One of the best ways to learn is to actually explore the environment where learners observe,
see, touch, smell what is in nature. The surroundings especially nature teach the learners
skills and knowledge mostly about survival, adaptation and even problem solving.

You may discover some other ways by which your students learn. Going away from the usual
methods and trying out learning opportunities that you notice will work with learners is actually an act of
indigenizing your methodology. The steps are coined from the terms used by the learners or by the ethnic
groups where they belong.
Techniques of Teaching

Techniques of teaching are said to be dependent on the teacher’s styles. Techniques, however, must
be viewed as certain refinements in what the teacher is usually doing. They must help the teacher make
his/her work efficient and effective.

Some of the techniques for 21st century teachers are as follows:

1. Use the “desire” method. Mentioning the benefits of studying helps improve learning.
2. Use games in teaching. Using games add more fun to learning. Gamification increases the
students’ desire to learn.
3. Start with pain. Learning involves stress but this removed when growth is seen by the learner.
“No pain, no gain.”
4. Chunking words. Grouping ideas that go together makes learning easier. Chunking involves
breaking up a complex topic into smaller “chunks”. This improves short-term memory retention.
5. Understand and use VAK (Visual, Auditory, Kinesthetic). Since learners do not learn in the
same way, it is but proper to provide them differentiated activities or a repertoire of varied tasks.
6. Engage. Actual participation leads to knowledge.

B. Panangpaneknek (Verification)
C.
Now, try doing the following. Let’s find out what you have learned.
Activity 1. What am I?
Direction: Determine if the description refers to approach, method, strategy or technique.

1. It is dependent on the teacher’s unique ways of doing things.

2. It usually refers to the philosophy behind teaching.
3. It has definite steps and is procedural.
4. It is an orderly sequence of task undertaken by the teacher to achieve the objectives of the lesson.
5. It guides the teacher in the way she presents the lesson.

Activity 2. Direct or Indirect?

Direction: Analyze if the method or strategy is using direct approach or indirect approach.

1. Lecture method 6. Laboratory method

2. Problem-Based Learning 7. Demonstration method
3. Inductive method 8. Inquiry-Based Instruction
4. Deductive method 9. Activity-Based Method
5. Concept-attainment 10. ACES Approach

Activity 3. Let’s map it!

Direction: Fill in the matrix with teacher-oriented and student-oriented methodologies.

Teacher-Oriented Methods Student-Oriented Methods

Activity 4. What’s my style?
Direction: Think of your own style of doing the following:
1. Greeting the students
2. Beginning a lesson
3. Presenting pictures or objects
4. Asking questions
5. Discussing
6. Summarizing a lesson
7. Assigning tasks

D. Kabuklan ti Inadal (Summary)

You have just learned about the difference among approach, method/strategy and techniques of
teaching. Remember that knowledge of these makes you prepare yourself more effectively for teaching.
 Maikatallo nga Leksyon: The Types of Lesson
(Lesson 3)

Panangipakaammo ti Leksyon
(Lesson Introduction)
Lessons are many but they can serve as bases of procedure or methodology as well as of objectives
and subject matter. Lessons based objectives are classified as 10 development lesson, 2) supervised study
lesson, 3) review lesson, 4) drill lesson, 5) appreciation lesson and 6) application lesson. You will get to
know each in the succeeding discussions.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti

Kapanunutan Maigapu iti Leksyon
(Discussion and Learning Activities)

Pannakaiburay ti Adal ( Lesson Development)

Lesson Types

1. The Development Lesson. This type of lesson is used when a new lesson or idea is presented or
developed. The idea can be a concept, principle, theory or generalization. This lesson can be formal
or informal, formal when it follows either a deductive or inductive method. It uses the question-
and-answer or conversational method. The three steps in the development lesson are: 1) Preparation
(motivation, review), 2) Presentation (questioning, using teaching aids, leading the class to examine
or analyze, compare, contrast or generalize) and 3) Application (putting into practice what is
learned).

2. The Supervised Study Lesson. It aims to teach learners how to study a given subject effectively
under the supervision of the teacher. The teacher usually gives directions which the learners follow
so they can learn the tasks at hand. The techniques in learning are taught by the teacher while
guiding the teaching-learning process. Some types of supervised study lessons are 1) Group study,
2) Study with printed materials, 3) Programmed instruction, 4) Science laboratories, 5) Library-
study plan, and 6) Study period.

3. Appreciation Lesson. This type of lesson is intended to make learners understand, appreciate and
enjoy something (Zulueta, 2007). Appreciation is said to be a combination of understanding and
enjoyment. It aims to develop desirable values and to guide them to make proper choices. Sources
of appreciation are literature, music, arts, religion and culture. The types of appreciation are
Aesthetic Appreciation, Ethical-Social Appreciation, and Intellectual Appreciation. The procedure
is done as follows: Part I. Preliminary Stage (preparations to establish readiness) and Part II.
Lesson Proper (Immediate preparation, Period of appreciation, Intellectual discussion, Aesthetic
discussion and Reproduction).

4. Review Lesson. Reviews are done to build connection between the past lesson and the present one.
The purposes of review are: 1) Retention of facts and information learned, 2) Organization of
materials and experiences, 3) Ability of the learner to evaluate the material, 4) Foundations of
further learning, 5) Diagnosis of the learners’ weakness, 6) Development and interest in the old
materials. Reviews can be short daily reviews (usually before the presentation of new lesson),
post lesson unit reviews (usually given as exercises) and extensive unit reviews (in preparation
for summative tests). Some principles to be observed in doing reviews are:
 a. The review must be of value to the learners.
b. The review must stimulate interest.
c. The review should adhere to pedagogical and psychological principles of learning.

5. The Drill Lesson. Drills are used to make responses automatic. They are necessary to make
permanent certain facts, information, habits, attitudes and skills. They are needed for mastery of
historical facts and information and development of skills such as speaking, spelling, pronunciation,
computing and mechanical activities or physical activities. For a good drill to occur, there is a need
to observe the following: 1) Motivation (intrinsic motivation), 2) Focalization (Attention and
concentration are a must.), 3) Repetition and attention (Game like/gamefying activities are great.),
and 4) Application (putting into practice in meaningful experiences). Principles in drill activity
point out the utilization of principles of learning; way of conducting the drill should be organized
and comprehensive, fast precise and uninterrupted; and standards must be attainable.

6. The Application Lesson. This type of lesson gives learners opportunity to associate, relate, express
and apply what they have learned. When learners state the generalization after a series of
discussion, they continue analyzing or verifying further their learning. Exercises involving
problem-solving or actual making of projects are examples of application activity. As always said,
theory without practice is incomplete learning. Practice without theory, on the other hand, is
dangerous. Some examples of application that measure a number of skills and mastery are
storytelling, oral reading, dramatization, composition writing, constructing or illustrating, singing,
practice test, etc. With the demands for outcomes-based learning in the K-12 curriculum, this type
of lessons is appropriate to find out the outcomes of learning.
Panangpaneknek (Verification)
Let’s try to analyze the following situations and find out what type of lesson is used.
1. Teacher Anna flashes cards with different mathematical facts. She does this repetitively until
learners become spontaneous in answering.
2. The class recited the poem “I Wandered Lonely as a Cloud”. After which, learners were made to
draw what the images they perceive in the poem.
3. Teacher Rex wants to make his learners to make a connection with the past lesson without
necessarily repeating what was done the previous day.

In Number 1, did you say it is a Drill Lesson? Then you are correct! Drill lesson makes responses
automatic. In Number 2, the answer is Appreciation Lesson. In this type of lesson, learners show
appreciation by creating a piece of art. In Number 3, it is Review Lesson definitely. Its aim is to apply
the law of apperception by building connection between the past and the present lesson. There you have
it! I hope you learned something.

Panangpatibker (Insight Crystallization)

All these types of lessons are evident in lesson plans and implemented in daily teaching. Lesson
plans become more convincing when all these types of lessons are made part of the daily tasks.
Kabuklan ti Inadal (Summary)
Complete the following: Use the initial letter as your guide.

D_____________________ R____________________
Types of S_____________________ D____________________
Lessons A_____________________ A____________________
 Maikauppat nga Leksyon : Lesson Plan and Lesson Planning
(Lesson 4)
Panangipakaammo ti Leksyon
(Lesson Introduction)

At the very heart and core of the teacher’s task is lesson planning, the output of which is the lesson
plan. In this lesson, you will get to know what a lesson plan is, its parts as well as its types. In addition,
some guidelines in preparing the lesson plan will also be explored.

Panangipalawag, Panangsingaysingay ken Pannakabinsa-binsa

kadagiti Kapanunutan Maigapu iti Leksyon
(Presentation/ Discussion and Learning Activities)
Initial Activity
Imagine having a class without jotting down anything prior to actual teaching. Do you think you
will be systematic and logical in your teaching? Will you know where you have started and where you have
ended? These aside from other things are the reasons why teachers need lesson plans. In the K-12, teachers
prepare their Daily Learning Logs (DLLs) or Daily Lesson Plans (DLPs) and these are checked by the head
or principal for monitoring and supervision purposes.
Developmental Activity
Lesson Plan: Its Definition
What is a lesson plan? It is often heard that if engineers have blue prints in building bridges or
structures, then the teacher also needs a blueprint called the lesson plan to be able to ‘build’ a body of
knowledge, skills, attitudes and habits among learners. Bossing (as cited by Zulueta, 2007 & Lardizabal,
1991) defines lesson plan as “a statement of achievements to be realized and the specific means by which
these are to be attained as a result of the activities engaged in day by day under the guidance of the
teacher.” The lesson plan then is an instrument to achieve the desired goals and objectives of learning.
Lesson Plan and Its Types

Lesson plans serve as guide for the teacher. They are prepared to make sure that instruction becomes
systematic. There are three types of daily lesson plans: Detailed Lesson Plan, Semi-Detailed Lesson Plan
and the Brief Lesson Plan.
The Detailed Lesson Plan, as its name entails, contains specific details on how instruction is supposed
to take place. This contains both the teacher activity and the student activity. It is used by beginning
teachers.
Semi-Detailed Lesson Plan is less detailed as compared to the Detailed Lesson Plan. It contains the
major steps undertaken by the teacher in his method. It is used by teachers who have taught for a number
of years.
The Brief Lesson Plan is said to be used by expert teachers. It is characterized by being short and
sketchy as it outlines the steps to be undertaken by the teacher.
Lesson Plan: Its Components
A good lesson plan has the following general components:
1. Specific objectives of the lesson
2. Appropriate motivation to capture students’ interest and maintained throughout the lesson
3. Content and activities
4. Varied methods including drill, questions, demonstrations designed to keep the lesson on
track
 5. Varied materials and media to supplement and clarify content
6. Medial and final summaries or synthesis
7. Provision for assignment or homework.

Lesson plans have the following parts: Objectives (which include Audience, Behavior, Condition and
Degree), Subject Matter ( including the references, materials and other media), Method or Learning
Activities, Evaluation and Assignment/Agreement.
Guide in Lesson Planning
Below is an outline of a lesson plan. It is good to have an outline before writing the lesson plan in
detail. Remember that an outline is a pre-requisite to good lesson planning.

(Heading)

I. Objectives (stated in behavioral terms)

A. (Cognitive)
B. (Skill)
II. Subject Matter
A. Topic
B. References
C. Materials
III. Method/Procedure
A. Preparatory Activity
1.Customary Greetings/Routine
2. Review
3. Motivation
B. Developmental Activity
1. Presentation
2. Discussion/Analysis
3. Generalization
C. Concluding Activity
1. Application
2. Integration
IV. Evaluation
V. Agreement

Some questions to ask oneself when making lesson plans are given by Clark & Starr (1985):
1. Are the objectives clear and concise?
2. Are the objectives attainable?
3. Have you included test item to see whether the objectives have been achieved?
4. Are your procedures outlined to meet the objectives?
5. Are your procedures detailed enough so that another person would know what you
intend to do? Can a substitute teacher follow your plan?
6. Are your procedures likely to encourage learning? Are they interesting?
7. Do your activities allow for differences in student abilities, interests and learning
styles?
8. Are your materials and equipment readily available?
9. Would you enjoy the lesson as a student?
10. Would you learn from the lesson if you were a student?
 After writing the lesson plan, the following self-check questions can be asked by the teacher:
1. Is my lesson plan presentable and neat?
2. Is it the product of my best effort?
3. Is my grammar correct?
4. Do I refer to textbooks in preparing my plan?
5. Do I consider the previous lesson plan in coming up with my present lesson plan?
6. Are my objectives, subject matter, devices, methods, assessment congruent with one another?

This is an example of detailed lesson plan. Your teacher used the Inquiry-Based Instruction. The
approach is Inquiry Approach and the strategy is Inquiry-Based Instruction. You will notice that expected
responses from the learner are written down. As a beginning teacher, you will experience to write lesson
plans. Of course, the first lesson plans are usually the most difficult to write, they say, but with sample
lesson plans at hand and from online sources, you will be able to come up with a good lesson plan.
Remember, it alright to make mistakes as you make one but surely, you will become a pro in writing one.
Try to explore this example.

Sample Detailed Lesson Plan Using Inquiry-Based Instruction

A Detailed Lesson Plan
in Makabayan (HELE) 5
by Marites A. Balot

I. Objectives: At the end of 40-minute lesson, the Grade 5 learners are able to:
A. Familiarize oneself with the different steps in baking;
B. Formulate hypotheses based on a given problem;
C. Plan actions based on given variables; and
D. Perform basic baking steps.

CRITICAL THINKING
II. Subject Matter
A. Topic: Procedures in Baking
B. Reference: Cruz, Tomasa. Baking for Life. 1988, pp. 23-26.
C. Materials: Flashcards, chart, boardwork, sample dough

III. Procedure

STEPS Teacher Activity Pupil Activity

A. Preliminary
Activities
1. Customary (Teacher greets learners.) (Learners greet back.)
Greeting (Gives review on ways of
2. Review preparing food.)
What baked goodies do you (Learners give varied
3. Motivation like eating? answers.)
B. Development of
the Lesson In baking, there are thing we
1. Problem have to observe. Kneading
the dough is very important. Why do we have to knead
the dough so long?
2. Hypothesizing
That’s a good question.
(Writes it down.) Why do
you think so? Anyone? Maybe it is done to mix
the ingredients well.

(Other assumptions may

be given.)
What your classmates said
are tentative answers to the
question. These are called
hypotheses. So they
suggested that thorough
mixing affects the yeast,
which affects how well the
bread will rise.

Does anybody have an idea We could take a batch of

of how we could check if this dough and separate it into
idea is correct? about two or three parts
and then knead them for
different amounts of time.

Excellent thinking! What do

you say, everyone?
Ok, why not?
How long should we
knead each? The book
recommends about ten
minutes.
How about five minutes
for one, ten for the second
one and fifteen for the
third?
Then we’ll bake them the
same way.

To be sure that we’re getting

a good test of the hypothesis,
what else do we need to take
into account?
We need to have the same
dough.
We need to knead them
the same way.
We need to bake them in
We talked about having the the same oven.
same dough, kneading each
batch the same way and
baking them in the same
 oven. Why do we want to do
these? Well, if we had different
dough, they would come
out different. We would
not know if it was the
amount of time we
kneaded them or if it was
the dough.
Very good thinking! What
we’re doing here is keeping
each of those constant and
the only thing we’re
changing is the amount of
time we knead each piece of
dough. When we keep them
the same, we say that we
have controlled those
variables. So let’s identify
the variables we are
controlling. Type of dough
The way we do the
kneading
The oven
3. Gathering (Goes around monitoring (Students do the activity
Data* students.) observing what was
*This can be previously discussed.)
done the next
meeting.
4. Analyzing What did you find out? We found out that the
Hypothesis pieces kneaded for ten and
fifteen minutes seemed to
have risen higher than the
piece kneaded for only
five minutes.
5. Generalizing/ What conclusion can we Dough must be kneaded
Concluding make now? with an adequate amount
of time.
The quality of the dough
depends on the amount of
time spent in kneading it.

IV. Evaluation
Direction: Complete the following:
1. I learned that baking requires _________________________________.
2. Marissa and Kate kneaded the same amount of dough at the same amount of time. When
the 2 pieces of dough were baked, it seemed that Kate’s had been bigger. Why had this
happen? Give two hypotheses.
Hypothesis 1:_________________________________________________
Hypothesis 2:_________________________________________________
 V. Assignment
How does the amount of yeast affect the baked product?

After looking at the sample detailed lesson plan, try to observe the Daily Lesson Log below which
is used in the DepEd.

SAMPLE DAILY LESSON LOG

(Used with permission from the owner)

PALAYAN REGION
School HIGH SCHOOL School Year 2019-2020
(300565)
MARIELLE TRACY Learning
Teacher SCIENCE
A. BALOT Area/Subject

Grades 1 to 12 Teaching Grade Level & Grade 7 &

November 4-8, 2019
DAILY LESSON Dates Quarter 3rd Quarter
LOG

SESSION SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

Teaching Dates MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
G7-MARS; G7-MARS; G7-MARS; G7-MARS;
Class Schedule
7:20-8:20 7:20-8:20 7:20-8:20 7:20-8:20
G7-EARTH; G7-EARTH; G7-EARTH; G7-EARTH;
Class Schedule
8:20-9:20 8:20-9:20 8:20-9:20 8:20-9:20
G7- G7- G7- G7-
Class Schedule MERCURY; MERCURY; MERCURY; MERCURY;
9:40-10:40 9:40-10:40 9:40-10:40 9:40-10:40
G7-VENUS; G7-VENUS; G7-VENUS; G7-VENUS;
Class Schedule
2:40-3:40 2:40-3:40 2:40-3:40 2:40-3:40
G7- G7- G7-
G7-JUPITER;
Class Schedule JUPITER; JUPITER; JUPITER;
3:40-4:40
3:40-4:40 3:40-4:40 3:40-4:40

I. OBJECTIVES
A. Content
The learners demonstrate an understanding of motion in one dimension
Standards
B. Performance The learners shall be able to conduct a forum on mitigation and disaster risk
Standards reduction
The learners
The learners should be able to describe the
C. Learning should be
motion of an object in terms of distance or
Competencies/ able to
displacement, speed or velocity, and
Objectives differentiate
acceleration
quantities in
 terms of
magnitude
and direction

Learning
S7FE-IIIa-1 S7FE-IIIa-1 S7FE-IIIa-1 S7FE-IIIa-2
Competency Code
Scalar and
Distance and Speed and
II. CONTENT Acceleration Vector
Displacement Velocity
Quantities
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp. 3-9 pp. 3-9 pp. 3-9 pp. 3-9
Guide pages
2. Learner’s
Material pp. 1-13 pp. 1-13 pp. 1-13 pp. 1-13
pages
3. Textbook
pages
B. Other Learning
Resources Title
Pages

IV. PROCEDURE
Let the
students do
Ask the Activity 3 –
students this Fun Walk
question: In this
When can we activity,
say that an students
object is in should be
Let the
motion? able to
A. Reviewing students recall
design ways Recall all the
previous lesson the difference
Students will to obtain the past lessons
or presenting between
describe the speed of for the week.
new lesson distance and
position of an each member
displacement
object with of the group
respect to a and decide
point of how to use
reference (or these values
reference to determine
point) who among
them walks
fastest
 Let the
students
execute
From the
Activity 1 –
activity, ask
Where is it?
the students
if their speed
In this Classify the
while they
activity, the quantities
did the walks
students will Show them discussed
B. Establishing a constant? Or
be able to video clips of from the past
purpose for the is their speed
realize the weather lessons to
lesson changing?
importance of forecasts scalar and
the point of vector
Show a
reference (or quantities
diagram
reference
based from
point) and
their activity
direction in
earlier.
describing the
position of an
object
Discuss how
Students will
to describe Ask:
C. Presenting be
motion How did Kuya Discuss what
examples or introduced to
through Kim describe is magnitude
instances of the the concept
visuals, the motion of and direction.
new lesson of
diagrams and the typhoon?
acceleration.
graphs
Discuss the
concept of
speed and Emphasize
Discuss the velocity the
Discuss the
terms distance through the differences of
D. Discussing new formula of
and analysis of scalar and
concepts and acceleration
displacement their formula: vector
practicing new and give
through speed = quantities in
skills #1 some sample
diagrams and distance over terms of
problems.
graphs time magnitude
velocity = and direction.
displacement
over time
Let the Show the
students do students a list
Activity 4 – of quantities
Give
Doing and let them
E. Discussing new examples on Solve word
Detective analyze and
concepts and how to solve problems about
Work reason out
practicing new for distance speed and
why they
skills #2 and velocity
Students will classify the
displacement
analyze an quantities as
example of scalar or
motion vector.
 wherein
speed (or
velocity) is
changing by
examining
the record of
the dots on a
strip of
paper.
Give some Have a group
Have some
sample activity
post
F. Developing diagrams & Have some wherein
laboratory
mastery (Leads graphs and let first five drills they’ll
discussions
to Formative the students with the classify
through
Assessment) solve for it in students measurement
inquiry
their units through
method
notebooks a puzzle
Show some
pictures of Show some
Show some
road accidents videos of
G. Finding pictures of Ask the
and ask them if moving large
practical zigzag roads students
speed is also a trucks
applications of to Baguio and sports event
factor why
concepts and ask them why and let them
these accidents Ask: Why
skills in daily are those classify the
happen. are the
living roads built vectors in it.
trucks’ speed
like this?
Discuss about low?
road safety.
Let the
Ask the
students
students the
compare the
new things
Set the first acceleration
they have
five drills as an of a
learned in the
H. Making example that in motorcycle Ask the
class.
generalizations life speed is and a large students the
and not the most truck. Let new things
Show the
abstractions essential thing them explain they have
students some
about the but the things why they learned in the
quotes about
lesson you have think the class.
taking
learned during motorcycle
shortcuts in
the process. or the large
life and let the
truck has
students
greater
explain it.
acceleration.
Through the
Through the
I. Evaluating Through a Through the activity
activity
learning quiz drills results and a
results
quiz
 Assignment: Agreement:
Create a Bring:
Assignment:
J. Additional Home to - stopwatch or
Read about
activities for School watch
Scalar and
application or Roadmap and - measuring
Vector
remediation compute for tape
Quantities
the estimated - ruler
distances. - scissors

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use or
discover which I
wish to share with
other teachers?
 Prepared by: Checked by: Noted by:

MARIELLE TRACY A. BALOT ____________________ _________________

Teacher Head Principal
Date:____________

After going through the sample lesson plan and Daily Lesson Log, do you realize how organized
your teaching will be if you have lesson plans? Truly, you will never get lost in your teaching if you have
one. You become more confident with what you are doing even as a beginning teacher.
Now mentally answer the following questions: What is a lesson plan? What are the types of lesson
plan? What are the parts of the lesson plan? What things to remember when writing the lesson plan?

Something to Do
Look for three lesson plans online or from a teacher you know. Observe how the plans are written.
Adopt one of the lesson plans and try writing your own lesson plan observing the steps. Choose a subject
matter you are comfortable with. Indigenous lessons are highly encouraged.

Panangasa ti Utek (Assessment)

Activity 1. What lesson is this?
1. It is used in introducing new topic.
2. It gives a new view to a past lesson.
3. It is monitored and supervised by the teacher.
4. It aims to make learners’ responses automatic.
5. It puts into practice what is previously taught.

Activity 2. Lesson plan: How it helps me

Direction: Take hold of two sample lesson plans or Daily Lesson Logs published online in any subject
areas. Study the parts and fill in the table below.

ASPECTS LESSON PLAN 1/DLL1 LESSON PLAN 2/DLL2

Type of Lesson Plan

Approach used

Method used

The Objectives (Were they

written in SMART way?)

The Subject Matter

The materials used

Steps of the Methodology

Evaluation

Assignment
 Overall critique (congruency of
parts, format, etc.)

Your recommendations

Activity 3. Lesson Designing. Make an outline of the parts of a lesson plan then come up with your
own lesson plan.

To be rated as follow: Lesson Plan Rubric

Criteria 5 4 3 2 1
Congruency The parts of The parts of Most parts of The parts do The parts are highly
of Parts the lesson the lesson the lesson not go together, incongruent with
(50%) plan are plan are plan are no focus. one another (needs
highly congruent congruent major revision)
congruent but a certain but certain (needs
from part is not. parts are not. revision)
Objectives to (needs (needs minor
Evaluation. minor revision)
(almost no revision)
need to
revise)
Content, Well-written Well-written Written and Not so well- Poorly written and
Grammar, and well- and well- prepared written and prepared with
Mechanics, prepared; prepared but with errors prepared with almost no
Format (50%) format is with minor in grammar many errors in incomprehensible
highly errors in or grammar or part; format to be
acceptable grammar or mechanics; mechanics; totally revised
mechanics; format is format needs
format is tolerable major
acceptable improvement

Nayon nga Basaen/Buyaen

(Related Readings/Viewing)
1. https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-
for-modern-pedagogy/
2. https://www.getsmarter.com/blog/career-advice/innovative-teaching-strategies-that-
improve-student-engagement/
3. https://www.movavi.com/learning-portal/teaching-techniques.html
4. https://www.quicksprout.com/teaching-techniques-you-should-know/
5. https://youtu.be/QHvp09yge3 (Demonstration Video in English)
6. https://youtu.be/zx__DNGWDlw (Demonstration Video in Filipino)
 Panaganninaw
(Reflection)
There are many topics in this module. Which of them do you think will you need to focus on if
you are to become both effective and efficient teacher? Why do you say so? Write your reflection your
journal.

Nakaadawan kadagiti Kapanunutan nga Nadakamat

(References)
Books
Aquino, G. V. (1988). Principles and methods of effective teaching. Metro Manila: National Book Store.
Battiste, M. (2002) Indigenous knowledge and pedagogy in First Nations Education: A literature review
with recommendations. Assembly of First Nations.
Garcia, M. (1999). Focus on teaching. Quezon City: Rex Printing Co.

Good, T. L. & Brophy, J. E. (1988). Looking in classrooms. New York: Harper & Row.
Lardizabal, A. S., et al. (1997). Principles and methods of teaching. Quezon City: Phoenix Publishing
House, Inc.
Ornstein, A. C. (1990). Strategies for effective teaching. New York: Harper Collins Publishers.
PNU (2013). A reviewer for the Licensure Examination for Teachers (Professional Education). Manila,
Philippines: PNU Press.
Salandanan, G. G. (2012). Methods of teaching. Metro Manila: Lorimar Publishing, Inc.
Salandanan, G. G. (2005). Teaching and the teacher. Quezon City: Lorimar Publishing Company

Zulueta, F. M. (2006). Principles and methods of teaching. Manila: National Book Store, Inc.

Online Sources

https://edf2031-25108204.weebly.com/effective-teaching-strategies.html

https://www.ictinc.ca/blog/15-strategies-for-teachers-of-aboriginal-students

Summative test
Direction: Read, analyze and choose the letter of the correct answer.
1. You are starting your class for the year. When is the best time to establish routine activities?
A. As soon as the students have established
B. Daily at the start of the lesson
C. During his homeroom days
D. On the very first day of school

2. Measuring the work done by a gravitational force is a learning task. At what level of cognition is
it?
A. Application C. Evaluation
B. Knowledge D. Comprehension

3. Applying the law of apperception, which activity must be given as a preliminary activity when
teaching?
 A. Greeting C. Review
B. Discussion D. Infusion

4. Teachers may tend to regard affective development as secondary or supplementary to a significant

task. Which of the following indicates such view?
A. Understanding the causes of pupils’ behavior
B. Assisting students to overcome negative behavior
C. Getting samples of activities that are exciting to the learners
D. Understanding reactions to pupil’s behaviors

5. A sound advice for classroom managers is to “nip the problem in the bud”. What does this mean?
A. Assume a reactive role in classroom management.
B. Be proactive in management approach.
C. Treat minor disturbance calmly.
D. Reinforce positive behavior.

6. The following are sound specific purposes of questions EXCEPT ________________.

A. To stimulate learners to ask questions
B. To call the attention of inattentive students
C. To arouse interest and curiosity
D. To teach via student’s answers

7. Teacher Sally, an experienced teacher, does daily review of past lessons in order to _____.
A. Introduce a new lesson.
B. Reflect on how she presented the previous lesson
C. Provide her pupils with sense of continuity
D. Determine who among her pupils is studying

8. Which of the following is NOT a sound practice?

A. Answer to the question should be repeated by the teacher for emphasis.
B. Questions should be asked one at a time.
C. Feedbacks must be given to appraise learner’s response.
D. Learners should be called at random in answering questions.

9. Review has several purposes. What is the teacher’s purpose when he recalls the past lesson to make
the new lesson meaningful?
A. To orient students to new work by laying the foundation for what is to be studied later.
B. To organize relationship into larger unit so as to unify the work daily.
C. To reveal the weaknesses of students
D. To reveal weaknesses in teaching

10. When is instructional function fully realized?

A. When teacher has given final examination
B. When learners get high marks
C. When there is 100% passing rate
D. When learners engaged in activities that enable him to attain understanding

11. Disciplinary problems can be group problems or individual problems. Which group problem is
considered aggressive disorder and not a petty offense?
A. Whispering, causing inattention
B. Intentional defiance or refusal to obey
 C. Foolish remarks
D. Writing graffiti on the walls

12. Of subcategories of teacher movement behavior, what is happening when the teacher is too
immersed in a small group of students or activity, thus ignoring other students or activity?
A. Truncation C. Flip-flop
B. Stimulus-bounded D. Thrust

13. You notice two learners to be copying from each other. Which technique can you utilize best to
prevent the situation from worsening?
A. Planned ignoring C. Physical restraint
B. Routine D. Proximity control

14. Which of the following is the aim of Classroom Management?

A. Minimize classroom noise
B. Increase occurrence of discipline problems
C. Maximize the use of classroom time for productive activities
D. Decrease time spent on tasks

15. A non-traditional teacher, Mr. Sison likes to use control and discipline in his class not necessarily
to eliminate misbehaviors but, as classroom management emphasizes to
A. make the students “prim and proper” at all times
B. help them obey all school rules and regulations
C. reduce the frequency of occurrence of inappropriate behaviors
D. increase quality of learning

16. If a pupil asks permission to go to the rest room while the class is going on, which may be done to
avoid class disruption?
A. Stop the lesson and let all students go to the rest room
B. Stop the lesson and let the pupil to go
C. Tell the pupil to sit down instead
D. Simply nod while continuing the lesson

17. This type of Classroom Management involves attention to that which creates the best use of
available space. Which type is it?
A. time management C. routines and procedures
B. discipline D. physical environment
18. Time management is one important aspect of classroom management. Which of the following
teacher behaviors is part of time management?
A. maintaining group alertness C. routinizing activities
B. checking attendance D. keeping students engaged during instruction

19. One of the following items is NOT among the considerations that a teacher should make in the
presentation of a new lesson. Which is it?
A. the relation of the new information to previous learning
B. information regarding the lesson objective
C. high involvement of students
D. logical organization and a smooth transition
20. Miss De Vera started her routine by giving the ground rules for the day and the expected outputs
of learners at the end of instruction. After these, she monitored learners and checked what they
were able to accomplish. Which approach to classroom management did she observe?
A. Acceptance approach C. Group managerial approach
B. Business-academic approach D. Assertive approach

21. Pepito gives the wrong answer to your question. What is the best feedback will you give to redirect
him to the expected answer?
A. “No. That is not right…”
B. “You are missing a point. Look again at the data given.”
C. “You have a point there.”
D. “Are you sure of your answer?”

22. Applying the law of apperception, which activity must be given as a preliminary activity when
teaching?
A. Greeting C. Review
B. Discussion D. Infusion of Value

23. Time management is one important aspect of classroom management. Which of the following
teacher behaviors is part of time management?
A. maintaining group alertness C. routinizing activities
B. checking attendance D. keeping students engaged during instruction

24. Kounin’s “with-it-ness” is best shown when the teacher:

A. accommodates students who have queries about the lesson.
B. has awareness of what is happening in his classroom.
C. is a loving and caring teacher.
D. gives attention to slow learners in his class.

25. Ripple effect can be observed in misdemeanors such as students making noise in class. The teacher
should therefore:
A. be consistent in classroom management.
B. immediately respond to misbehavior.
C. count 1 to 10 before she gets angry.
D. reinforce positive behavior.

26. Which shows an example of low-profile classroom technique?

A. React to students’ errant behavior
B. Observe her students’ behavior
C. Blurt out students’ misdemeanor.
D. Manage misbehavior without disrupting the lesson.

27. Rene gave you an incorrect answer but you wanted to lead him to the correct answer. What will
you use as technique?
A. Probing C. Paraphrasing
B. Redirecting D. Giving cue

28. A teacher who makes sure that everything in her classroom is fluidly undertaken is observing:
A. group alertness. C. avoidance of conflict
B. Smoothness D. space management
 29. Miss Bueno explains the lesson well and gives sufficient examples when she teaches. Which power
does she manifest?
A. Referent C. Coercive
B. Expert D. Reward

30. Ms. Jose started her class with preliminary activities then she presented the lesson using concrete
examples. She then discussed what was presented and led the students to formulate an insight. The
method she used is:
A. Direct B. Inductive C. Deductive D. Project

31. Mr. Reyes begins his lesson with the formulation of problem followed by hypothesizing, data
gathering, verifying hypothesis then ending with conclusion. Which strategy has the teacher used?
A. Cooperative Learning C. Inquiry-Based Instruction
B. Concept Attainment D. Deductive Strategy

32. In which part of the lesson plan does the teacher implement her instructional objectives?
A. Objectives C. Methodor Procedure
B. Subject Matter D. Evaluation

33. Teacher Lorena sees to it that her lesson observes procedures to make her tasks systematic. She
begins with easy tasks moving to more difficult tasks. Also, she starts with the basic skills before
moving to more complex ones. Which principle of teaching does she consider?
A. Principle of Individuality C. Principle of Context
B. Principle of Evaluation D. Principle of Sequence

34. In her TLE class, Ms. Starlyn provides her students enough practice often showing and explaining
different ways of preparing food such as chopping, cubing, peeling, etc. What method is used?
A. deductive discovery C. demonstration
B. metacognitive D. lecture-discussion

35. Teacher Nicko has been teaching Social Studies with the intent of providing the students with more
knowledge and information even with less student participation, but a lot of content be covered in
a short period of time. What method is applied?
A. Inquiry C. Demonstration
B. Lecture D. Expository

PEER TEACHING CHECKLIST IN PROF ED 7

Demonstrator/s:_______________________________ Date:_______________
Subject:______________ Grade Level:_________ Method Used:_________

ASPECTS 96-100 91-95 86-90 81-85 76-80 70-75

A. Teacher’s Personality (10%)
1. Poised, no mannerisms
2. Voice is modulated, speech clear
3. Well-established eye contact
4. Well-groomed
B. Lesson Plan (10%)
1. Lesson plan is well written.
 2. Lesson plan has congruent parts.
C. Instructional Competencies (80%)
1. Begins and ends tasks smoothly.
2. Has well-prepared instructional
materials
3. Conducts preliminary tasks such as
drill, review, motivation effectively
4. Follows steps of the method
logically
5. Conducts thorough and
comprehensive discussions and
explanations
6. Asks a variety of questions
effectively
7. Leads learners to come up with
insights, summaries or synthesis;
uses summarizing organizers
8. Provides for trial responses through
application and exercises
9. Gives feedbacks effectively and
appropriately
10. Maximizes students’ participation
individually, in dyads or in small
groups
11. Manifests mastery of subject matter
12. Manages time, students’ behavior,
materials and tasks effectively
13. Utilizes incidental learning when
necessary
14. Integrates ICT in presenting lessons
15. Integrates values as well as
indigenous and global issues in the
lesson
16. Provides appropriate assessment

RATING:_______________________
Comments/Suggestions
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______________________________

___________________________
Observer

*Checklist developed by Prof. Marites A. Balot for her Prof Ed 7 class

SELF-RATING COMPETENCY CHECKLIST (Post-Self-Rating to be answered after finishing
the course.)

APPENDIX B
SELF-RATING COMPETENCY CHECKLIST
Note: This checklist is used for pre-service teachers. As used in Prof Ed 7, the checklist can be used
before and after the course for students to gauge their personal growth in terms of learning
experience.
Name: _______________________ Course:____________ Year & Section:______
Date:_________
Direction: Check (/) the appropriate column that best describes your current level of mastery of each listed
competency.

COMPETENCY I cannot do I am I can do this but I can do

this yet. learning I need to learn this very
how to do more and well.
this. improve.
Identifies varied methods and
strategies, instructional materials and
assessment tools used in the learning
environment.
Distinguishes general learning
processes as well as unique process of
individual learners.
Identifies teacher’s actions that
demonstrate value for learning.
Explains the importance of using
varied learning experiences.
States the significance of using
instructional materials that provide
meaningful learning
Describes the significance of using
varied assessment tools in diverse
situations.
Obtains important information on the
learning styles, multiple intelligences
and needs of learners.
Proposes strategies to address the
needs of differently-abled students.
Determines and accepts learners’
diverse background and experiences.
Identifies and analyses the factors to be
considered in the selection of learning
experiences, instructional materials
and assessment tools.
Develops and utilizes creative and
appropriate instructional planning
Shows proofs of instructional planning
Uses appropriate assessment strategies
to evaluate learning.
 Sets appropriate learning goals.
Delivers accurate and updated content
knowledge using appropriate
strategies.
Engages and sustains learners’ interest
in the subject through the use of
meaningful and relevant content.
Selects, prepares and utilizes
instructional materials appropriate to
the learners and to the learning
objectives
Makes good use of allotted
instructional time
Source: Experiential Learning Courses Handbook, 2007, p. 43
My overall insights on my competency
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