Principles of Teaching

Reporter: Karl Angelo Soriano

Chapters to Discuss:
CHAPTER 1: OUTCOMES-BASED EDUCATION(OBE)

CHAPTER 2: TEACHING APPROACHES AND METHOD

CHAPTER 3: CONSTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE,

INTEGRATIVE, AND INQUIRY-BASED

CHAPTER 4: PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

CHAPTER 5: RESEARCH - BASED TEACHING AND LEARNING IN THE 21ST

CENTURY

CHAPTER 6: INSTRUCTIONAL PLANNING AND DEVELOPMENT

CHAPTER 7: THE TEACHING OF THE LANGUAGE SUBJECTS

 CHAPTER1:
OUTCOMES-BASED
EDUCATION(OBE)
What is OBE?
• An outcome is a culminating demonstration of learning; it is what the student
should be able to do at the end of a course.

• Outcome-based education is an approach to education in which decisions about

the curriculum are driven by the exit learning outcomes that the students should
display at the end of the course. -Davis, 2003

• Outcome-based education can be summed up as results-oriented thinking and is

the opposite of input-based education where the emphasis is on the educational
process and where we are happy to accept whatever is the result -Killen, 2000

• OBE means clearly focusing and organizing everything in an educational system

around what is essential for all students to be able to do successfully at the end of
their learning experiences. This means starting with a clear picture of what is
important for students to be able to do, then organizing the curriculum, instruction,
and assessment to make sure this learning ultimately happens” -Spady, 1994
 OBE is an approach to planning, delivering and evaluating instruction
that requires administrators, teachers and students to focus their
attention and efforts on the desired results of education.

Acquired upon
Immediate
completion of the
Outcomes
subject

Outcomes of
Education Ability to apply
cognitive,
psychomotor and
affective skills/
Deferred competencies in the
Outcomes various aspects of the
professional and
workplace practice
R.L. Navarro and R.G. Santos (2011) Research-Based Teaching and Learning – Manila: Lorimar
Deferred Outcomes
• Promotion in job position/ rank as evidence of work
competence and skills and social relation

• Success in professional practice or occupation as evidence of

skill in career planning, health and wellness and continuing
education

• Professional recognition, awards, distinction as evidence of

civic responsibility and participation in environment conservation
and other social advocacies
Immediate Outcomes
• Analytical ability

• Problem solving skill

• Ability to communication in writing, reading, speaking, and mathematically

• Skills in creative expression

• Skill in technology utilization

• Passing the licensure examination

• Initial job placement

• Admission in a graduate program

In a nutshell:
as a theory

as a systematic
as practice in
structure of
classroom
education

OB
E
William G. Spady premised that in Outcomes-
Based Education:

• All students can learn and succeed, but not at the same
time or in the same way. Schools and teachers control the
conditions that will determine if the students are successful in
school learning.
2 Common Approaches to OBE

1. Traditional/transitional Approach - emphasizes student

mastery of traditional subject-related academic outcomes
(usually with a strong focus on subject-specific content) and
some cross- discipline outcomes (such as the ability to solve
problems or to work co-operatively).

2. Transformational Approach - emphasizes long- term, cross-

curricular outcomes that are related directly to students’
future life roles (such as being a productive worker or a
responsible citizen or a parent). -Spady, 1994
4 Essential Principles of OBE
1. Clarity of focus: this means that everything teachers do must
be clearly focused on what they want learners to ultimately be
able to do successfully.

2. Designing back: it means that the starting point for all

curriculum design must be a clear definition of the significant
learning that students are to achieve by the end of their formal
education.

3. High expectations for all students.

4. Expanded opportunities for all learners

Features of Outcomes-based Learning
• Active learners.
• Continuous assessment.
• Critical thinking, reasoning, reflection & action.
• Integration knowledge, learning relevant/ connected real life situations
• Learner centered & educator/ facilitator use group/ teamwork.
• Learning programs seen as guides that allow educators to be innovative & creative in
designing programs/ activities.
• Learners take responsibility for their learning, learners motivated by constant
feedback/ affirmation of worth.
• Emphasis outcomes – what learner becomes & understands.
• Flexible time frames - learners work at own pace.
• Qualification
• Recognition of prior learning: after pre-assessment, learners credited outcomes
demonstrated or transfer credits elsewhere.
Purpose of OBE

• Improve student learning

• Develop quality program

• More focus on output

Components of a Course Design for OBE

• Description of specific Course Learning Outcomes and Content

• Description of major teaching & learning methods with justification that they
are conducive to the attainment of intended subject outcomes

• Description of major assessment methods with justification that they are

appropriate for assessing the intended subject outcomes
Teaching Strategies for OBE

Whatever approach to teaching you use, it is important to keep the following points in
mind:
• Your main focus should be on LEARNING rather than teaching.

• Students cannot learn if they do not THINK.

• Thinking is facilitated and encouraged by the PROCESSES that you use to

engage students with the content, as well as by the CONTENT itself.

• Your subject does not exist in isolation—you have to help students make LINKS
to other subjects.

• You have a responsibility to help students LEARN HOW TO LEARN.

Summary:

In Outcomes Based Education, the learning focuses on the

students and on the outcomes that should jive with the planned or
aimed result that the students should possess in the end. Outcomes
does not talk about the learning that they acquire that can be seen
on papers, rather, outcomes are the results of the performance of
the learners after they finish the course or graduated, thus,
outcomes based education is more on skills and competencies.
 CHAPTER 2:
Teaching Approaches
and Methods
DIFERENCE AMONG THE TERMS
TECHNIQUE, METHOD, STRATEGY,
APPROACH AND PRINCIPLES
TECHNIQUE
 the personal art and style of the teacher in carrying out the
procedures of teaching.

 the teacher’s unique way, style or act of executing the

stages of a method.
METHOD
 synonymous to procedure

 the procedure employed to accomplish lesson objectives.

 a series of related and progressive acts performed by a teacher and pupils

to achieve the desired objectives of the lesson.

 the established way or procedure of guiding the mental processes in

mastering the subject matter.

 a well – planned step – by – step procedure that is directed towards a

desired learning outcomes.
STRATEGY
 an over – all or general design on how the lesson will be
executed or delivered.

 a set of decisions on what learning activities to achieve an

objective

- can be a substitute to methodology

APPROACH
 a set of correlative assumptions or viewpoints dealing with
the nature of teaching and learning.

 one’s viewpoint toward teaching.

 procedure that employs a variety of strategies to assess better

understanding and effective learning.
PRINCIPLE
 means a general or fundamental law, doctrine or assumption.

 a primary source or origin.

 Rule or code of conduct.

This chapter is all about the teaching approaches and method
used in the classroom.

So, approach is a set of assumptions that define beliefs and

theories about the nature of the learner and the process of
learning which is translated into the classroom.

Techniques are the specific activities manifested in the

classroom that are consistent with a method and therefore in
harmony with an approach as well. It is a well-defined
procedure used to accomplish a specific activity or task.
The DepEd has Teaching Approaches that shall adhere to the standards and principles in
developing the enhanced basic education curriculum and these are:
1. Learner-centered
2. Inclusive
3. Developmentally appropriate
4. Relevant and responsive
5. Research-based
6. Culture-sensitive
7. Contextualized and global
8. Constructivist
9. Inquiry-based
10. Reflective
11. Collaborative
12. Integrative
13. Mother tongue-based
14. Spiral progression
15. Flexible, indigenized and localized
An approach gives rise to method (design) while a method
(design) includes techniques (tasks or activities). The K
to 12 Curriculum as an approach.
Understanding the K-
12 Basic Education
Program
 Why K TO 12 ?
-Rationale-
1. Enhancing the quality of basic education in the Philippines is urgent and critical.
2. The poor quality of basic education is reflected in the low achievement scores of Filipino
students.
3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science
Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in
HS II Science; for grade 4, the Philippines ranked 23rd out 25 participating countries in both Math
and Science. In 2008, even with only the science high schools participating in the Advanced
mathematics category, the Philippines was ranked lowest.
4. The congested curriculum partly explains the present state of education.
5. This quality of education is reflected in the inadequate preparation of high school graduates for
the world of work or entrepreneurship or higher education
6. Further, most graduates are too young to enter the labor force.
7. The current system also reinforces the misperception that basic education is just a preparation
for higher education.
“Education is the key to the long-term problems of the
country. If we fix basic education, we fix the long-term
problems of the country. And if we fix the country’s
problems, we will build a truly strong society. . .”

“We are the last country in Asia and one of only three
countries in the world with a 10-year pre-university
program.”

-Pres. Benigno Simeon C. Aquino III

K to 12 Education Vision
Graduates of the K to 12 Basic Education Program are holistically developed Filipinos who
have the 21st century skills.

• Acquire mastery of basic competencies.

• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and civic affairs.
• Be adequately prepared for the world of work or entrepreneurship or higher education.
• Be legally employable with potential for better earnings.
• Be globally competitive.
Salient Features of the K to 12 BEC
Framework
a. Holistic development : communication & literacies, critical thinking & problem solving,
creativity & innovation, ethical, moral & spiritual values, self and sense of community,
life & career opportunities, national & global orientedness.
b. Outcomes-based: Employment, Entrepreneurship, Middle Level Skills Development,
Higher Education.
c. Principles: inclusive education, child to youth development, teaching & learning,
assessment.
d. Ensures learner-centered pedagogical approaches: teacher development,
administrative support, learning resources and parent and community involvement.
The Imperative for K to 12

 Decongest the curriculum to improve mastery of basic competencies

 Ensure seamlessness of primary, secondary, and post-secondary competencies

 Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in
Science & Math) and medium of instruction

 Expand job opportunities (by reducing jobs-skills mismatch) and provide better
preparation for higher learning
Features of K-12
 These, then, are the main features of the K to 12 curriculum: research-based, decongested,
enhanced, viewing-related, informational, employment-ready, community-related,
elective-rich, multilingual, and spiraled

New features of the K to 12 Basic

Education Curriculum
 Vertical continuum and horizontal articulation of competencies
 Mother Tongue as a learning area and medium of instruction
 Spiral progression in Science and Math
 MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1
Comparison of the BEC and the K to
12 Mathematics Curriculum

 Most of the topics in the BEC are also in the K to 12. But there are additional topics in the
K to12 such as in geometry, patterns and algebra, statistics, and probability.

 In the K to 12, there is still spiraling. There is more emphasis on integration of topics
within Mathematics and across other learning areas.
K to 12 will strengthen Science and
Math Education
 The use of spiral progression:
 Avoids disjunctions between stages of schooling
 Allows learners to learn topics & skills appropriate to their developmental/cognitive
stages
 Strengthens retention & mastery of topics & skills as they are revisited & consolidated
 Science concepts & skills are integrated in Health, Languages, Math, and other subjects in
Grades 1-2.
 Focus on literacy & numeracy for K to Grade 2 provides stronger foundation to acquire
more sophisticated competencies in latter grade levels
K to 12 will enhance literacy through
multilingualism
 Mother Tongue, Filipino, English and additional languages education for upper year
levels
 Mother Tongue as starting point for literacy development
 Simultaneous development of language skills in listening & speaking for both Filipino &
English
 Competencies spiraled across grade levels, with greater emphasis on reading
comprehension of various writing, study & thinking strategies in HS for critical thinking
development
 Includes age-, context-, and culture-appropriate print & electronic texts
Mother Tongue-Based Multilingual
Education
 Mother tongue is taught as a learning area and is used as language of instruction from
Kindergarten to Grade 3

 Oral fluency in Filipino starts in the first semester of Grade 1

 Oral fluency in English is introduced in the second semester and will continue until grade
2
Next is the Method (design) that is an overall plan
for systematic presentation of a lesson based upon
a selected approach. It implies an orderly logical
arrangement of steps. It is more procedural.
Different Methods of Teaching

1. Direct and Indirect Method

2. Deductive and inductive methods

Direct and Indirect Method

The direct method is teacher-dominated. You lecture immediately

on what you want the students to learn without necessarily involving
them in the process.

In the indirect method, you synthesize what have been shared to

connect loose ends and give a whole picture of the past class
proceedings and ideas shared before you lead them to the drawing of
generalizations or conclusions.
Deductive and Inductive Methods

In the deductive method, you begin your lesson with a

generalization, a rule, a definition and end with examples and
illustrations or with what is concrete.

Deductive and Direct Instruction:

Begins with the abstract, rule, definition, generalization,
unknown and ends with experience, examples, details, known.
Deductive and Inductive Methods

Inductive and Indirect Instruction:

Begins with the concrete, experience, examples,
details, known and ends with rule, definition,
generalization or conclusion
“A Thousand Teachers, A Thousand Methods”, this
proverb from the Chinese best suit this chapter.

In this world of ours, there are thousands, not just thousands

but billions, of teachers who are there to share their hidden
knowledge. But in order for them to impart that to their
students, they must possess the qualities and skills that a
good teacher should. Aside from that, they must acquire the
methods, strategies, approaches and techniques that are
needed to have an interactive atmosphere inside and outside
the school.
 CHAPTER 3:
Constructivist Teaching:
Interactive, Collaborative,
Integrative, and Inquiry-Based
Constructivist Teaching
is based on the belief that learning occurs as learners are
actively involved in a process of meaning and knowledge
construction as opposed to passively receiving information.

Learners are the makers of meaning and knowledge.

Constructivist teaching should have authentic activities and
real-world environments, multiple perspectives, holistic,
integrative, self-directed learners and meaningful learning.
According to Vygotsky's (1998) “Social learning
theory states that we learn from others. No one has
the monopoly of the truth. Then it must be good to
listen to others' perspectives in our search for
answers, in our search for truth.”
Interactive Teaching

is a two way process, first, we have the teacher, second, are

the other learner in the class. Interactive teaching, the word
interactive reminds us of people with whom the learner
interacts in order to learn. The interaction can be collaborative
and so we have collaborative teaching and learning.

If we have the interactive learning, or the sharing of ideas, this

learning will take us to collaborative learning.
Collaborative Learning

an educational approach to teaching and learning that involves groups of

students working together to solve a problem, completes a task, or creates a
product.

For collaborative teaching to work, the teacher must begin with the
conviction that every student can share something with the attainment of a
goal, structure tasks in such a way that the group goal cannot be realize
without collaborating, make the goal clear to all, ensure the guidelines on
procedures are clear especially on how their performance is assessed and
must make clear that at the end of the activity, the have to reflect together.

And in interactive and collaborative learning and teaching sprouts the

integrative learning and the inquiry-based learning.
Integrative teaching is putting together
separate discipline to make whole. This affirms
the “boundary less” of disciplines. There is no
demarcation lines among disciplines taught.

Inquiry-based teaching constructivist teaching

is also inquiry-based. This is teaching that is
focused on inquiry or question. It espouses
investigation, exploration, search, quest,
research, pursuit, and study.
Integrative teaching is putting together
separate discipline to make whole. This affirms
the “boundary less” of disciplines. There is no
demarcation lines among disciplines taught.

Inquiry-based teaching constructivist teaching

is also inquiry-based. This is teaching that is
focused on inquiry or question. It espouses
investigation, exploration, search, quest,
research, pursuit, and study.
 CHAPTER 4:
Problem-based Learning and
Project-based Learning
In this chapter, the main discourse is all about the Problem-
Based Learning and the Project-Based learning.

Of course in discussing this chapter, we have to smooth things

out. Let’s first discuss Problem-Based Learning (PBL).
So what is PBL?

Problem Based Learning is an approach that challenges

students to learn through engagement in a real problem. It uses
an inquiry model or a problem-solving model. Students learn
about a subject through the experience of solving an open-ended
problem found in trigger material.
Problem-based learning (PBL) is a format that
simultaneously develops both problem solving strategies and
disciplinary knowledge bases and skills by placing students in
the active role of problem-solvers confronted with an ill-
structured situation that simulates the kind of problems they
are likely to face as future managers in complex
organizations.
Here are some reminders for PBL to Work:

• The problem must be designed in such a way that different

appropriate solutions may apply.
• The problem must be a real-world scenario.
• The problem must be relevant to the students and must be
developmentally appropriate.
• Guidelines must be set on how the team will work together and the
expected dates of completion.
• Teacher gives guidance but does not give answers to students.
• Students must be given reasonable amount of time to do the work.
• Teachers make clear how the performance will be assessed.
And the next approach in this
chapter is the Project- Based
Learning (PrBL/PjBL).
What is Project-based Learning?

Project-based learning (PBL) is a student-centered pedagogy that

involves a dynamic classroom approach in which it is believed that
students acquire a deeper knowledge through active exploration of
real-world challenges and problems.

Students learn about a subject by working for an extended period of

time to investigate and respond to a complex question, challenge, or
problem.
It focuses on a production model. As the name implies
involves a project which involves a complex task and some
form of student presentation and/or creating an actual
product.

Students can do Project-based Learning by defining the

purpose of creating end product, identifying their audience,
doing research on the topic, designing the product,
implementing the design, solving the problems that arise
and finally coming up with product.
 CHAPTER 5:
Research - Based Teaching and
Learning in the 21st Century
Research-based teaching means that the learners,
teachers and the curriculum apply research- based
approach in the learning- teaching process with an
open outcome.
The demands of the 21st century are solving
problems flexibly, thinking critically and
creatively, using knowledge and skills in new
situations, collaboration and communication skills
and technology literacy.
There are nine categories of instructional strategies that are needed
to consider in the field of teaching and in the process of this
approach:
1. Setting objectives and providing feedback.
2. Reinforcing effort and providing recognition.
3. Cooperative learning.
4. Cues, questions and advance organizers.
5. Non-linguistic representation.
6. Summarizing and note taking.
7. Assigning homework and providing practice.
8. Identifying similarities and difference.
9. Generating and testing hypotheses.
1. Setting objectives and providing feedback.

Provide students with a direction for learning and information

about how well they are performing relative to a particular learning
objective so they can improve their performance. Provide feedback
to make students understand what was correct and what was
incorrect and to make clear what students need to do next. Provide
feedback in time to meet students’ needs and should be criterion
reference. As a teacher, you should engage students in feedback
process.
2. Reinforcing effort and providing recognition.

Enhance students’ understanding of the relationship between effort and

achievement by addressing students’ attitudes and beliefs about learning.
Provide students with abstract tokens of recognition or praise for their
accomplishments related to the attainment of a goal. Teach students that
success is within their control because it comes as a result of their effort and
not because of other people or of luck and, of course, provide praise that is
specific and aligned with expected performance and behaviors.
3. Cooperative learning.

Provide students with opportunities to interact with one another in

ways that enable their learning. Learning atmosphere is more
favorable when students work together rather than compete and
work against one another.
4. Cues, questions and advance organizers.

Enhance students’ ability to retrieve, use and organize what they already
know about the topic. Use explicit clues. This can be done by giving preview
of what is to be learned perhaps with the use of pictures, by explaining the
learning outcomes of the lesson/unit and providing a list of guide questions
that they should be able to answer at the end of the lesson. Ask inferential
questions, not fact questions and make use of advance organizers. This is
meant to give the students what they are expected to learn before the real
teaching-learning takes place.
In this category, there are four formats involved namely the expository,
narrative, skimming, and graphic:

1. Expository advance organizer, describes in written or verbal form the new

content the students are about to learn.
2. Narrative advance organizer presents lesson in a story form to make relevant
connection to the lesson.
3. Skimming is when the teacher provides the learners with the opportunity to skim
over the information that is about to be introduced, focusing on highlighted
information.
4. Graphic Organizers are used as a method of presenting information in the
visual realm. They are efficient because they highlight and focus on just the
important aspects and they also show relationships between necessary
information. Graphic Organizers take on a plethora of avenues and looks, but the
two most utilized are Venn Diagrams and Concept Mapping.
5. Non-linguistic representation.

This enhances the student’s ability to represent and elaborate on knowledge

using mental images. In a research, it was concluded that 18% are auditory
learners, 32% are visual learners, 25% are tactile learners, and 25% are
kinesthetic learners.
5. Non-linguistic representation.

There are many ways to teach non-linguistic representation for more effective and
informational way of teaching. One of those is graphic organizer, a visual display
that demonstrates relationships between facts, concepts or ideas. Making Physical
models and Manipulative, manipulative are physical tools of teaching that engage
students visually and physically with objects.

Generating Mental Pictures, mental Pictures are the representations of the physical
world in a present’s mind. Creating Pictures, Illustrations and Pictographs by
hand or on a computer is an opportunity for personalized learning. And lastly,
engaging students in kinesthetic activity, students move around as part of learning
activities, they create more neural networks in their brains and the learning stays with
them longer.
6. Summarizing and note taking.

Enhance student’s ability to synthesize information and organize it in a way

that captures the main idea and supporting details. When we talk about
summarizing, it is how we take larger selections of text and reduce them to
their bare essentials: the gist, the key ideas, the main points that are worth
noting and remembering. Note Taking is the practice of writing down pieces
of information in a systematic way.
7. Assigning homework and providing practice.

Extend the learning opportunities for students to practice, review and apply
knowledge. Enhance student’s ability to reach the expected level of
proficiency for a skill or process. To ensure that homework works, design
homework that provides students with opportunities to practice skills and
processes in order to increase their speed, accuracy, fluency and conceptual
understanding or to extend their learning on a topic already learned.
8. Identifying similarities and difference.

Enhance students’ understanding of and ability to use knowledge by engaging

them in a mental process that involves identifying ways in which items are
alike and objectives. Comparing is showing similarities and differences.
Classifying is the process of organizing groups and labeling them according
to their similarities. Creating metaphors is the process of identifying a general
or basic pattern in a specific topic and then finding another topic that appears
to be quite different but has the same general pattern and creator analogies is
the process of identifying relationships between pairs of concepts or between
relationships.
9. Generating and testing hypotheses.

Enhance students’ understanding of and ability to use knowledge by engaging

them in a mental process that involve making and testing hypotheses. When
students generate and test hypotheses they actually applied principles learned.
They deepen their understanding of the principles upon which they base their
hypotheses. Generating and testing hypotheses can be also applied in problem
solving.
9. Generating and testing hypotheses.

The process of generating and testing hypotheses can also apply in

investigation process. In all of these instances where the students are asked to
generate hypotheses, the students are made to explain why they should
forward such hypotheses. To help students learn for mastery the teacher must
ensure mastery by seeing to it that he/she creates a positive learning
atmosphere develops through understanding of the lesson not only memory or
recall and that he/she gives opportunities to students to extend and apply their
learning.
 CHAPTER 6:
Instructional Planning and
Development
This chapter is a content talk about the process of instructional
planning. Before the modern curriculum was implemented here in
the Philippines, there exist first the standard way of teaching which
involves the following steps:

1. Select a topic from the curriculum.

2. Design the instructional activities.
3. Design and give assessment
4. Give grade or feedback
5. Move on to new topic
But then, researches have concluded that this standard way of
teaching does not result to more and effective graduates. Therefore
there was a big development and changes that occurred which
involves the following steps:
1. Select standards that the students need to know.
2. Design an assessment through which students will have an opportunity to
demonstrate those things.
3. Decide learning opportunities that will allow students to learn those things
and plan appropriate instruction to assure that each student has adequate
opportunities to learn.
4. Use data from the assessment to give feedback, reteach or move on to
next topic.
After the standard way of teaching was changed, different
curriculum was introduced and one of those is:
The Outcomes – Based Education. One of the features of OBE is
“design down”. This means that in OBE, you determine first the
targets of the learning outcomes before you design instruction and
Understanding by Design Backward design. Like OBE, the first
step in UbD is “identifying results”. This is composed of three
stages. Stage 1: Desired Results. Stage 2: Assessment Evidence
and Stage 3: Learning Plan.
In instructional planning and development there are important
points to remember, and these are:

• Our daily teaching-learning is supposed to contribute to the realization of

the vision statement of the DepEd.
• If you belong in a private institution, bear in mind the vision-mission
statement of your school in addition to that of DepEd’s vision and mission
statement.
• Consider too the Philippine Qualifications Framework (PQF), the
framework issued through Executive Order No. 83 by the office of the
president on October 1, 2012.
• These Grade 10 and 12 qualifications laid down in the PQF flow into the
standards that are contained in the Curriculum Guide for K to 12. These
standards are in different levels– learning area standards, key stage
standards and grade level standards.
• Our instructional planning is supposed to begin with a study of the K to 12
Curriculum Guide.
• Which instructional plan you are going to prepare depends on what your school
requires.
• Apply all the principles of teaching and learning that you have learned in
Principles of Teaching 1 and the research—based instructional strategies
discussed in Chapter 4. As you plan instruction you should also be guided by the
same guiding principles upon which the K to 12 Curriculum Guide was
developed.
• Always begin with end in mind.
• Do assessments to ensure learning
• Give your students opportunity to assess themselves.
• You teach two knowledge; declarative and procedural knowledge.
• Don’t forget that part of instructional planning is utilization of assessment results.
 CHAPTER 7:
The Teaching of the Language
Subjects
“First Year Education Students are characterized by no
concerns, Student Teachers by increased concerns, beginning
Teachers by survival concerns and Experienced Teachers by
self-concerns” an idea that best suit the teachers and all the
ongoing education students.
When we are planning or if we are taking this kind of course, we must be
acquainted of the consequences and of course the hardship that we are going
to encounter just to survive and learn.
As a future teacher, you must be acquainted with subject areas that you are
you are going to teach and not in the sense that when you are already
teaching, that is when you cram to learn each subject areas. This chapter
will educate us about the subject areas and the teaching of the language
subjects.
Lessons for this Chapter:

Lesson 1: Mother Tongue-Based Multilingual Education (MTB-MLE)

Lesson 2: The Teaching of Filipino Language.
Lesson 3: The Teaching of English language in the K-12 Curriculum.
Lesson 4: Communicative Competence: The Goal of Language Teaching
(Mother – tongue, Filipino, English)
Lesson 5: The Principles of Language Learning
Lesson 6: Approaches, Methods and activities in Language Teaching.
Lesson 1: Mother Tongue-Based Multilingual Education (MTB-
MLE)

Mother Tongue-Based Multilingual Education is education in several

languages based on the mother tongue.

The beginning language of teaching mother tongue, termed as language 1

(L1). This leads to the learning of a second language, called Language 2 (L2)
and a third language called Language 3.

In the Philippines, Language 1 may differ across the country.

What is meant by mother tongue?

Section 4 of the Implementing Rules and Regulations of Republic Act

10533, otherwise known as the Enhance Education Act of 2013 defines
Mother Tongue as “the language or languages first learned by a child, whom
he/she identified as exclusive language user by others, which he/she knows
best, or uses most.”
What is meant by mother tongue?

Section 4 of the Implementing Rules and Regulations of Republic Act

10533, otherwise known as the Enhance Education Act of 2013 defines
Mother Tongue as “the language or languages first learned by a child, whom
he/she identified as exclusive language user by others, which he/she knows
best, or uses most.”
Guiding Principles for Teaching
and Learning in MTB-MLE
Effective language learning proceeds from the known to
unknown. This means that you begin with what the learners know
and used what they know to learn what they do not yet know. This
is building on what students know and gradually proceeding to the
unknown.
Language learning, and all other kinds of learning for that matter, is an
active process. Learners must be actively involved in the learning process in
order to learn. To learn to speak, read and write a particular language, learners
must speak, read and write the language. There is no other way to learn a
language except to speak, read and write the language.
Language learning, and all other kinds of learning for that matter, is an
active process. Learners must be actively involved in the learning process in
order to learn. To learn to speak, read and write a particular language, learners
must speak, read and write the language. There is no other way to learn a
language except to speak, read and write the language.

Successful language learning focuses on meaning, accuracy and fluency not either fluency or
meaning or accuracy but both meaning, accuracy and fluency

The Department of Education, however, claims that they have overwhelming evidences from
national and international researches that tell us that children who were first taught in their
mother tongue learned a second language faster and better than children who were not taught
in their mother tongue. Children who were first taught in the mother tongue performed much
better than those who were not first taught in the mother tongue.
Lesson 2: The Teaching of Filipino Language.
The end goal of the k-12 curriculum is the development of a “buo at ganap na
Filipino na may kapaki-pakinabang na literasi (holistically developed and
functionally literate Filipino).
The learning Area/ Program Standard (Pamantayan ng Programa) This
describes the intended outcomes that are expected to be realized in the
teaching of Filipino as a subject in the entire K-12 Curriculum.
The intended Outcomes of the learning area/program standard Naipamamalas
ng mag-aaral ang kakayahang komunikatibo, replektibo/mapanuring pag-iisip
at pagpapahalagang pampanitikan sa pamamagitan ng iba’t ibang babasahin at
teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural
na literasi at patuloy na pagkatuto upang makaagapay sa mabilis na
pagbabagong nagaganap sa daigdig.
Lesson 3: The Teaching of English language in the K-12
Curriculum.

The end goals of English Language Teaching are as follows:

Communicative competence. Is the student’s ability to understand and use

language appropriately and correctly to communicate in authentic situations.

Multi-literacies. It implies that the text is not the only way to communicate.
Text is combined with sounds and images.
The learning standard area of English teaching states that “The learner
demonstrates mastery of basic skills in the English Language Arts,
communicates appropriately, fluently and orally and writes for a variety of
purposes in different social and academic context at his/her level while
carrying out real life tasks as necessary to cope with the demands of a
functionally literate and competent, local, national and global citizen.”
Lesson 4: Communicative Competence: The Goal of Language
Teaching (Mother – tongue, Filipino, English)

Communicative Competence is the learner’s ability to understand and use

language appropriately to communicate in authentic (rather than simulated)
social and school environments.
Four Aspects of Communicative Competence. Michael Canale and Merrill
Swain (1980) identified four components of Communicative Competence and
these are:
1. Grammatical Competence
2. Sociolinguistic Competence
3. Discourse Competence
4. Strategic Competence
Grammatical Competence

Is concerned with mastery of the linguistic code (verbal or non- verbal) which
includes vocabulary knowledge as well as knowledge of morphology,
syntactic, semantic, phonetic, and orthographic rules.
Sociolinguistic Competence

This refers to possession of knowledge and skills for appropriate language use
in a social context. In hymes, Sociolinguistic competence is knowledge of
rules and conventions that underlie the appropriate comprehension and
language use in different linguistic and sociocultural contexts.
Discourse Competence

This is so-called interactional competence that includes textual and rhetorical

competence. This concerns the selection, sequencing, and arrangement of
words, structures and utterances to achieve a unified spoken or written text.
( Celce-Murcia et al. 1995:13)
Strategic Competence

This refer to “ a speaker ability to adopt his/her use of verbal or non-verbal

language to compensate for communication problems caused by the speaker’s
lack of understanding of proper grammar that used or insufficient knowledge
of social behavioral and communication gaps.
Lesson 5: The Principles of Language Learning

• Cognitive Principle
• Linguistic Principle
• Socio-affective Domain
Cognitive Principle
a. Anticipation of Reward - Learners are motivated to perform by the
thought of a reward, tangible or intangible, long or short-term.
b. Meaningful Learning - Providing a realistic context to use language is
thought to lead to better long term retention, as opposed to rote learning.
c. Automaticity - This is subconscious processing of language for fluency.
d. Strategic Investment - Success in learning is dependent on the time and
effort learners spend in mastering the language.
e. Intrinsic Motivation - The most potent learning “rewards” to enhance
performance are those that stem from the needs, want and desires within
the learner (Brown, 1994).
Linguistic Principle

a. Native Language Effect- A learner’s native language creates both

facilitating and interfering effects on learning.

b. Communicative Competence- Fluency and use are just as important as

accuracy and usage.

c. Interlanguage- In second language learning, learners manifest a

systematic progression of acquisition of sounds and words and structures
and discourse features.
Socio-affective Principle

a. Language-Culture Connection- Learning a language also involves

learning a complex system of cultural customs, values and ways of
thinking, feeling or acting (Brown, 2000).

b. Self-Confidence- This is self-esteem or “I can do it” principle.

c. Risk- Taking- Students who are self-confident take risks and accomplish
more.

d. Language Ego- “the identity a person develops in reference to the

language he or she speaks” – Alexander Guiora
Lesson 6: Approaches, Methods and activities in Language
Teaching.

History of methods of Language Teaching.

Nothing is taken as gospel; nothing is thrown out of court without

being put to the test. This “test” may always change its mechanics,
but the fact remains that the changing winds and shifting sands of
time and research are turning the desert into a longed-for oasis.”
(Brown, 2004).
Grammar Translation Method. The Characters are:

• Classes are taught in the mother tongue with a little active use
of target language.
• Much vocabulary is taught in the form of lists of isolated
words.
• Long elaborate explanations of the intricacies of grammar are
given.
• Grammar provides the rules for putting words together and
instruction often focuses on the form and inflection of words.
The Direct Method.

• Classroom instruction was conducted exclusively in the target

language.
• Only everyday vocabulary and sentences were taught.
• Oral communication classes were built up in carefully traded
progression organized around question-and-answer exchanges
between teachers and students in small, intensive classes.
• Grammar was taught inductively.
Audio-lingual Method.

• New material is presented in dialog form.

• There is dependence on mimicry, memorization of set phrases
and over learning.
• Structures are sequenced by means of contrastive analysis and
taught at one time.
• Structural patterns are taught using repetitive drills.
• There is little or no grammatical explanation. Grammar is
taught by inductive analogy rather than deductive explanation.
The Designer Methods.

a. Community Language Learning. This is an effectively-based method.

This reflects Carl Rogers’ view of education in which learners in a
classroom are regarded as a “group” rather than a “class” in need of
certain therapy and counselling.
b. Suggestopedia. This grew from Bulgarian psychologist Georgi Lozanov’s
view that the human brain could process great quantities of material if
simply given the right conditions for learning, among which are state of
relaxation and giving over of control to the teacher.
c. The Silent Way. This method capitalized on discovery learning. If the
learner discovers or creates rather than remembers and repeats what is to
be learned. By accompanying physical objects and by problem solving
involving the material to be learned (Richards and Rodgers, 1986)
Total Physical Response

• This method demands listening and acting. The teacher is the

‘director’ and the students are the ‘actors’ (Asher, 1977)
The Natural Method

• In this method it is believed that learners would be benefited if

production is delayed until speech emerges.
Communicative Language Teaching

• The primary goal of CLT is for students to acquire proficiency

through pragmatic uses of the target language in speaking,
listening, reading and writing. To make that happen, teachers
make informed use of authentic materials and contexts.