THE

INSTRUCTIONAL
CYCLE
WEEK 10
WHAT IS THE INSTRUCTIONAL
CYCLE?
◦The Instructional Learning Cycle (ILC)
process is a defined structure that promotes
collaboration and collective responsibility
within a teacher team by setting up structures
for short term cycles of improvement.
Principles In Selecting And
Using The Appropriate
Teaching Strategies
1.Learning is an active process.
2. The more senses that are involved in learning, the
more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and
learning.
5. Learning is meaningful when it is connected to
students' everyday life.
6. Good teaching goes beyond recall of information.

7. An integrated teaching approach is far more effective than

teaching isolated bits of information. An integrated approach
incorporates successful, research- based, and brain-based
instructional strategies. An integrated approach is also
interdisciplinary and multidisciplinary.

8. There is no such thing as best teaching method. The best

method is the one that works, the one that yields results.
 TYPES OF QUESTIONS THAT
TEACHER ASK:
1. FACTUAL/CONVERGENT/CLOSED/LOW LEVEL
QUESTIONS. These are the what, where, when questions with
one acceptable answer.
2. DIVERGENT/OPEN-ENDED/HIGH LEVEL/HIGHER
ORDER/CONCEPTUAL. These are open-ended questions with
more than one acceptable answer.
3. AFFECTIVE QUESTIONS. Example: How do you feel after
reading the story.
 QUESTIONING SKILLS
1.Varying Type Of Questions. Ask convergent divergent, and
evaluative questions. Convergent questions have only one
acceptable correct answer.
2. Asking non-direct questions. Pose the question first, then call
on a student to answer. Don’t direct your question to just one
student. Direct the question to all.
3. Calling on non-volunteers. Don’t just call on those who raise
their hands.
4. Rephrasing. If you sense a question was not understood,
simplify it, or ask it in another way.
5. Sequencing Logically. It is asking related questions
one from simple to complex one after another.
6. Requiring abstract thinking. This means going
beyond simple recall questions.
7. Asking open-ended questions. This means asking
divergent questions to develop higher order thinking
skills.
8. Allowing for sufficient wait time. Wait time refers to
the pause needed by the teacher after asking a question.
Providing sufficient wait time can achieve the
following:
◦ Motivates slow thinking students to respond.
◦ Improves the quality of the responses made.
◦ Decreases the amount of guessing or wrong inferences.
◦ Increases the number of correct responses.
◦ Leads the teacher to vary her questions.
◦ Provides time for the teachers to evaluate the answer
given.
◦ Encourage the students to ask their own questions. Give
9.Assessing Comprehension. Ask questions to test
comprehension. Now and then find out if your students
are with you.
10. Involving as many as possible. Distribute your
questions to as many students. Widen participation. Don’t
just call on students who raise their hands.
THANK YOU FOR
LISTENING!
REPORTERS:
QUENNIE IRA CACHOLA
LAARNIE MAE SAN ROQUE
JACKELYN MAÑOSO