Introduction

The curriculum ensures that the learners have the

opportunity to examine concepts, issues and information in
various ways and from various perspectives. It provides
them opportunities to develop skills of creative and critical
thinking, informed decision making, and hypothesis
building and problem-solving. The learners are encouraged
to become active investigators by identifying a range of
information, understanding the sources of information and
evaluating the objectivity of information. They are thus
better able to draw meaningful conclusions which are
supported by evidence. Rather than examining an issue
from any one perspective, the learners are challenged
to explore other possibilities by applying higher order
thinking skills in their decision-making endeavours
The K to 12 graduate is equipped with the
following 21st century skills:

1) information, media and

technology skills,
2) learning and innovation skills,
3) effective communication skills
and;
4) life and career skills.
 According to the DepEd discussion
paper (2010), the K-12 curriculum aims to
enable every child “to achieve mastery of
core competencies and skills” (p.6) and
develop tracks based on the student’s
interests and competencies. The focus of K-
12 is twofold: curriculum enhancement and
transition management
INDIVIDUAL ACTIVITY

1. List down the approaches ,methods

& strategies you use in your lessons
in every subject areas . ( 5 mins )
 What is a “Method”?
 a procedure or process for attaining an object: as
 a (1) : a systematic procedure, technique, or mode of
inquiry employed by or proper to a particular discipline or
art (2) : a systematic plan followed in presenting material
for instruction
 b (1) : a way, technique, or process of or for doing
something (2) : a body of skills or techniques
 Methods, Strategy, Aid, Approach
 Teaching Method tend to be synonymous with technique
according to Webster
 Teaching Strategy – “careful plan” that serves an important
function in achieving a specific outcome.
 Instructional aids includes:
 Chalkboard, Flip chart, PowerPoint
 Overheads, VCR, Real Objects, etc.
 Teaching Approach is a “holistic process”
 Includes the teaching steps, problem-solving strategies,
and teaching methods.
 Teaching
Methods

 Lecture-Explaining
 Resource People
 Case Study
 Group Discussion
 Brainstorming & Buzz Groups
 Field-trip (tour)
 Additional Methods/Strategies
 Others
 Directed (supervised) study
 Role-Play
 Socratic Dialogue
 Jigsaw
 Concept Map/Sketch
 Debate
 Cooperative Learning
 Panel of Experts
FIVE PEDAGOGICAL APPROACHES

CONSTRUCTIVIST

INQUIRY BASED

REFLECTIVE

COLLABORATIVE

INTEGRATIVE
 Select the right “tool” for the right “job”
 Variety is valued
 Method is determined by many factors
 Include instructional aids to add variety &
clarity
 ACTIVITY
1. Make five wh- questions & create a title
about the picture .
2. Share it in your group and come up with
five questions decided by all members
in the group. ( 5 mins )
3. Select one member to present your out put. 2
mins.
 ANALYSIS
1. How did you find the activity?
2. How were you able to form the questions?
3. Let’s go back to your formulated questions
what have you noticed ?
4. Do you think the questions formulated will .
help you develop a concept ?
5. Let’s examine each questions . What are the
stem /beginning phrase ?
6. If you start your lesson by formulating a
question .What approach of teaching you are using ?
INQUIRY-BASED
LEARNING
What is Inquiry and Why Do it?

Inquiry approach is more focused on using and

learning content as a means to develop
information-processing and problem-solving
skills
What is Inquiry and Why Do it?

The system is more student centered, with the

teacher as a facilitator of learning. There is more
emphasis on “how we come to know” and less on
“what we know”.

Students are more involved in the construction of

knowledge through active involvement.
Five Characteristics
of
INQUIRY-BASED
LEARNING
1. Ask HOTs questions.
 Questions

evaluate,
analyse,create
apply
understand,
remember
REVISED BLOOM’S
TAXONOMY

Creating

Evaluating
Analyzing
Applying
Understanding

Remembering
 Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or
Applying Imitating
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
 Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or
Applying Imitating
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
2. Asks Questions
that Motivate
 3. Utilizes wide
variety of resources
4. Teacher as
Facilitator
Teachers in Inquiry-Based Learning
FACILITATOR OF LEARNING.

• The teacher reflects on the purpose and makes

plans for inquiry learning.
• The teacher facilitates classroom learning.
• Teacher models inquiry by asking leading questions.
• The teacher allows for diversions from the intended
goal… values what the students want to learn.
5. Meaningful products come
out of inquiry-based learning
Learning in the Classroom
• Cooperative Learning
• Teamwork
• Excitement
• Presenting
 Criteria for Classroom Inquiry
The curriculum includes:
involvement in hands-on activities or simulations
formulation of questions
making and checking predictions
designing/carrying out investigations
collecting, analyzing, and explaining data
manipulating variables
reporting results and comparing them with
accepted facts
developing scientific reasoning skills
stimulating to increase engagement in learning
 Benefits for Student Learning
• Leads to deeper understanding rather than
passively receiving knowledge
• Allows students to become active learners
• Introduces different perspectives and conflicting
ideas that will challenge thinking
• Allows for knowledge and skills to be applied
• Encourages students to take ownership for their
learning
(Adapted from Kuhlthau & Todd, 2008, p. 1)
Five Kinds of Questions Need to be Asked
in Inquiry-based Learning
1.Inference Questions
2.Interpretation Questions
3.Transfer Questions
4.Questions about Hypotheses
5.Reflective Questions
 Questions Teachers Might Ask
• What does this make you think of?
• In what ways are these different?
• In what ways are these the same?
• What materials did you use?
• What would happen if you ...
• What might you try instead?
• Tell me about your ...?
• What does it look like?
• What does it remind you of?
• What does it feel like?
• What can you do next time?
• What can you tell me about it?
• Tell me what happened.
• What could you do instead?
• Which one do you have more of?
• Is one object longer/shorter than another?
• What is it made of?
• What do you call the things you are using?
• What can you tell me about the things you
have?
• Tell me what it looks like.
• How are you going to do that?
• What do you feel, see, hear, taste, smell?
• How did you do that?
• What will you do next after you finish
that?
• Is there anything else you could do/use?
• How do you know?
• What are some different things you could
try?
• Show me what you could do with it?
 Strengths of Inquiry
• Emphasis is put on understanding and learning, not on
memorization.
• Students have understanding of the larger concepts related to
specific concepts.
• Inquiry develops the mind for a lifetime quest of knowledge and
understanding
• Inquiry activities can be more engaging and interesting to
students than “chalk and talk”.
• Works with any age group so it can be applied in many different
educational settings.
• Builds off all experiences and knowledge that students bring to
the classroom, no matter how diverse these may be.
 Weaknesses of Inquiry
• Enough specific topics may not be covered in a
school year when only Inquiry is used.
• Many students do not know how to ask
questions so teachers first attempts at Inquiry
may seem difficult or discouraging
• Inquiry focuses on helping children ask
questions. Therefore, instructors must learn
the art of asking good questions.
 APPLICATION
1. In your TG choose a subject matter which
you can apply or use the INQUIRY BASED
LEARNING .
 “The meaning of ‘knowing’ has shifted
from being able to remember and repeat
information to being able to continuously
learn and apply it.”
 Closing Thoughts

– Inquiry and problem based learning is a great way

to get students to think about how science works
and how to think like a scientist – this must be
taught explicitly and reflectively if students are
going to learn the concepts and processes….

“The world is but a school of inquiry.”

- Michel de Montaigne (1533-1592)