Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

College of Industrial Education

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Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website:
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SEM 3 Seminar in Professional Education

Principles and Strategies of Teaching
Written Activity NO. 3

Angelica B. Alejandro Prof. Jacquilyn Vargas

BSIE-HE/4A November 22, 2021

I. Research on the following and answer the given question:

1. Explain/Discuss comprehensively the following Taxonomy of

Objectives. Illustrate and explain each domain.

 The Taxonomy of Educational Objectives establishes a standard language for

discussing educational objectives.

a. Cognitive Domain

 Bloom (1956) defined the cognitive domain as "knowledge and the development
of intellectual skills." This includes recalling or recognizing certain facts,
procedural patterns, and concepts that aid in the development of cognitive
abilities and skills. Starting with the simplest action and progressing to the most
complicated, there are six broad categories under the cognitive domain.

 This Cognitive Domain, includes knowledge and the development of a person’s

intellectual skills. Developing higher order thinking skills or HOTS are vital to
students. Basically, Cognitive Domain has six levels of blooms’ taxonomy. The
lowest level is Remembering, this focuses on the learner’s ability to recall
information, for Understanding this focuses on the learner’s ability to explain
information, for Applying this focuses on the learner’s ability to use information in
a new way, for Analyzing this focuses on the learner’s ability to break down
information into its essential parts, for Evaluating it focuses on the learner’s
ability to judge or criticize information and the highest among the level is Creating
this focuses on the learners ability to create something new from different
elements of information. In other words, Cognitive Domain focuses on developing
a person’s mental or intellectual skills and acquisition on knowledge. For
 example, the teacher task his/her students to recite the Three Domains of
Learning.

Categories Meaning Examples/Keywords

Knowledge Recall data or information. Examples: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.

Key Words: defines, describes, identifies,

knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states.

Comprehension Understand the meaning, Examples: Rewrites the principles of test

translation, interpolation, and writing. Explain in one's own words the steps
interpretation of instructions for performing a complex task. Translates an
and problems. State a equation into a computer spreadsheet.
problem in one's own words.
Key Words: Comprehends, converts,
defends, distinguishes, estimates, explains,
extends, generalizes, gives Examples, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates.

Application: Use a concept in a new Examples: Use a manual to calculate an

situation or unprompted use employee's vacation time. Apply laws of
of an abstraction. Applies statistics to evaluate the reliability of a written
what was learned in the test.
classroom into novel
situations in the workplace. Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.

Analysis: Separates material or Examples: Troubleshoot a piece of equipment

concepts into component by using logical deduction. Recognize logical
parts so that its fallacies in reasoning. Gathers information from
organizational structure may a department and selects the required tasks for
be understood. Distinguishes training.
between facts and
inferences.
 Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.
Synthesis: Builds a structure or pattern Examples: Write a company operations or
from diverse elements. Put process manual. Design a machine to perform
parts together to form a a specific task. Integrates training from several
whole, with emphasis on sources to solve a problem. Revises and
creating a new meaning or process to improve the outcome.
structure.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the Examples: Select the most effective solution.
value of ideas or materials. Hire the most qualified candidate. Explain and
justify a new budget.

Key Words: appraises, compares, concludes,

contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.

b. Affective Domain

 The affective domain (Krathwohl, Bloom, Masia, 1973) encompasses our

emotional responses to things like feelings, values, admiration, excitement,
motivations, and attitudes. From the simplest to the most sophisticated
behaviors, the five primary groups are listed.

 Historically, Affective Domain was addressed in 1964 in taxonomy of educational

objectives. Affective Domain is related to feelings, emotions, attitude, values,
appreciation, motivations and attitudes of a person meaning to say it refers to the
development and appreciation as well as adjustment of students by bringing
change in their interests or attitudes and values. Also, the feelings or students’
emotions are usually attached with whatever is being taught to a learner, that is
 why no matter how intelligent a person is, if that person is not willing to study, he
has no interest in things that have been taught to him then learning will easily be
forgotten at this point as a Pre-service teacher I must bear in mind that planning
my lesson to gain student interest is very important. In this manner students will
enjoy the learning process. Furthermore, Affective Domain has five levels of
learning the process builds from simpler feelings to more complex ones the
lowest level is Receiving our attention followed by Responding, Valuing,
Organizing and the highest is Characterizing or Internalizing. In other words,
Affective Domain, this pertains to the learning objectives that relates on
developing a person’s feelings, emotions, values, attitudes and manner. For
example, the teacher assigned the students to make a reaction about the video
or movie that they have watched. Furthermore, Affective Domain.

Categories Meaning Examples/Key words

Receiving Awareness, willingness to hear, Examples: Listen to others with respect.
phenomena selected attention. Listen for and remember the name of
newly introduced people.

Key Words: asks, chooses, describes,

follows, gives, holds, identifies, locates,
names, points to, selects, sits, erects,
replies, uses.

Responding to Active participation on the part of Examples: Participates in class

Phenomena the learners. Attends and reacts discussions. Gives a presentation.
to a particular phenomenon. Questions new ideals, concepts, models,
Learning outcomes may etc. to fully understand them. Know the
emphasize compliance in safety rules and practices them.
responding, willingness to
respond, or satisfaction in Key Words: answers, assists, aids,
responding (motivation). complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports, selects,
tells, writes.

Valuing: The worth or value a person Examples: Demonstrates belief in the

attaches to a particular object, democratic process. Is sensitive towards
phenomenon, or behavior. This individual and cultural differences (value
ranges from simple acceptance to diversity). Shows the ability to solve
the more complex state of problems.
 commitment
Key Words: completes, demonstrates,
differentiates, explains, follows, forms,
initiates, invites, joins, justifies, proposes,
reads, reports, selects, shares, studies,
works.

Organization: Organizes values into priorities by Examples: Recognizes the need for
contrasting different values, balance between freedom and
resolving conflicts between them, responsible behavior. Accepts
and creating a unique value responsibility for one's behavior. Explains
system. The emphasis is on the role of systematic planning in solving
comparing, relating, and problems
synthesizing values.
Key Words: adheres, alters, arranges,
combines, compares, completes, defends,
explains, formulates, generalizes,
identifies, integrates, modifies, orders,
organizes, prepares, relates, synthesizes.

Internalizing values Has a value system that controls Examples: Shows self-reliance when
their behavior. The behavior is working independently. Cooperates in
pervasive, consistent, predictable, group activities (displays teamwork). Uses
and most importantly, an objective approach in problem solving.
characteristic of the learner.
Instructional objectives are Key Words: acts, discriminates, displays,
concerned with the student's influences, listens, modifies, performs,
general patterns of adjustment practices, proposes, qualifies, questions,
(personal, social, emotional). revises, serves, solves, verifies.

c. Psychomotor Domain

 Physical movement, coordination, and the utilization of motor-skill areas are all
part of the psychomotor domain (Simpson, 1972). Practice is required to develop
 these talents, which are quantified in terms of speed, precision, distance,
procedures, or strategies used in execution. From the simplest to the most
sophisticated, the seven primary categories are presented.

 Psychomotor Domain, is about the learner’s ability to use motor skills to learn,
motor skills means that there is an involvement of muscles of the different organs
as well as the different parts of the body. This pertains in developing a person’s
motor skills and actions that requires physical coordination. It aims to develop
mascular and neuromascular activities. This domain is design to develop
proficiency in performing a certain action. For example, the teacher tasked the
student to illustrate or make a poster about Climate change.

Categories Meaning Examples/Key words

Perception The ability to use sensory cues to Examples: Detects non-verbal
guide motor activity. This ranges communication cues. Estimate where a
from sensory stimulation, through ball will land after it is thrown and then
cue selection, to translation. moving to the correct location to catch the
ball. Adjusts heat of stove to correct
temperature by smell and taste of food.

Key Words: chooses, describes, detects,

differentiates, distinguishes, identifies,
isolates, relates, selects.

Set Readiness to act. It includes Examples: Knows and acts upon a

mental, physical, and emotional sequence of steps in a manufacturing
sets. These three sets are process. Recognize one's abilities and
dispositions that predetermine a limitations.
person's response to different Key Words: begins, displays, explains,
situations (sometimes called moves, proceeds, reacts, shows, states,
mindsets). volunteers.

Guided Response The early stages in learning a Examples: Performs a mathematical

complex skill that includes equation as demonstrated. Follows
imitation and trial and error. instructions to build a model. Responds
Adequacy of performance is hand-signals of instructor while learning to
achieved by practicing. operate a forklift.

Key Words: copies, traces, follows, react,

reproduce, responds

Mechanism This is the intermediate stage in Examples: Use a personal computer.

learning a complex skill. Learned Repair a leaking faucet. Drive a car.
responses have become habitual Key Words: assembles, calibrates,
 and the movements can be constructs, dismantles, displays, fastens,
performed with some confidence fixes, grinds, heats, manipulates,
and proficiency. measures, mends, mixes, organizes,
sketches.

Complex Overt The skillful performance of motor Examples: Maneuvers a car into a tight
Response acts that involve complex parallel parking spot. Operates a computer
movement patterns. Proficiency is quickly and accurately. Displays
indicated by a quick, accurate, competence while playing the piano. Key
and highly coordinated Words: assembles, builds, calibrates,
performance, requiring a constructs, dismantles, displays, fastens,
minimum of energy. This category fixes, grinds, heats, manipulates,
includes performing without measures, mends, mixes, organizes,
hesitation, and automatic sketches.
performance.

Adaptation Skills are well developed, and the Examples: Responds effectively to
individual can modify movement unexpected experiences. Modifies
patterns to fit special instruction to meet the needs of the
requirements. learners. Perform a task with a machine
that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises, varies.

Origination Creating new movement patterns Examples: Constructs a new theory.

to fit a particular situation or Develops a new and comprehensive
specific problem. Learning training programming. Creates a new
outcomes emphasize creativity gymnastic routine.
based upon highly developed
skills. Key Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiate, makes, originates.
 2. Describe/Discuss the following Teaching
approaches/methods/strategies

a. Direct/Teacher Centered Approach

 Teacher centered approaches are more traditional in nature, focusing on the

teacher as instructor. They are sometimes referred to as direct instruction,
deductive teaching or expository teaching, and are typified by the lecture type
presentation. In these methods of teaching, the teacher controls what is to be
taught and how students are presented with the information that they are to lean.
 The teacher is perceived to be the only reliable source of information in contrast
to the learner-centered approach. The teacher directly tells or shows or
demonstrates what is to be taught.

i. Deductive method

 Deductive approach is opposite to inductive approach because in its first a

principle or rule is put in front of students and then it is clarified by giving
examples.

ii. Demonstration or Showing Method

 As the name implies, in the demonstration method the teacher or an assigned

student or group shows how a process is done while the students become
observers.
 The demonstrator is knowledgeable in preparing the apparatus needed
according to the steps to be followed. The rest of the class becomes focused on
the activity and concentration on the subject is assured.

iii. Lecture Method

 Direct instruction is aimed at helping students acquire procedural knowledge

exercised in the performance of some task. Procedural knowledge refers to skills
needed in the performance of a task.

b. Indirect/Learner Centered Approach

 Student centered approaches (sometimes referred to as discovery learning,

inductive learning, or inquiry learning) place a much stronger emphasis on the
learner’s role in the learning process. When you are using student- centered
approaches to teaching, you still set the learning agenda but you have much less
direct control over what and how students learn. In which it is premised on the
belief that the learner is also an important resource because he/she too knows
something and is therefore capable of sharing something.
 The teacher guides the learner to discover things for himself/herself. The teacher
facilitates the learning process by allowing the learner to be engaged in the
learning process with his/her guidance.
 i. Concept Development Method

 Concept development is a process of developing ideas to solve specified design

problems. The concepts are developed in phases, from formless idea to precise
message in an appropriate form with supportive visuals and content.

ii. Discovery Method

 Discovery Method is an Investigative process such as inferring, hypothesizing,

measuring, predicting, classifying, analyzing, and experimenting, formulating
conclusions and generalizations are employed.
 The procedure in gathering information is not prescribed by the teachers, The
children are highly motivated to search, hence active participation is the best
indicator of inquisitiveness also the answers arrived at are genuine products of
their own efforts and it Focused questions before, during and after are critical
ingredients that provide direction and sustain action.

iii. Inductive Method

 In inductive approach students moves towards specified (example) to general

(rules). At first many examples are put forward to student and then he draws out
a conclusion on the basis of these examples.

iv. Laboratory Method

 The Laboratory Method is used to designate a teaching procedure in the physical

sciences that uses experimentation with apparatus.
 It aims to give firsthand experience to students, to provide student participation in
original research, to develop skill in the use of laboratory equipment and
instruments, to make use of the power of observation and reasoning, to make
use of reality to make learning easier and permanent and to build scientific
attitude in the students.

v. Problem Solving Method

 Problem solving is a teaching strategy that employs the scientific method in

searching for information. The five basic steps of scientific method or
investigatory process are: Sensing and defining the problem, formulating
hypothesis, Testing the likely hypothesis, Analysis, interpretation and evaluation
of evidence and Formulating conclusion.
 This method is most effective in developing skill in employing the science
processes.
 vi. Project method

 The project method is a teacher-facilitated collaborative approach in which

students acquire and apply knowledge and skills to define and solve realistic
problems using a process of extended inquiry. Projects are student-centered,
following standards, parameters, and milestones clearly identified by the
instructor.

c. Other Models/Teaching Strategies

i. Brainstorming

 Brainstorming is a method of generating ideas and sharing knowledge to solve a

particular commercial or technical problem, in which participants are encouraged
to think without interruption. Brainstorming is a group activity where each
participant shares their ideas as soon as they come to mind.
 To brainstorm is to think about and try to come up with ideas or solutions to a
problem, either on your own or in a group. When you suddenly come up with an
idea for a new electronic device, seemingly out of nowhere, this is an example of
a brainstorm.

ii. Constructivist Teaching

 The students are expected to construct knowledge and meaning out for what
they are taught by connecting them to prior experience.
 Constructivist teaching is based on the belief that learning occurs as learners are
actively involved in a process of meaning and knowledge construction rather than
passively receiving information. Constructivist teaching fosters critical thinking
and creates motivated and independent learners.
 Constructivism promotes social and communication skills by creating a
classroom environment that emphasizes collaboration and exchange of ideas.
Students must learn how to articulate their ideas clearly as well as to collaborate
on tasks effectively by sharing in group projects.

iii. Cooperative Learning

 Cooperative Learning is an instructional method in which students work in small

groups to accomplish a common learning goal under the guidance of the teacher.
Cooperative learning strategies are content-free structures that can be reused in
different school contexts and we are going to learn how to use some of them.
 Cooperative learning is the instructional use of small groups so that students
work together to maximize their own and each other's learning.
 Jigsaw. An example of a very popular cooperative learning activity that teachers
use is jigsaw, where each student is required to research one section of the
material and then teach it to the other members of the group.
 iv. Distance Learning

 It’s a method of study where teachers and students do not meet in a classroom
but use the Internet, e-mail, mail, etc., to have classes.” This means that students
learn remotely and do not have face-to-face learning with instructors or other
students.

v. Dale Cone of Experience

 Basically, it’s a model that incorporates several theories related to instructional

design and learning processes. During the 1960s, Edgar Dale theorized that
learners retain more information by what they “do” as opposed to what is “heard”,
“read” or “observed”.

vi. Field Trip

 A field trip is a visit to a place outside the regular classroom which is designed to
achieve certain objectives, which cannot be achieved as well by using other
means. For example, if the lesson is on “making cheese”, and if there is no hand
on experience it is very difficult to achieve the objectives.
 Field trips may be planned for five purposes: To provide firsthand experience, to
stimulate interest and motivation in science, to add relevance to learning and
interrelationships, to strengthen observation and perception skills, and to
promote personal (social) development.

vii. Metacognitive Teaching

 Metacognitive strategies empower students to think about their own thinking.

Metacognitive activities can include planning how to approach learning tasks,
identifying appropriate strategies to complete a task, evaluating progress, and
monitoring comprehension.
 Metacognition is thinking about thinking. It is an increasingly useful mechanism to
enhance student learning, both for immediate outcomes and for helping students
to understand their own learning processes.

viii. Multiple Intelligence

 Technically, the multiple intelligences theory is connected to multisensory

learning, which teaches that children learn better with activities that involve more
than one sense. It also Engage your students' visual, tactile, auditory, and other
senses to reach more students.

ix. Panel

 Panel, it is a great way to engage students in meaningful classroom discussions.

A selected group of 4-6 students act as panelists and the remaining students are
the audience. Students conduct discussions around a particular topic but from
 different perspectives.

x. Peer Tutoring

 Peer tutoring is a flexible, peer-mediated strategy that involves students serving

as academic tutors and tutees. Typically, a higher performing student is paired
with a lower performing student to review critical academic or behavioral
concepts.
 Also, Peer tutoring is an instructional strategy that consists of student
partnerships, linking high achieving students with lower achieving students or
those with comparable achievement, for structured reading and math study
sessions.

xi. Problem Based Learning

 Problem-based learning (PBL) is a teaching style that pushes students to

become the drivers of their learning education. Problem-based learning uses
complex, real-world issues as the classroom's subject matter, encouraging
students to develop problem-solving skills and learn concepts instead of just
absorbing facts.

xii. Reflective Teaching

 Reflective teaching involves examining one's underlying beliefs about teaching

and learning and one's alignment with actual classroom practice before, during
and after a course is taught. When teaching reflectively, instructors think critically
about their teaching and look for evidence of effective teaching.

xiii. Role Playing

 Basically, Role play is a form of experiential learning. Students take on assigned

roles and act out those roles through a scripted play. The role play can be carried
out one-to-one (individual role play) or as a group role play with each member in
the group taking on a role/character.
 In other words, Role Playing, Focuses on the Actor role. Usually brief, preformed
in front of audience.

xiv. Simulation

 Simulations are instructional scenarios where the learner is placed in a "world"

defined by the teacher. They represent a reality within which students interact.
The teacher controls the parameters of this "world" and uses it to achieve the
desired instructional results.
 Also, Simulation means role- playing or rehearsal in which the process of
teaching is carried out artificially. Simulated teaching is a teacher training
technique. It is used to bring about modification in the behavior of the teacher. It
introduces pupil teacher to teach in non-stressful conditions.
 xv. Small Group Instruction

 The term small group instruction usually follows whole group instruction and
provides students with a reduced student-teacher ratio, typically in groups of two
to four students. Whole group instruction is a teaching method where the teacher
provides direct instruction to the whole group usually a class.
 Basically, Small group instruction is a strategy mostly utilized in the elementary
school setting. The sole focus of small group instruction is to grow students'
academic skills. Teachers are expected to provide instruction to students and
grow their academic competency within one school year.

xvi. Socratic Method

 The Socratic Method involves a shared dialogue between teacher and students.
The teacher leads by posing thought-provoking questions. Students actively
engage by asking questions of their own. The discussion goes back and forth.
 Furthermore, The Socratic method (also known as method of Elenchus, elenctic
method, or Socratic debate) is a form of cooperative argumentative dialogue
between individuals, based on asking and answering questions to stimulate
critical thinking and to draw out ideas and underlying presuppositions.

xvii. Symposium

 Basically, Symposium method consists of having a chairman or symposium

leader, plus a group of, usually, four, five, or six persons, each of whom presents,
in a concise, organized, more or less formal way, one phase of the main topic
selected for discussion.
 A symposium is generally defined as a meeting organized so that experts in a
given field can meet, present papers, and discuss issues and trends or make
recommendations for a certain course of action.

3. Explain the following multiple intelligences and cite example.

a. Verbal Linguistic

 It is the ability to use words and language. These learners have highly developed
auditory skills and are generally elegant speakers. They think in words rather
than pictures.
 For example, if you have strong linguistic intelligence, you might learn better by
Reading Memorizing Playing word games (Scrabble, Anagrams, Password) and
using the internet.
 EXAMPLE: Sir Mark enjoy reading and writing.

b. Mathematical-Logical

 It is the ability to use reason, logic and numbers. These learners think
conceptually in logical and numerical patterns making connections between
pieces of information. Always curious about the world around them, these
learners ask lots of questions and like to do experiments.

EXAMPLE: Angela has a strong logical-mathematical intelligence she might

learn better by Analyzing data and asking logical questions.

c. Musical

 It is the ability to produce and appreciate music. These musically inclined

learners think in sounds, rhythms and patterns. They immediately respond to
music either appreciating or criticizing what they hear. Many of these learners are
extremely sensitive to environmental sounds (e.g., crickets, bells, dripping taps).

EXAMPLE: If you have strong musical intelligence, you might learn better by
Listening to recordings, talking to yourself, making up songs, mentally repeating
information, reading aloud and Changing tempo.

d. Visual-Spatial

 It is the ability to perceive the visual. These learners tend to think in pictures and
need to create vivid mental images to retain information. They enjoy looking at
maps, charts, pictures, videos, and movies.

EXAMPLE: If you have strong visual intelligence, you might learn better by
Studying pictures, watching videos, using visual, tangible aids, doing mazes,
puzzles and Making predictions.

e. Bodily Kinesthetic

 It is the ability to control body movements and handle objects skillfully. These
learners express themselves through movement. They have a good sense of
balance and eye-hand co- ordination. (e.g., ball play, balancing beams). Through
interacting with the space around them, they are able to remember and process
information.

EXAMPLE: If you have strong bodily-kinesthetic intelligence you might learn

better by Doing role plays, exercising while reviewing, visiting museums,
institutions, parks and asking logical questions.
 f. Interpersonal

 It is the ability to relate and understand others. These learners try to see things
from other people's point of view in order to understand how they think and feel.
They often have an uncanny ability to sense feelings, intentions and motivations.
They are great organizers. Generally, they try to maintain peace in group settings
and encourage co-operation. They use both verbal (e.g., speaking) and non-
verbal language (e.g., eye contact, body language) to open communication
channels with others.

EXAMPLE: If you have strong interpersonal intelligence, you might learn better
by Studying in groups Comparing information with others Interviewing experts
Relating personal experiences Doing cooperative projects.

g. Intrapersonal

 It is the ability to self-reflect and be aware of one's inner state of being. These
learners try to understand their inner feelings, dreams, relationships with others,
and strengths and weaknesses.

EXAMPLE: If you have strong intrapersonal intelligence, you might learn better
by Avoiding distractions, establishing personal goals, working alone and relating
personal experiences.

h. Naturalist

 Naturalist Intelligence Abilities to recognize plants and animals, to make

distinctions in the natural world, to understand systems and define categories If
you have strong naturalistic intelligence, you might learn better by Studying
outside, learning in the presence of plants & pets, relating environmental issues
to topics, Smelling, seeing touching, tasting, and observing natural phenomenon.

EXAMPLE: Are interested in subjects such as Arts and Crafts.

i. Existential

 Existential intelligence is the intelligence of big picture thinking. People with

existential intelligence tend to be critical thinkers who are unafraid to challenge
the norm.
 In addition to examining the big picture, common traits in those with existential
intelligence.

EXAMPLE: Interest in questions about life, death and beyond; an ability to look
 beyond the senses to explain phenomena; and a desire to be an outsider while at
the same time showing a strong interest in society and those around them.

4. Illustrate and Explain “Dale Cone of Experience” or “Dale Cone of

Learning”.

 Based on what I’ve learned the cone was originally developed by Edgar Dale in
1946 and was intended as a way to describe various learning experiences. It is a
model that incorporate several theories related to instructional design and
learning processes. His research led to the development of the Cone of
Experience. Today this “learning by doing” has become known as “experimental
learning” or “action learning”. Furthermore, it is visual model, a pictorial device
that arrange according to degree of abstraction not degree of difficult. This is the
cone of experience it starts from Concrete experiences to Abstract experiences;
it was presented in its inverted form such as that the base is broader than its
apex. It is made up of eleven (11) stages of experience.

 The first stage of experiences is Direct Purposeful Experiences, which serves

as the foundation of learning. In this level the learner learned by doing things by
himself or for herself. Learning happens through actual hands-on experiences.
This level explains and proves one of the principles in the selection and use of
teaching strategies that the more senses are involved in learning. Also, this level
proves that educational technology is not limited to the modern gadgets and
software that are commercially available, this shows that even the simple
opportunity that you give to each child could help them learn.

 The next stage would be the Contrived Experiences, in this stage

representative model and mock ups of reality are being used in order to provide
an experience that as close as reality, this stage is very practical and it makes
learning experience more accessible to the learner. In this stage it provides more
concrete experiences even if not as concrete as direct experiences, that allows
visualization that fosters better understanding of the concept.
 On the other hand, the next stage of experiences is Dramatized Experiences, in
this stage learners can participate in a reconstructed experiences that could give
them better understanding of the event or of a concept this can be used to
simplify an event or idea to its most important parts, through dramatized
experiences learners become more familiar with the concept as they emerge
themselves to the as if situation.

 The next stage is Demonstrations, it is visualized explanation of important fact

idea or process through the use of pictures, drawings, films and other types of
media in order to facilitate clear and effective learning.

 On the next stage is Field trips this stage extends the learning experience
through excursions and visits on the different place that are not available inside
the classroom, through this stage the learning experience will not be limited to
the classroom setting but rather extended in a more complex environment.

 Followed by Exhibits, it is a somewhat a combination of some of the first stages

in the cone, actually exhibits are combination of several mock-ups and models.
Then the next stage is Television and Motion Pictures, it implies values and
messages through television and films, the unique value of the message
communicated by film and television lies in their feeling of realism, their
emphasis on persons and personality, they organized presentation, and their
ability to select, dramatize, highlight and clarify. This can also reconstruct the
reality of the past so effectively that we are made to feel we are there.

 Still picture, Recording and Radio are visual and auditory devices that can be
used by a learner or group of learners that could enhance and extend learning
experiences.

 For Visual Symbols, this is the most complex and abstract among all
components chalkboards and projectors are the most widely used media these
help students see an idea, event and process. Lastly, for Verbal Symbols this is
the top most complex and abstract components there is no direct experience to
support symbols words, ideas, principles and formulas are the things involved on
this stage.
5. Identify the parts or components of lesson plan. Design a lesson
following the format in lesson planning.

 The basic components of a lesson plan include:

A. Objective
B. Subject matter
C. Procedure
D. Discussion
E. Assignment
6. Discuss the importance of preparing Lesson Plan.

 Personally, Lesson planning helps you differentiate and plan for the
many different ability levels and needs of students in your classrooms.
Lesson plans also help serve as documentation that we're doing the best
things with our young children.

 All teachers require a lesson plan that is thoughtfully prepared regardless

of their ability, experience, or what their field of training involves. The
importance of a lesson plan is emphasized by the need for clarity and
comprehension regarding how the entire learning process will be handled
as well as how students can understand and store the knowledge that is
being passed onto them. Lesson plans are necessary for helping
students accomplish their goals within a learning environment on a short-
term and long-term basis. Studies show the value of envisioning success
in order to attain it. Similarly in a classroom setting, failing to have a
lesson plan in place minimizes the prospects of envisioning certain
outcomes and fulfilling your expectations.

 Furthermore, Preparing Lesson Plan, is essential for educators to

prepare their lessons on a daily basis beforehand and implement the
most ideal teaching methods. Attending classroom sessions without a
 lesson plan is detrimental to teachers and students. When an educator is
not properly prepared, they will create the impression of being
unprofessional and incompetent among their peers, administrative staff,
and students.

7. Describe a Good classroom management.

 Basically, Effective classroom management requires awareness,

patience, good timing, boundaries, and instinct. There's nothing easy
about shepherding a large group of easily distractible young people
with different skills and temperaments along a meaningful learning
journey.

 Classroom management refers to the wide variety of skills and

techniques that teachers use to keep students organized, orderly,
focused, attentive, on task, and academically productive during a
class.

 Furthermore, Classroom management is important because it directly

effects your student’s ability to learn and your ability to teach. It
impacts a teacher's ability to be effective and actually ENJOY
teaching. Most importantly, a well-managed classroom highly impacts
students' academic success.

8. Explain the Following Constructivist Teaching Approaches:

a. Interactive

 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. Interactive teaching is a two-way process, first, we
have the teacher, second, are the other learner I'm the class.

b. Collaborative

 Collaborative teaching, sometimes called cooperative teaching

or team teaching, involves educators working in tandem to
lead, instruct and mentor groups of students. Collaboration can
be implemented across all instructional levels and subject
areas.
 c. Integrative

 An integrative teaching strategy is one in which an educator

presents interdisciplinary lessons that highlight connections
between disciplines rather than isolated facts and lectures.
While generally thought of as a higher education concept,
integrative teaching has also had positive outcomes in the K-
12 environment.

 An integrative approach is the idea of integrating or combining

aspects of several different schools of thought to promote
wellness.

d. Inquiry-Based

 Inquiry-based learning is a learning and teaching approach

that emphasizes students' questions, ideas and observations.
This form of learning enhances comprehension rather than
memorizing facts and taking notes, students are now
encouraged to discuss ideas among their peers.

 Inquiry-based learning is an approach to learning that

emphasizes the student's role in the learning process. Rather
than the teacher telling students what they need to know,
students are encouraged to explore the material, ask
questions, and share ideas.

9. Design an activity using the Problem based learning and Project Based
Learning.

 Basically, Problem based learning is a problem that can be used to extend,

manipulate, apply, or reinforce content ideas. Problem-based learning (PBL) is a
student-centered approach in which students learn about a subject by working in
groups to solve an open-ended problem. This problem is what drives the
motivation and the learning. Project Based Learning is a teaching method in
which students gain knowledge and skills by working for an extended period of
time to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge.

Activity using the Problem based learning:

 Use simple objects to build levers; propose a problem with various simple items
(ruler, etc.); give students a scenario that involves a large stone that must be
carried across the street with only one person to help, how can you do this?
 Present students with a similar theme and have them write a poem in a specific format
or style; what form is most effective and why.

 Present students with a scenario where a policy or rule was broken by a student. What
kinds of rules were broken and why is this rule important in public schools?

10. Identify at least 5 appropriate teaching strategies for “Teaching of

Edukasyong Pantahanan (EPP) and Technology and Livelihood
Education (TLE)”. Describe or explain each teaching strategies.

1. Collaborative - involves educators working in tandem to lead,

instruct and mentor groups of students. Collaboration can be
implemented across all instructional levels and subject areas.

2. Interactive - An integrative teaching strategy is one in which an

educator presents interdisciplinary lessons that highlight connections
between disciplines rather than isolated facts and lectures. While
generally thought of as a higher education concept, integrative
teaching has also had positive outcomes in the K-12 environment. An
integrative approach is the idea of integrating or combining aspects of
several different schools of thought to promote wellness.

3. Problem based learning - is a problem that can be used to extend,

manipulate, apply, or reinforce content ideas. Problem-based learning
(PBL) is a student-centered approach in which students learn about a
subject by working in groups to solve an open-ended problem. This
problem is what drives the motivation and the learning.

4. Project Based Learning - is a teaching method in which students

gain knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging, and complex
question, problem, or challenge.

5. Inquiry-based learning - is a learning and teaching approach that

emphasizes students' questions, ideas and observations. This form of
learning enhances comprehension rather than memorizing facts and
taking notes, students are now encouraged to discuss ideas among
their peers. Inquiry-based learning is an approach to learning that
emphasizes the student's role in the learning process. Rather than
the teacher telling students what they need to know, students are
encouraged to explore the material, ask questions, and share ideas.