EEd. SSC2 l Midterms 5. GOOD TEACHING GOES BEYOND RECALL OF INFORMATION.

CHAPTER 1 Good thinking concerns itself with higher-order-thinking skills to

develop creative and critical thinking. Most teachings are confined to
QGUIDING PRINCIPLES IN SELECTING TEACHING STRATEGIES & recall of information and comprehension. Ideally. our teaching should
TEACHING STRATEGIES, APPROACHES AND METHODS reach the levels of application, analysis, evaluation, and synthesis (do
you still remember these???) to sharpen our students thinking skills.
THE FOUR PILLARS OF EDUCATION
6. AN INTEGRATED TEACHING APPROACH IS BETTER THAN TEACHING
WHO IS EDGAR DALE? ISOLATED BITS OF INFORMATION.

• American Educator Imposing our own learning style on students can be risky. Howard
Gardner's multiple intelligences theory introduces additional
•Made several contributions to audio and visual instruction. intelligences like spatial, musical, bodily-kinesthetic, intrapersonal,
interpersonal, naturalist, and existentialist.
1946- created a model in his book Audio-Visual Methods in Teaching
which he named Cone of Experience FINDINGS ABOUT THE BRAIN

1. LEARNING IS AN ACTIVE PROCESS The brain's working memory lasts only 15-20 seconds without
rehearsal or constant attention, indicating the need for memory aids.
This passage is about the importance of active learning. It emphasizes Learning involves building neural networks through concrete
that learning is a personal journey no one can learn for you, you have experience, representational learning, abstract learning.
to do it yourself.
BRAIN-BASED STRATEGIES:
Example:
•Involving students in real-life or authentic problem solving
• Learning is active •Doing is key • Teaching helps
•Using projects to increase meaning and motivation.
2. THE MORE SENSES INVOLVED, THE BETTER THE LEARNING.
• Simulations and role play as meaning makers
What is seen and heard are learned more than what are just seen or
just heard. The graph below shows the contribution of senses and •Classroom strategies that use visual processing
activities to learning.
•Mnemonic/signal to act strategies
Example: • The Cone of Experience by: Edgar Dale
•Writing strategies.
THE CONE OF EXPERIENCE
•Active review
is a visual model that shows how people learn and retain information.
It's shaped like an upside-down cone, with the widest part of the TEACHING APPROACH
bottom and the narrowest at the top.
is a set of principles, beliefs, or ideas about the nature of learning
EMOTION HAS THE POWER TO INCREASE RETENTION AND LEARNING which is translates into the classroom.

We tend to remember and learn more the lessons that strike our TEACHING STRATEGY
hearts! In fact, the more emotionally involved our students become in
our lesson, the greater the impact. is a long term plan of action designed to achieve a particular goal.

3. EMOTION HAS THE POWER TO INCREASE RETENTION AND TEACHING METHOD

LEARNING
is a systematic way of doing something. it implies an orderly logical
We tend to remember and learn more the lessons that strike our arrangement of steps.
hearts! In fact, the more emotionally involved our students become in
our lesson, the greater the impact. TEACHING TECHNIQUE

4. LEARNING IS MEANINGFUL WHEN CONNECTED TO EVERYDAY LIFE. is a well defined procedure used to accomplish a specific activity or
task. It is a teacher's particular style or trick to accomplish an
Reflective thought and questioning can help clarify the purpose of immediate objective.
knowledge, such as understanding the election process or government
branches.

STUDENT CENTERED LEARNING

is an approach to teaching and learning that focuses on student choice students are expected to construct knowledge and meaning out of
when planning and implementing lessons. This approach highlights what they are taught by connecting them to prior knowledge.
more the what students do than what the teacher does.
BANKING APPROACH
TEACHER-CENTERED LEARNING
• Traditional approach to teaching
refers to a teaching approach where the teacher is the primary source
of information, while students primarily listen and absorb the •The students are perceived as empty vessels which must be filled
information passively, with the focus largely on the teacher's expertise with information.
and control over the learning process.
PAULO FREIRE
SUBJECT CENTERED APPROACH
• explored the banking system in his book "The Pedagogy of the
The subject centered approach is one of the most widely used Oppressed."
methods for organizing educational experiences. In this approach, the
subject-matter becomes the basis around which learning experiences •teaching and learning as a process of inquiry and active process.
are organized and the mastery of subject matter becomes the basis for
attainment of educational objectives. •believed that teachers should not think that they are the foundations
of knowledge and that students are not empty receptacles.
STUDENT ROLE:
•proposed the theory of critical pedagogy which focuses on dialogue.
In a teacher: dominated classroom, students are passive listeners,
while in an interactive classroom, they are actively engaged and INTRADISCIPLINARY
contribute their ideas and perspectives.
• means that being or occurring within the scope of a scholarly or
Teacher Role: a teacher-dominated approach focuses on academic discipline or between the people active in such discipline.

the teacher delivering information, whereas an interactive teacher INTERDISCIPLINARY

guides discussions, poses questions, and facilitates student-led •It refers to the integration and synthesis of concepts, theories and
learning. methods.

Classroom Dynamics: A teacher-dominated MULTIDISCIPLINARY

•it involves the use of knowledge and methods from different
classroom often has a one-way flow of information, while an disciplines, but each discipline retains its own identity and methods.
interactive classroom is more dynamic with diverse student
interactions and exchanges. COLLABORATIVE VS INDIVIDUALISTIC APPROACHES

EXAMPLES OF INTERACTIVE TEACHING METHODS: COLLABORATIVE LEARNING

• Brainstorming: Generating ideas as a group is a teaching and learning approach where students work together in
groups to achieve a common goal. It's about harnessing the power of
Think-pair-share: Students think individually, discuss with a partner, teamwork and interaction to enhance understanding, problem-
then share with the class Debates: Students take different sides of an solving, and overall learning.
issue and argue their points
COLLABORATIVE LEARNING
EXAMPLES OF INTERACTIVE TEACHING METHODS:
•Shared Responsibility • Active Participation
• Brainstorming: Generating ideas as a group
• Mutual Support •Diverse Perspectives
Think-pair-share: Students think individually, discuss with a partner,
then share with the class Debates: Students take different sides of an • Communication Skills
issue and argue their points
INDIVIDUALISTIC LEARNING
Role-playing: Acting out scenarios to understand different
perspectives is a style of learning where students focus on their own individual
progress and development. It emphasizes self-reliance, independence,
Small group discussions: Collaborative problem solving in smaller and personalized learning.
groups
INDIVIDUALISTIC LEARNING

•Self-Directed • Independent Work

CONSTRUCTIVIST APPROACH
•Personalized Learning •Self-Discipline Forward chaining: Demonstrate and practice each step sequentially,
building upon previous steps.
• Focus on Personal Growth
Backward chaining: Start with the final step and work backward,
DIRECT DEMONSTRATION METHODS: AN EXPOSITORY APPROACH teaching each step in reverse order.

DIRECT DEMONSTRATION DIRECT INSTRUCTION/LECTURE METHOD

Direct demonstration is a teaching method where the instructor •Teacher-centered approach

directly shows how to perform a task or skill. It focuses on "showing"
rather than solely relying on verbal explanations. Think of it as learning •Verbal explanation of concepts
by watching and doing.
Example subjects: Scientific laws, history
WHY IS IT CALLED AN EXPOSITORY APPROACH?
ADVANTAGES OF DIRECT INSTRUCTION
•Direct demonstration is considered expository because it aims to
explain and clarify information. The instructor is essentially "exposing" •Efficient for organized information
learners to the skill or task through a visual and practical approach.
•Works well with large groups
Visual: Learners see the skill being performed, making it easier to
understand. •Covers essential content best for factual subjects

Practical: It provides hands-on experience, allowing learners to LIMITATIONS OF DIRECT INSTRUCTION

practice what they've seen.
• Not ideal for hands-on learners
Effective for various skill levels: It can be adapted to suit beginners
and more advanced learners. • Less engagement

WHY IS IT CALLED AN EXPOSITORY APPROACH? •Not effective for teaching skills

Direct demonstration is considered expository because it aims to DEMONSTRATION METHOD

explain and clarify information. The instructor is essentially "exposing"
learners to the skill or task through a visual and practical approach. •Teacher demonstrates task or skill

Visual: Learners see the skill being performed, making it easier to • Best for hands-on learning
understand.
Example subjects: Science experiments, art, sports
Practical: It provides hands-on experience, allowing learners to
practice what they've seen. LIMITATIONS OF DEMONSTRATION METHOD

Effective for various skill levels: It can be adapted to suit beginners • Requires preparation • Time-consuming •Equipment-dependent
and more advanced learners.
UNKNOWN
TYPES OF DIRECT DEMONSTRATIONS
"Children learn more from who you are than what you teach."
CLEAR OBJECTIVE: STATE THE LEARNING GOAL EXPLICITLY.
Chapter 2
• Whole-part-whole: Show the complete process, then break it down
step-by-step, then show the complete process again. What is Cooperative Learning?

Cooperative learning is the process of breaking a classroom of

students into small groups so they can discover a new concept
Forward chaining: Demonstrate and practice each step sequentially, together and help each other learn content.
building upon previous steps.
Examples of Cooperative Learning
Backward chaining: Start with the final step and work backward,
teaching each step in reverse order. Think-Pair-Share

ADVANTAGES OF DIRECT DEMONSTRATION poir up the students with their classmates and they share their
thoughts. They try to build on each other's ideas, clarify any
Whole-part-whole: Show the complete process, then break it down misunderstandings, and challenge each other's assumptions. Finally,
step-by-step, then show the complete process again. they present their findings to the class
Case Studies This method involves sectionalizing the whole class into groups of two
or five as a maximum. These groups must contain students of differing
case studies are a great way for students to work together, learn from academic abilities, and anyone can assume the tutor or tutee status.
each other, and develop important skills that will serve them. well in
their academic and professional lives. Cross-Age Peer Tutoring

Jigsaw Reading An older student is assigned as a tutor to a younger student, and their
positions do not change. The older student remains the tutor while
An effective way to encourage interactive learning and team building. the younger student remains the tutee.
It allows students to work collaboratively to analyze complex texts and
to develop a deeper understanding of the material Models of Peer Tutoring

Debate Teams Peer Assisted Learning Strategies (PALS)

These activities provide a safe space for individuals to explore In this model, the teacher peers two students in the same group. They
controversial topics and develop their own opinions, while also don't necessarily need to have differing ability levels, but the sole aim
learning how to listen to and understand the perspectives of others. is to help each other in different subjects where one is doing better
than the other.
Elements of Cooperative Learning
Reciprocal Peer Tutoring
Face-to-Face Interaction
This method involves peering two or more students together, and they
Students are promoting each others learning 01 through face-to-face alternate the roles of tutor and tutee. Each student can prepare
activities where they discuss and explain assignments topics with each instructional materials to help them understand the subject better.
other.
Disadvantages of Peer Tutoring
Positive Interdependence
Parents Resistance
Students have the sense that they're in this 02 together, feeling that
each member's individual effort will not only help him/her, but the Some parents do not simply believe that another student can teach
whole group their kid properly. Although this argument is a little typical, it is not
unfounded.
Individual Accountability
Lack of Social Development
Each student is accountable for their own 03 contribution to the
group. Clearly described goals ensure that each student knows what Since they are meeting with one student all the time, the tutee may
she is responsible for and what the group is responsible for not have ample space to develop themselves socially.

Group Processing Student May Not Pay Attention

Students are given a means for analyzing their group for how well the Simply because this is on orrangement between peers, it is obvious
group has learned and whether or not collaborative skills are being why attention may not be an academic activities most of the time.
used
Scheduling Difficulties

Finding time to do this might be extremely difficult, especially during

History of Peer Tutoring school hours. This problem becomes even more glaring when. the
tutee is a student with low academic ability
Peer teaching is not a new concept. It was First Organized as a theory
by Scotsman Andrew Bell in 1975, later implemented into French and The MATATAG Curriculum Goals
English schools in the 19th Century. Over the past 30-40 years, peer
teaching is financially efficient methods. of teaching. Current Curriculum

What is Peer Tutoring? Mother Tongue • Filipino • English• Mathematics

Peer tutoring is a flexible, peer-mediated strategy that involves •Araling Panlipunan • Mapeh •ESP
students serving as academic tutors and tutees.
MATATAG Curriculum
Models of Peer Tutoring?
• LANGUAGE • READING AND LITERACY
Class-wide Peer Tutoring
• MATHEMATICS • MAKABANSA •GMRC
Problem solving The project method was originally associated with John Dewey

Problem solving is the process of identifying an existing problem, Project method

determining the root cause or causes of the problem, deciding the
best course of action in order to solve the problem, and then finally The Project method emphasizes active learning by association and
implementing it to solve th problem. mutual co-operation of a group of peers to complete a specific project
effectively.
Evolution of problem solving approach
INTEGRATED APPROACH
• William James in 1907, advocated problem solving as a field of
inquiry into problems. human -The integrated approach is intradiscipilinary, interdisciplinary, and
transdisciplinary.
Evolution of problem solving approach
TRANSDISCIPLINARY APPROACH
John Dewey "REFLECTIVE THINKING"
transdisciplinary approach to integration, teachers organize
• Identifying and formulating problem curriculum around students 'questions and concerns.

•Collecting facts that lead to a solution Problem- Based Learning (PBL)- It is the learning that results from the
process of working toward the understanding of the resolution of a
•Examining each solution problem.

Steps in a problem solving method INDIRECT/GUIDED AND EXPLORATORY APPROACH

1.Identify the problem - Define the problem and its cause this approach puts the student at the center of the learning process.
Instead of directly telling students information, teacher they act as
2. Generate solutions - Come up with possible solutions facilitator.

3. Evaluate solutions Consider the options and choose the best one INQUIRY METHODS

4.Implement the solution Put the chosen solution into action It is a specific type of exploratory approach that emphasizes the
process of asking questions and seeking answer.
5. Evaluate the results - Determine if the solution worked
TYPES OF INQUIRY
Problem solving techniques
STRUCTURED INQUIRY
Brainstorming: A group activity that encourages creative thinking and
sharing of ideas Teachers provide a question and guide students through the
investigationprocess.

GUIDED INQUIRY
• 5 Whys: A technique that involves repeatedly asking "why" to
identify the root cause of a problem Teachers provide a question, but students have more freedom in how
they investigate.
Polya's method: A four-step method that involves understanding the
problem, making a plan, executing the plan, and reflecting OPEN INQUIRY

George Polya -Designed a four-step method to solve all kinds of Student develop their own questions and investigate them
problems independently.

The four C's of problem solving INDUCTIVE METHOD: LEARNING THROUGH DISCOVERY

1.Critical thinking-Critical thinking is the practice of solving problems, The inductive method focuses on helping students infer rules through
among other qualities. observation. Instead of explicitly stating a grammar rule, the teacher
provides examples, allowing students to recognize patterns and
2.Creativity- is the practice of thinking outside the box. formulate the rules themselves.

3.Collaboration -Collaboration is the practice of working together to CHALLENGES OF THE INDUCTIVE METHOD:
achieve a common goal.
Time-Consuming: Identifying rules through examples requires more
4.Communication- Communication is the practice of conveying ideas time.
quickly and clearly.
Potential Confusion: Learners may struggle without adequate •Better performance: Improve reading comprehension and writing
guidance, especially beginners. performance

DEDUCTIVE METHOD: LEARNING THROUGH EXPLANATION •Critical thinking, self-awareness, and continuous improvement

The deductive method, by contrast, involves explaining rules directly, •Evaluate their strengths and weaknesses, set goals for their learning,
followed by practice exercises. This traditional approach is systematic and monitor their progress
an straightforward, focusing on clarity from the start.
•Make connections between new information and their existing
CHALLENGES OF THE DEDUCTIVE METHOD: knowledge, leading to a deeper understanding of the material.

Passive Learning: Students may rely too heavily on teacher METACOGNITIVE APPROACH
explanations.
The teaching process brings the learner to the process of thinking
Limited Engagement: Lacks the interactive element of discovery. about thinking. The learner reflects on what he learned and on his/her
ways of learning
Partner Learning
METACOGNITION EXAMPLES
Partner learning involves students working in pairs to learn and
support each other's understanding, fostering collaboration and peer • PLANNING LEARNING TASKS • SELF-ASSESSMENT
instruction, which can lead to improved learning outcomes.
• REFLECTION •PROBLEM-SOLVING
Benefits of Partner Learning
CONSTRUCTIVIST APPROACH
•Improved Learning Outcomes:
The student are expected to construct knowledge and meaning out for
•Increased Engagement: what they are taught by connecting them to prior experience.

•Enhanced Communication Skills: CONSTRUCTIVIST CLASS ACTIVITIES

•Development of Social Skills: •RECIPROCAL TEACHING • INQUIRY-BASED LEARNING

•Personalized Learning: PROBLEM-BASED LEARNING •COOPERATIVE LEARNING

BLENDED LEARNING- is a teaching method that combines traditional • COOPERATIVE LEARNING

classroom instruction with online learning. It is also known as hybrid
learning, mixed learning or b-learning.

FLIPPED CLASSROOM

• Students are introduced to a portion of material in advance

• In the classroom, students discuss the topic and clarify doubts with
the support of teachers and peers

ROTATION MODEL -Students rotate between stations, such as online

learning, face-to-face interactions, and peer discussions.

FLEX MODEL

•Students can choose from a variety of learning materials..

Reflective Learning

We do not learn from experience... we learn from reflecting on

experience. -John Dewey.

Reflective Learning- A way of allowing you to step back from a

learning experience to help you develop critical thinking skills and
improve on future performance by analysing the experience.

Benefits of Reflective Learning