TEAM TEACHING

 Team teaching is an instructional organization in which two or more teachers equipped

adequately with knowledge and information in specialization are given the responsibility
of working together, for all or a significant portion of the learning instruction of the same
group of students. In team teaching, all teachers in the team are responsible for all or a
significant part of the instruction of the same group of students.
5.) Testing to see which hypothesis, if any, is the correct one.
6.) Using the new information as a basis for further reasoning.

Some Key Dimensions of Reflective Teaching

 Teaching experience
 Collecting data on teaching through written accounts, recording and observation
 Review of data collected
 Follow-up reflection and response
Self Critique of a lesson

 Audio record or video record a lesson.(Optional: Make a transcription of it).

 Review the tape to identify to what extent your beliefs and principles are reflected in the
lesson
Journal Writing

 Groups of teachers write regularly about issue they encounter in their teaching.
 At the end of each entry, they pose questions.
 Others read and comment on the questions.
Shared Lesson Planning

 Teachers plan a lesson around the same content.

 They compare and discuss lesson plans.
 They teach the lesson and compare lessons.
Peer Observation

 Two teachers work together.

 Teacher A teaches; Teacher B observes.
 During the last 5 minutes of the lesson, 3 information sets are collected; from the teacher,
the observer and the students:
 What was the main point of the lesson?
 What was the most important thing(s) that was learned?
 What was the least effective?
Case Study

A description of a problem a teacher encounters and how he or she responds to it, can include
comments by an other teacher.
The Teaching Portfolio
A collection of documents that provide a description/overview of how a teacher conducts his/her teaching.

Examples of possible contents:

 Sample lesson plans
 Case Studies
 Video/Audio recording
 Classroom materials
 Student evaluations
 Peer observation
 Reflective essay
Reading Groups

 Teachers select a book or article to read.

 Members of the group take turns preparing pre-reading and discussion/questions.
 The members meet to discuss the readings and possible follow-up
Issue in Reflective teaching

 Setting realistic goals

 Demands on time
 Providing support
 Evaluating progress
 Providing rewards
Guided discovery. This strategy requires the “examination of the cognitive
structure of the concepts to be taught and creates a series of experiences for
students to explore and discover the concepts themselves” (Simon,1998)

The steps in guided discovery are:

1. Present a problem or situation that is interesting and exciting.
2. Ask students to define or explain terms to be studied.
3. Aid studies in the formulation of specific question to focus the inquiry and facilitate the
collection of data.
4. Guide students toward a variety of sources to provide necessary data.
5. Provide opportunity for feedback and revision.
Other Teaching Strategies

Viewing-listening. This teaching strategy involves the uses of instructional media that
include materials for reading and study by students individually or in small groups; materials
for viewing and listening. Students are allowed to observe existing events, conditions,
materials, processes; use a computer that presents questions or problems and elicit answers.
Media are used with regular-sized classes to large groups; There are many ways in which
students can use materials and other electronics equipment and devices.
 The teaching resources include printed materials-books, pamphlets, magazines, newspapers, workbooks
and manuals. For visual materials, often which listening include slides, filmstrips, videotapes, televisions,
computers and motion pictures, exhibits, models and specimens; for auditory instructional materials-recordings,
tapes and radio programs. This viewing-listening strategy can contribute immensely to effective teaching, if
used appropriately by the teacher.
Writing Groups

 Identify a magazine to write for.

 Study the magazine to find out what kinds of things they publish.
 brainstorm topics to write about.
 Prepare articles and discuss different drafts.
Inquiry Training. This teaching strategy requires students to develop skills in search for and processing data
and analyzing them critically. This methods gives more freedom and direction to students activity.
 Practice Drill. This teaching strategy involves a repeated performance of a learning act until a desired
level of skill proficiency is achieved. The performance may be verbal, as in music, speaking a foreign language,
and speech improvement and typing.
Practice drill may be done at the same time or by one or more class members of any size. There is active
student involvement with performance of over actions; some witnessing of the demonstration of the art of
listening to explanation on what should be done.
 The teacher explains the nature of the act verbally, visually or both; demonstrates the proper way of doing
the act; explaining to students errors commonly committed by the students and evaluate their performance in
terms of skills and competencies.
One weakness of practice and drill strategy is its tendency to be boring especially to students who readily
learn the desired skills. Most often, some teachers fail to teach the principles underlying the skill or to develop
the necessary concepts and understanding that extend the kind of learning outcomes possible. There is a danger
that if too much time is spent on skill development, other objectives of learning might be impaired.
Role-playing. This teaching strategy provides a type of experience that enables students to explore human
relations problems, including feelings, values, and attitudes and problem-solving strategies. Role-playing as a
strategy can be utilized with various activities and social functions in the classroom. A simple involvement of
students on the role-playing activity should encourage them to recognize and talk about their feelings.
The teacher’s role is to encourage students to listen and learn from the experiences of their classmates.
The weakness of role-playing as a teaching strategy is that in some case, it takes a long time for students to
get involved into the activity, new skills need to be learned and developed an attitude of openness should be
expressed.
Mastery Learning. This teaching strategy combines classroom instruction for a group with individualized
instruction. It rejects the perception that there are good and poor students. However, it recognizes the fact that
there are fast and slow learners. The proponents of this method view that “what any individual in the world can
learn, almost all individuals in the world can also learn; provided that this is with appropriate prior and current
conditions of learning.” This school thought hinges on the assumption that mastery of a topic is theoretically
possible for all students given sufficient time, conducive learning environment and optimum quality of
instruction. Instructional objectives are clearly stated for every learning unit and the learning tasks within each
unit are taught to the group. A diagnostic test is administered to assess those who have already mastered the
unit. Individualized instruction is also provided to students so that mastery of the subject is reached.
According to some educational specialists in mastery learning, there are certain conditions
needed to assure that a learner will likely master what was taught.
1. The learning unit should be broken into components or tasks.
2. The component tasks should be arranged systematically, that is, accordingly to difficulty.
3. The instruction should be adapted to the learning abilities of the leaners.
4. The language materials and the techniques of teaching should be within the comprehension
level of the students.
5. There should be regular formative and diagnostic tests based on what was taught. These
tests provide feedback about the student’s progress.
6. Correctives are applied based on the feedback.
7. The students are allowed the time they need to attain the mastery level.
Individual Instruction Approach. It is always assumed that the traditional approached to
education is that whatever a good school curriculum has been develop, it will adequately serve
the needs of all the students in the school. Such an assumption does not take into consideration
the various individual differences that inherent in every individual.
Individual Differences Among Students

The human differences that make each individual distinct from others is obvious. In as
mush as no two individuals are exactly alike, the students we teach likewise differ in many
respects; e.g., intelligence, needs, physical appearance and their experiences. Even children in
the same family have different needs and motivations and other activities in which they engage
when they are not together as a family.
Students learn at different rates of speed. Some are able to grasp new skills and
understanding very quickly. Others need considerably more learning experiences before it is
finally achieved.
 The abilities of learners vary from one another, even their capacities for learning.
Students are not all equally well-coordinated muscularly nor do they all have great intellectual
attributes. Some are more sensitive that others in art and music; some students are good in
mathematics and sciences.
Educational research has helped us become more aware of the differences among students
concerning their learnings ability. Some learner learn faster specially when they e]are engaged
in learning activities which employ the use of the visual sense in reading. Some rely on the
sense of hearing such as in lectures, reports, and interviews. Others rely on the manipulation of
objects with their hands as the most effective approach to their learning. Learning is unique to
every individual by a combination of personal attributes. Teachers, therefore, make a
pedagogical mistake when they use only one or two learning activities to teach a concept
thinking that such exposure to a new idea is the means by which all students can learn with
equal efficiency.
Ways of Treating Individual Differences in
School
There are at least four ways by which teachers may treat the factor of individual
differences in their students. There are some teachers who tend to ignore these differences in
students. They attempt to treat all students alike, planning a program of instruction and using
little or no diversity in learning activities.
There are many teachers who are cognizant of individual differences in students. Because
of this diversity, the task of teaching students with dissimilarity is a big responsibility.
 Understanding the principle of human differences and how learning is affected by these
variabilities is important. We really need in our educational programs an approach that is
flexible enough to accommodate the various individual differences that exist in any group of
learners. These programs may be referred to as “individualized programs of instruction”
because of their particular attention to the human differences and unique needs of each
individual student for which the program is designed.
Individualized instruction simply refers to a curricular program which is suited to the
peculiar interests, needs and abilities of each learner. It is a program of instruction that makes
certain provision for the multiplicity of differences among students.
Components of Individual Instruction

When developing a program of individualized instruction for a course or an educational

program, there are certain components to be considered and these are:
- Pre-assessment
-Multiple-learning Activities
- Choice of Learning Activities
- Self-pacing
-Self-selection of Subject Matter.
- Self and Peer-group Evaluation
- Creating One’s Own Learning Activities
Values of an Individualized Instruction
Program
It is evident there are many educational values inherent in a program which are flexible
enough to take into consideration the variations that occur. One advantage to this approach to
education is that the entire concept is based on the idea of helping each students achieve
successful learning experiences in school. Noted educators like Coombs and Glasser, though
their publications, places in which students are programmed into failure experiences by the
very nature system. Some types of these situation that lead the students to fail are:
a. Common instructional goals for all students in the group, regardless of the difference in
capacities and abilities
b. The same instructional pacing required for all students with the group
c. The same learning methods employed by which all students are expected to learn
d. The same evaluation instruments used on all students in an attempt to measure student
learning
e. A curriculum which fails to motivate students and lacks relevance to their lives, and
f. The common use of the evaluation techniques as a means of giving grades to students.
 There are some practices that provide unavoidable failure experience to a large proportion
of students. Coombs states that “failure experiences are destructive to the human personality
and are detrimental to the individual’s adjustment to life.” The tragedy of education is when
we continue to support and give credence to a system of procedures and practices that is
destructive to many of the individuals for whom formal education was established.
A program of instruction which utilizes all the basic components of individualization,
evidently eliminates the hazards of unpleasant experiences in students and consequently,
provides the opportunity for them to achieve to the fullest of their potentials.
As we try to eliminate failure in our schools, we tremendously improve the environment
for the nurturing of a student’s self concept. The self-concept is what a person thinks about
himself. The development of a person’s attitude about himself is one of the most crucial
aspects of an individual’s life. Coombs points out that one of the most important
responsibilities of a teacher is to add confidence in his students.
 One of the important aspects of the learning process is the student’s desire to learn.
Research attests that learning continually reinforces the fact that a person learns only concepts
important to him. It seems that a lot of what our school teach is irrelevant to the student
because he doesn’t see its importance to his life. Individualizing a school’s programs of
instruction, in which each students is given some choices of content, some choices of learning
activities and the opportunity of creating some of the learning experiences himself, provides a
great motivation for the learner and stimulates him to greater learning.
There have been some instances when some teachers sometimes complain about the
nature of their work. This is particularly true of secondary teacher because usually teacher
several sections of the same subject. For them, teaching the same subject is monotonous and
less challenging.
When a method has been individualized, the teachers do not feel bored as the result of the
repetition of lessons because the learning activities section may be quite different from the
next.
The Changing Role of the Teacher and Learner

Under the traditional approached to learning, the teacher assumes great responsibility. It
is the teacher who tells the students what they must learn, when they must learn. He spends a
lot of learning time in giving a lecture on the subject matter content he desires the students to
understand. Consequently, the students spend more time in listening to what their teachers feel
is important for them to learn.
It has been observed that this approach to the process of learning indicates that this is a
form of “spoon-feeding” the student. When the students are placed in this type of learning,
they become passive in the teaching-learning act. Such as role, according to findings in
educational research, is contrary to the most effective processes of learning.
One of the most effective means of learning occurs when students are placed in an active
role. Basically, an active responsibility in the process of acquiring new knowledge and
information and skills takes place and they are involved.
 under the process of individual instruction, there is not only a major change in the role of
the learner but also a substantial modification in the duties and responsibilities of the teacher.
In his new role, he is no longer in the “stage” as an actor transmitting words of wisdom day
after day, via the lecture method, to captive students. Instead, his role shifts to “a director of
learning” on which the major responsibility is to arranged the learning environment in which
the students are place. In this assignment, he has four significant duties:
1. Develop the program of individual instruction approach
2. Help the students create the learning experiences available to them
3. Serve as an educational consultant to them as they need clarification and assistance in their
search for new learnings, and
4. Carry the major responsibility for assessing each learner’s educational growth.
REFLECTIVE TEACHING STRATEGIES

 Reflective teaching strategies can evaluate the level of intellectual processing and
interaction in the classroom, and can make learning more relevant and meaningful to
student lives.
PRINCIPLES AND STRATEGIES
IN TEACHING MATH
The two types of reflective teaching strategies are the inquiry and
discovery approaches. This promotes inductive and critical thinking
and problem- solving.

 The Steps of the Scientific Method of Inquiry are:

1.) Forming and refining a question by students with the answer.
2.) Collecting instances and observing facts likely to be related to a possible answer.
3.) Putting facts or instances into a class and making generalization about them.
4.) Making intelligence guesses (hypotheses) based on the facts to suggest possible
explanations.