Competencies

Employ activities, teaching methods, instructional

materials, classroom management techniques

appropriate for a chosen subject area.
Apply appropriate approaches to lesson planning
Apply principles in preparing and utilizing
teaching strategies
Use eective instructional techniques

FOCI
Principles of Teaching & Learning
Classroom Management
The Art of Questioning
Teaching Approaches, Methods, Strategies &

Techniques
Lesson Planning

REQUIREMENTS: Lesson Plan, Demonstration ,

& Passing the Exam

Watch & Reect:

The HEART OF A TEACHER

Don't try to x the students, x

ourselves rst. The good teacher
makes the poor student good and
the good student superior. When
our students fail, we, as teachers,
too, have failed. ~Marva Collins

The Joy of Teaching is a Joy

Forever!
The joy of teaching is not acquired

solely in terms of material rewards we

receive from the profession. The joy of
teaching is primarily gained in terms
of POSITIVE ATTITUDE.

How will you develop posiNve

aOtude or posiNve thinking?
FIRST- Learn to love others, love your

family, your friends, your students,

your teachers, everybody around you.
Why? So that, youll have a reason for
existing or for a living.

How will you develop posiNve

aOtude or posiNve thinking?
SECOND- We have to live because of a

universal responsibility that we have

to carry out. Bakit kailan tayoy
mabuhay? Sapagkat mayroon tayong
pananagutan sa isat isa.

How will you develop posiNve

aOtude or posiNve thinking?
THIRD- To gain the joys of teaching

takes pride in telling that youre a

teacher. Dont give comments that
tend to debase teaching as a profession
by saying Teacher lang.

How will you develop posiNve

aOtude or posiNve thinking?
FOURTH- among all professionals,

teachers have the greatest

responsibility in the community, to
humanity. Therefore, teachers should
take the prime responsibility of
teaching students, not subjects. A
teacher should therefore instigate true
love, not fear.

How will you develop posiNve

aOtude or posiNve thinking?
FIFTH- Remember that true love is all

the time anchored upon truth. The

word, teacher originated from the
Anglo-Saxon term which means one
who shows the truth. Therefore a
teacher should always tell the truth. If
he does, hes a teacher. If, he is a
cheater.

Teaching and learning are the real

components of happiness in
teaching. The teacher and the
learner should live in absolute
UNITY when the teacher urges the
learners to be SILENT, she actually
means LISTEN.

Meaning of Principles
The word PRINCIPLES is derived from the Latin

term princeps meaning the beginning or end of

all things.
It is a comprehensive law or doctrine from which
others are derived or in which others are founded.
It is a compass by which the path of education is
directed.

Recall your experiences with your

teachers. What in their
personaliNes helped to make you
learn? Which one did not help you
at all? Share your reecNons.

13 PRINCIPLES OF LEARNING

1. Eort Produces Achievement

Debunks that inherited intelligence mainly

determines academic achievement

Amount of eort the student makes has
much more to do with academic
achievement
Given the right conditions and support,
almost everyone can achieve at high levels

2. Learning is About Making

ConnecNons
We learn by adding new knowledge to the

knowledge we already have

We must organize our existing knowledge
into some sort of structure
Either the new knowledge ts the existing
structures, or we alter the structure to
accommodate the new
This is a creative and active process that
requires a great deal of interaction

3. We Learn With and Through

Others
We teach one another, exchange ideas,

reinforce concepts, solve problems, debate

ideas, and challenge assertions with others
Student learning is enhanced with they
understand and accept the conventions that
structure such social interactions

4. Learning Takes Time

How much we can learn is a function of how

much time we have to learn it

A given task will be learned only if the learner
spends the amount of time needed to learn it
Students need dierent amounts of time in order
to learn the same things

5. MoNvaNon Ma_ers
Students are best motivated by:
Seeing a connection between their wants and

what they are being asked to learn

Believing in their abilities to succeed
Feeling good about themselves as learners
Motivation includes deep understanding (mastery),
demonstrating what they know to others, and
meeting a high standard of accomplishment

6. The Teacher Ma_ers

How much a student learns depends much

more on which teacher within the school the

student gets than what school he or she goes
to
Improving the quality of teaching is the key
to school improvement

7. Focused Teaching Promotes Accelerated

Learning
The key to accelerated learning lies in matching

instruction to the level of the learner

The teachers role is to scaold the learning of the
new task, revealing to the learner how to move from
what he or she can currently do independently to a
higher level of cognitive functioning

8. Clear ExpectaNons and ConNnuous Feedback

AcNvate learning
Students achieve at higher levels when they have a

clear image of what is expected of them

Give example of work that meets standard
Access to clear criteria for judging the quality of
their work
Access to continuous feedback on their work so
they know how to bring it up to standard

9. Good Teaching Builds on Students Strengths

and Respects Individuals Dierences
Each child has a unique mix of strengths and

weaknesses
Students nd if easier to learn using a particular
ability or adopting a particular style
Abilities and styles are capable of being developed
in school

10. Good Teaching Involves Modeling What

Students Should Learn
Much of what the student needs know and do are

best learned by apprenticing to an expert the

teacher
The teacher models the behavior the students is
being asked to demonstrate
Through continuous monitoring and feedback the
teacher gradually increases the diculty of the
learning

11. The Curriculum Should Focus on Powerful

Knowledge
Knowledge is powerful when it provides a basis for

further learning and when it concerns important

and validated knowledge
The new basics (higher levels of reading, math,
problem-solving, communications, etc.
Discipline-based subjects
Skills, strategies, and attitudes that support
independent, purposeful learning and problem
solving

12. All Students should Experience a Thinking

Curriculum
Students can be taught to manage their own

thinking and learning processes

Challenging tasks that support deep thinking will
stimulate intelligent behavior, as will explicit
teaching of cognitive and metacognitive strategies
The learning of basic skills and higher-order
thinking should go hand in hand

13. The Best Results Come From Having an

Aligned InstrucNonal
The best results are obtained with the

assessments, curriculum framework, instructional

materials and teaching are in full alignment with
the standards and with one another

Principles of Learning
Learning is an experience which occurs inside the learner and

is activated by the learner.

Learning is discovering the meaning and relevance of ideas.
Lets relate what we teach to the life experiences and needs of
the learners.
Learning comes as a result of experience
Learning is a cooperative and collaborative process.
Learning is an evolutionary process.
One of the richest resources for learning is the learner himself.
The process of learning is emotional as well as intellectual.
The process of problem-solving and learning is highly unique
and individual.

Principles in Teaching and

Learning
Sequence The objectives and content in the

curriculum are arranged hierarchically from easy

to dicult, from familiar to unfamiliar.
Prerequisite skills should be developed before the
advanced skills.
Integration the contents should not be viewed
as compartmentalized blocks of knowledge
because they are interrelated. Prior knowledge
inuences learning.

Principles of Teaching and

Learning
Meaningfulness The lessons should be relevant

to the everyday life of the students. The learning

situations should suit local needs and available
local resources.
Sense Dependence The more senses are
involved during the learning process, the more
meaningful and retained are the concepts and/or
skills.

3 Types of Principles of Teaching

Starting Principles-refer to the nature of the

child, his psychological and physiological

endowments.
Guiding Principles- the methods of
instruction, or the conglomeration of
techniques in carrying out the educative
process.
Ending Principles- refer to the educational
aims and objectives

CharacterisNcs of Filipino Learners

SHYNESS is an attitude characterized by partial

inhibition of social responses especially in the

presence of strangers.
SENSITIVENESS is the tendency of the child to be
easily impressed, aected or hurt.
LACK OF PERSEVERANCE means lack of persistence
in an activity for a long time due to diculty,
opposition, or disappointment.
LACK OF RESOURCEFULNESS means the inability to
meet new situations
LACK OF INDUSTRY refers to the lack of steady
attention or diligence in any pursuit

Factors that Aect Learning

Intellectual- students mental ability level
Learning factors- study habits
Physical Factors disabilities, nutrition
Mental Factors- attitude and ones belief and

ideas
Emotional/Social Factors-
Teachers Personality
Environmental Factors

LEARNING PYRAMID

Na.onal Training Laboratories

Average
5%
Lecture
Retention





Rate
10%
Reading

20%
Audio-Visual


30%
Demonstration










50%
Discussion Group
Practice By Doing
Teach Others/Immediate Use of Learning

75%
90%

Children who are VicNms of

Unequal Teaching
CHILDREN WHO ARE UNDERTAUGHT
Fail to learn what they could learn
Fall behind others and become discouraged
Develop dislike for the school
May escape from schooling at earliest

opportunity
Find themselves boxed in by lack of education

Children who are VicNms of

Unequal Teaching
CHILDREN WHO ARE OVERTAUGHT
Waste time in overlearning
Become bored with school
May develop distaste for learning
May fail to nd themselves

Children who are VicNms of

Unequal Teaching
CHILDREN WHO ARE MISTAUGHT
Limit interest to subjects taught to them
May learn to dislike or fear some subjects
Fail to develop broadbase for further

learning
Grow up half educated

Children who are VicNms of

Unequal Teaching
CHILDREN WHO ARE NOT TAUGHT
Respond less to their environment
May develop prejudices against the arts
Function in a limited way in some aspects of

human relationships
May remain ignorant of important realms of
human experience

Ten Commandments of Teaching

Thou shalt know thyself
Thou shalt know thy students
Thou shalt know thy subject-matter well
Thou shalt respect thy students as persons
Thou shalt motivate thy students to learn
Thou shalt communicate eectively
Thou shalt circulate
Thou shalt avoid talking too much in class
Thou shall evaluate learning outcomes regularly
Thou shalt do what thou sayest

8 BE ATTITUDES of a TEACHER
BE COMPETENT
BE CONCERNED
BE CREATIVE
BE CONSISTENT
BE OPEN
BE PATIENT
BE POSITIVE
BE YOURSELF

IdenNfy SimilariNes
and Dierences

Roles of a Teacher
Model
Classroom Manager
Facilitator of Learning
Motivator
Evaluator of Students Performance
Parent Surrogate
Counselor
Friend

CLASSROOM MANAGEMENT
Classroom management is the administration or

direction of activities with special reference to

problems involving DISCIPLINE, DEMOCRATIC
TECHNIQUES, USE OF SUPPLIES & OTHER
MATERIALS, the PHYSICAL FEATURES OF THE
CLASSROOM, GENERAL HOUSEKEEPING, and
SOCIAL RELATIONSHIPS OF THE STUDENTS and
the TEACHERS.

Principles behind Classroom

Management
The teacher should plan activities that are suited to

the classroom situations.

The teachers disciplinary policies must be in
accordance with the school policies.
The teacher must observe some routinary procedure
to save time and energy (ex: entering the classroom,
passing of test papers, etc.)
The teachers must take into consideration the needs
and conditions of the students.
The teachers must utilize positive rather than
negative approach in dealing with children.

Causes of Disciplinary Problems in

the Classroom
TEACHERS PERSONALITY- lack of knowledge of the

subject matter, poor decision making, etc.

PHYSICAL FACTORS- childs heath conditions
INDIVIDUAL FACTORS- individual dierences due
to family and community
SOCIAL FACTORS- adjustment to the group
EMOTIONAL FACTORS
SCHOOL ENVIRONMENT

WAYS TO IMPROVE CLASSROOM

DISCIPLINE
Know your subject matter and be prepared at all times.
Come to class ahead of your students.
Call the class to order as soon as the bell rings.
Follow some established daily routines.
Check the condition of the class as well as the

condition of every pupil.

Check pupils assignment and return their work
promptly.
Explain to your pupils your expectations of every
activity that they will accomplish.
Provide adequate time for every activity.

WAYS TO IMPROVE CLASSROOM

DISCIPLINE
Do not threaten your pupils.
Have a good sense of humor.
Compliment your students on worthy contributions.
Try to involve all pupils to class activities.
Handle calmly all attempts to distract your attention.
Always have a contingency plan in case of emergency.
Never be sarcastic.
Always consider individual dierences in dealing with your

pupils.
Never make a martyr out of a trouble maker.
Never punish all your pupils for the fault of one.

Behavior: Rambling -- wandering around and off the

subject.
POSSIBLE RESPONSES:
Refocus attention by restating relevant point.
Direct questions to group that is back on the subject
Ask how topic relates to current topic being
discussed.
Use visual aids, begin to write on board, turn on
overhead projector.
Say: "Would you summarize your main point
please?" or "Are you asking...?"

Behavior: Shyness or Silence -- lack of

participation
POSSIBLE RESPONSES:
o Change teaching strategies from group discussion to
individual written exercises or a videotape
o Give strong positive reinforcement for any
contribution.
o Involve by directly asking him/her a question.
o Make eye contact.
o Appoint to be small group leader.

Behavior: Talkativeness -- knowing

everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
o Acknowledge comments made.
o Give limited time to express viewpoint or feelings, and
then move on.
o Make eye contact with another participant and move
toward that person.
o Give the person individual attention during breaks.
o Say: "That's an interesting point. Now let's see what other
other people think."

Behavior: Sharpshooting -- trying to shoot

you down or trip you up.
POSSIBLE RESPONSES:
o Admit that you do not know the answer and
redirect the question the group or the individual
who asked it.
o Acknowledge that this is a joint learning
experience.
o Ignore the behavior.

Behavior: Heckling/Arguing -- disagreeing with

everything you say; making personal attacks.

POSSIBLE RESPONSES:
Redirect question to group or supportive
individuals.
Recognize participant's feelings and move one.
Acknowledge positive points.
Say: "I appreciate your comments, but I'd like to
hear from others," or "It looks like we disagree."

Behavior: Grandstanding -- getting caught up in

one's own agenda or thoughts to the detriment of
other learners.

POSSIBLE RESPONSES:
o Say: "You are entitled to your opinion, belief or
feelings, but now it's time we moved on to the next
subject," or
o "Can you restate that as a question?" or
o "We'd like to hear more about that if there is time
after the presentation."

Behavior: Overt Hostility/Resistance -- angry,

belligerent, combative behavior.
POSSIBLE RESPONSES:
o Hostility can be a mask for fear. Reframe hostility as fear to
depersonalize it.
o Respond to fear, not hostility.
o Remain calm and polite. Keep your temper in check.
o Don't disagree, but build on or around what has been said.
o Move closer to the hostile person, maintain eye contact.
o Always allow him or her a way to gracefully retreat from
the confrontation.

Behavior: Griping -- maybe legitimate complaining.

POSSIBLE RESPONSES:
o Point out that we can't change policy here.
o Validate his/her point.
o Indicate you'll discuss the problem with the
participant privately.
o Indicate time pressure.

Behavior: Side Conversations -- may be related to

subject or personal. Distracts group members and
you.
POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by participant a
question so that the new discussion is near the talkers.
As a last resort, stop and wait.

Words of Wisdom

Unless we think of others and

do something for them, we miss
one of the greatest sources of
happiness.
-Ray Wilbur

We do not get aected only by

the psychological climate in the

classroom. We are also aected
by the physical condition of the
learning place.

The ART
OF QUESTIONING

The Art of QuesNoning

QUESTIONING is the starting point of

learning. People learn because they ask

questions. In the teaching-learning process
the kind of questions a teacher asks and the
way he asks them to some extent
determines his eectivity as well as the
outcome of his teaching methods and
techniques.

Purpose of QuesNoning
To discover the impact of the lesson to the learner
To evaluate students performance.
To direct the mind of the students to the important

aspects of the lesson

To give the students a chance to express themselves
To develop the thinking and reasoning ability of the
students and help them analyze ideas.
To acquire information
To draw out interpretation
To manifest retention of powers

Purpose of QuesNoning
To develop the skill to answer eectively and

eliciting comprehension skills.

To energize the mind of the imagination resulting
to the internalization of concepts.
To check whether these concepts are internalized
for use in the students academic and functional
life.
To develop the students problem solving skills
and decision making faculties

Levels of QuesNoning
LITERAL
Note or recall clearly stated facts and details
Follow directions
Associate quotation with speaker
INTERPRETATIVE
Think and search questions
Identify character traits, emotional reactions
Interpret gurative language
Anticipate events
Recognize sensory images
Sense implied meaning of words, phrases and sentences

Levels of QuesNoning
CRITICAL
Give opinions reactions to the selection
Discriminate between fact and opinion
Identify assumptions, points of view, authors purpose and
style
Determine relevance
Weigh values presented
INTEGRATIVE
tying up questions
Comparing and contrasting old and new ideas
Synthesizing ideas learned
Making a dierent ending

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

KNOWLEDGE QUESTIONS
Train the learners the ability to recall materials learned
previously such as specic names, facts, places, gures,
events, concepts, principles, and others.
Examples:

Who founded the Katipunan?

Identify people involved in the Philippine Revolution.
Enumerate the three purposes of Katipunan.

Key words: name, tell, list, describe, recall, state, dene,

identify

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

COMPREHENSION QUESTIONS
Train a student to understand oral and written
communications and make use of them. These can be
manifested in the following questions:

The student can express ideas in his own words.

The student can separate from essential from the non-
essential.
The student can establish relationships among things.
The student can make inferences.
Examples:
Explain in your own words the El Nino and
La

Nina Phenomena.
Key words: explain, compare, predict, infer

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

APPLICATION QUESTIONS
Require the students to transfer what they have learned
to new situations with little or no supervision. The
student is expected to put some skills into practice,
solve problems, and construct meaning.
Examples:

How do you express in algebraic equation-the age of the

earth is twice the age of the moon?

Key words: demonstrate, plan, solve, apply, build, develop,

construct

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

ANALYSIS QUESTIONS
Require a student to breakdown an idea into parts, to
distinguish these parts and know their relationships to
one another. The student is able to distinguish relevant
from irrelevant data, a fact from a generalization, etc.
Examples:

What part of the essay is conclusion?

What are the fallacies in the arguments presented?
Key words: classify, distinguish, discriminate, categorize,
analyze

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

SYNTHESIS QUESTIONS
The student puts together or integrates a number of
ideas or facts into arrangement. Some common focus of
synthesis is the summary of the lesson either written or
oral, a proposal, a plan of action, a short story, a
bulletin board display.
Examples:

How can you help improve our economy?

What plans can you propose to make the centennial
celebration more meaningful?
Key words: propose a plan, formulate a solution, develop,
create, summarize

Hierarchy of QuesNons

Based on Blooms
Cognitive Taxonomy

EVALUATION QUESTIONS
The students appraise, criticize or judge the worth of an
idea, a statement, or a plan on the basis of a set of
criteria provided to them or which they themselves
have developed.
Examples:

Is it good for Filipinos to ratify the VFA?

Are you in favor of amending the present constitution?
Key words: select, judge, evaluate, decide

Teaching Approaches, Methods,

Strategies & Techniques

Deni5on of Terms
Teaching Approach

- refers to the teachers viewpoint toward the

process of teaching., what one believes in, regarding
teaching, upon which teaching behaviors are based.
Teaching Method
- refers to the regular ways or orderly procedures
employed by the teachers and the principles needed to
accomplish the aims of the learning situations.

Deni5on
o
f
T
erms


Teaching Strategy

- refers to the general design of how the teacher will

attack her lesson; the plan that a teacher decides to use to
achieve certain lesson objectives.
Teaching Technique
- refers to the act, style or manner of performance of the
teacher in carrying out the procedures or act of teaching.
- a combination of personality plus the amount of
expertise one has in teaching technology(method), subject
matter, and pedagogical theory.

Factors to Consider in Choosing a

Method
Objectives - the aims or expected outcomes of

the lesson.
Subject Matter - refers to the substance of
teaching.
Learners - considers (nature, problems, needs
and interests) as the center of the educational
process.

Factors to Consider in Choosing a

Method
Materials & Technology - tools and devices for the

lesson.
Time Allotment - refers to the amount of time
available for the lesson.
Teacher - The skills and preferences inuence the
appropriateness of teaching methods to be used. S/He
must have a clear understanding of the principles and
techniques involved. S/He should be familiar with the
lesson. Eective teacher adapts his/her teaching
methods to his/her students.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Direct / Expository Strategies
Reective Teaching the ability of the teacher to

guide the students to reect on their own experiences.

Journal Writing it involves the description of the
event or learning experiences, value and outcomes,
and insight gained.
Portfolio a personal document which involves a
detailed and complete account of experiences
including instant thoughts.
Self-analysis records of incidents, problems, and
issues.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Direct / Expository Strategies
Direct Instruction teaching the basic skills and

knowledge through step-by-step method. It employs

demonstration of the procedural knowledge on how to
perform single and complex skills.
Concept Teaching - concepts can be presented through:

Expository or Rule-to-Example Method deductive way of

presenting a lesson. The teacher denes the concept and then
provides examples.
Interrogatory or Example-to-Rule Method inductive way
of presenting the lesson. Examples are given rst and then the
students discover the concepts through logical reasoning.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Direct / Expository Strategies
Team Teaching - tapping the expertise of two or more

teachers in planning, teaching, and evaluating learning of

students.
Simulations presenting reality very closely but the
complexity of events can be controlled.
Narratives recall of stories made by authors, scientists,
inventors from biographies, historical accounts, etc.
Microteaching teaching a brief lesson to a small group
of students to obtain feedback.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Direct / Expository Strategies
Use of Comic Strips the lesson is presented through

the dialogues from characters.

Concept Attainment a guessing game of concepts by
giving clues through acting or drawing.
Predict-Observe-Explain (POE)
Interest Learning Centers the area is divided into
various academic learning centers which has materials
and equipment for simple investigations.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Indirect / Discovery Strategies
Experiential Learning -students acquire knowledge

and skills through direct observations and analysis of

what has been observed. It is the process of formulating
new insights and gaining new skills from direct
experiences with natural occurrences and interactions
with the environment; learning by doing.
Problem-Solving employs scientic method in
searching for information.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Indirect / Discovery Strategies
The Constructivist Approach learners construct

meaning through the interaction of previous learning

and new learning events provided by the teacher.

Review a recount of observations done in the past learning

activity that is being connected to the new lesson to be
introduced.
Inquiry teaching The teacher poses a problem, asks
questions, and facilitates open discussion to draw conclusion.
Reection - The learner gains new interpretations and
conclusions by recapturing an experience, thinking about it,
and evaluating it.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Indirect / Discovery Strategies
Inquiry Teaching students seek answers to their own

questions through self-directed learning activities by

following the scientic method.
Synectics - students formulate analogies in analyzing
learning situations for new ideas and solutions.
Constructing Projects a self-directed study which
requires the students to present in concrete form the
result of a research done.
Collections uses the skill in sorting and classifying
according to a criterion.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Indirect / Discovery Strategies
Consequence Mapping involves the visual organization
of the consequences of an event given by the teacher.
Concept Mapping involves the visual organization of
concepts or summary of a lesson into hierarchical
arrangement.
Role-play Debate the students present contradicting
ideas which are assigned and planned ahead of the
discussion.
Poster Making the students presents their learning
through posters which can be in words or in pictures/
drawings.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Cooperative Learning Approach small group

activities and discussions.

Student Teams Achievement Divisions (STAD) - The teacher
gives a new lesson for the week. Divide the class into ve-member
teams. Each member has to study the new lesson and help each
other master it through tutoring. Students will take weekly quizzes
individually. The score is based on the degree to which it exceeds
the past averages. The team with the highest scores and the
member with the high improvement scores are recognized.
Teams Games Tournament (TGT) the same as STAD but
games are used here.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Cooperative Learning Approach
Jigsaw Strategy Students are grouped into ve. Each group is called

the home group. They will be given an academic material in which

each member is assigned for each portion. Members from dierent
groups with the same topic meet to study and discuss their topic. This
is called the expert group. Then they will return to their home groups
to teach other members what they have learned. After the home group
discussion, they will take quizzes individually. Team scores are
obtained. The team and the individual with the highest scores are
recognized.
Group Investigation Students are grouped into ve members.
Together with the teacher, they will plan the topics and the procedure
they would like to investigate. Each group conducts a study and
analysis of the information obtained to be reported to class.
Evaluation will be in individual or group assessment of output.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Cooperative Learning Approach
Think-Pair Share The teacher poses a question or issue

regarding the lesson in which the students will spend time

thinking for the answer. Each student talks about the
answer to a partner and share each others ideas. Each
pair will be given the chance to report to class what they
have discussed. The major ideas from the class will be
summarized.
Role Playing an enactment by the students of a learning
situation which depict real life responses and behavior.

GENERALLY ACCEPTED
METHODS / APPROACHES /
STRATEGIES
Cooperative Learning Approach
Small Group Discussion - the class is divided into ve

groups to discuss the topic assigned to them. A member

of the group will report their output to the class to
come up with a generalization.
Peer Tutoring - the teacher requests the older,
brighter and more cooperative member of the class to
tutor other classmates. The tutees receive
individualized instruction.

Cooperative learning
" It is a successful teaching strategy in which
small teams, each with students of dierent
levels of ability, use a variety of learning
activities to improve their understanding of a
subject.

Grouping Pa<erns for Coopera.ve

Learning:
Ability grouping students with the same level of

abilities are grouped together.

Skills and Needs grouping the diculty of the task or
problem is considered so that those students who
possess the skills will be equally distributed to all the
groups.
Friendship grouping students who easily get along
well with each other are grouped together for
strengthening motivation.
Interest grouping students are grouped according to
their interests.

Cooperative efforts result in participants striving for

mutual benefit so that all group members:

" gain from each other's eorts.
" recognize that all group members share a common fate.
" know that one's performance is mutually caused by
oneself and one's team members.
" feel proud and jointly celebrate when a group member
is recognized for achievement.

Why use
Cooperative Learning?

Research has shown that cooperative learning

techniques:

" promote student learning and academic
achievement
" increase student retention
" enhance student satisfaction with their
learning experience
" help students develop skills in oral
communication
" develop students' social skills
" promote student self-esteem
" help to promote positive race relations

1. Positive
Interdependence

(sink or swim together)

" Each group member's
eorts are required and
indispensable for group
success
" Each group member has a
unique contribution to
make to the joint eort
because of his or her
resources and/or role and
task responsibilities

2. Face-to-Face
Interaction

(promote each other's success)

" Orally explaining how to
solve problems
" Teaching one's
knowledge to other
" Checking for
understanding
" Discussing concepts
being learned
" Connecting present with
past learning

3. Individual
& Group Accountability
( no hitchhiking! no social loang)
" Keeping the size of the group
small. The smaller the size of the
group, the greater the individual
accountability may be.
" Giving an individual test to each
student.
" Randomly examining students
orally by calling on one student to
present his or her group's work to
the teacher (in the presence of the
group) or to the entire class.

" Observing each group and

recording the frequency with
which each member-contributes
to the group's work.
" Assigning one student in each
group the role of checker. The
checker asks other group
members to explain the
reasoning and rationale
underlying group answers.
" Having students teach what
they learned to someone else.

4. Interpersonal &
Small-Group Skills

Social skills must be taught:

" Leadership
" Decision-making
" Trust-building
" Communication
" Conict-management
skills

5. Group Processing
" Group members discuss
how well they are achieving
their goals and maintaining
eective working
relationships
" Describe what member
actions are helpful and not
helpful
" Make decisions about what
behaviors to continue or
change

Other Techniques

InstrucNonal Strategies
BRAINSTORMING a learning event in which a

group of learners spontaneously contribute ideas.

DEMONSTRATION A learning event in which
an individual demonstrates how to do something.
DISCOVERY LEARNING An inquiry-oriented
learning event in which the learner discovers.
DEBATE/DISCUSSION Oral, or sometimes
written, exchange of opinions usually to analyze,
clarify, or reach conclusions about issues,
questions, or problems.

InstrucNonal Strategies
DRILL & PRACTICE A learning event in which a

learner repeats a particular skill in order to x in

his hand or her hand.
EXPERIENTIAL LEARNING Learning by doing-
includes knowledge and skills acquired outside a
book/lecture learning situations.
FIELD TRIP A learning event that typically takes
place outside of school grounds.

InstrucNonal Strategies
GAME typically a competition or contest that

involves a demonstration of an understanding of

content or skill
HANDS-ON a learning event that engages
learners in a practical application of content and
skill
INQUIRY Also referred to as scientic inquiry;
refers to activities in which learners develop
knowledge and understanding of how scientists
study the natural world.

InstrucNonal Strategies
INTERVIEW/SURVEY a learning event in which

learners interview/survey others about a

particular topic.
LABORATORY a learning event that involves
practicing science skills and using scientic
equipment.
LECTURE A learning event in which one person
explains a topic to the rest of the group or class,
and this audience takes notes and listens.

InstrucNonal Strategies
PEER TUTORING instruction provided by the

learner, or small group of learners, by direct

interaction with a peer with appropriate training
or experience.
PLAY Typically refers to the manner in which a
lot of early learning occurs.
PROBLEM-SOLVING occurs when learners work
to determine the solution to a question raised for
inquiry.

InstrucNonal Strategies
MODEL & SIMULATION a learning event in

which a teacher and/or learner models or

simulates a natural or physical phenomena.
PEER COACHING a learning event in which one
learner helps another learner.
PEER TUTORING A learning event in which one
learner gives oral or written feedback to another
learner.

InstrucNonal Strategies
ROLE-PLAYING the deliberate acting out of a

role , as part of group therapy or of a learning

situation directed towards understanding that
role
TEAM TEACING an arrangement whereby a
group of teachers cooperate so that their classes
have contact with more than one of those
teachers during a given learning session or period.
THEMATIC APPROACH teaching approach that
organizes subject matter around unifying themes

InstrucNonal Strategies
SIMULATION is an attempt to represent and

model social systems, often through a game. This

is designed to provide the participants with an
illusion of involvement in reality.
SOCIODRAMA is a specialized use of techniques
like pantomime, improvised skits, or
dramatization in a situation characterized by a
human relations dilemmas.

InstrucNonal Strategies
SINGLE-ROUND ROBIN brainstorming session.

A technique where students are given the chance

to answer the question using a ballpen and a piece
of paper
AUTHORS CHAIR/HOT SEAT A student is
asked to sit at the center. The rest of the class asks
questions.
PHILLIPS 555 Students are grouped into 5
members. They are given 5 questions to be
answered in 5 minutes.

InstrucNonal Strategies
PREDICTION CHART

Evidences

Guesses

Actual Answers

InstrucNonal Strategies
PICK YOUR SPOT

InstrucNonal Strategies
AGREE-DISAGREE CHART

Statements
1.
2.
3.
4.
5.

Agree

Disagree

InstrucNonal Strategies
CYCLIC QUESTIONS

SUB
QUESTION

QUESTION

SUB
QUESTION

InstrucNonal Strategies
T-CHART

Dierences

Dierences

Similarities

InstrucNonal Strategies
VENN DIAGRAM

Dierences

Dierences
Similarities

InstrucNonal Strategies
3D

3 D

DISCUSS
DEBATE
DELIVER

InstrucNonal Strategies
PYRAMID

ideas
concepts
facts
generalizations

InstrucNonal Strategies
K-W-L Technique is the basic way to: (1) initiate the
study of a unit by motivating the students and activating
their prior knowledge; and (2) assess what the students
have learned after the unit is concluded.

What they know

1.
2.
3.
4.
5.

What they want

to know

What they learn

Something to ponder

EXCELLENCE is doing
ordinary things extraordinarily
well.
- John Gardner

GOAL
PLANNING

Failing to plan

is the same as
Planning to Fail

Think of a goal as your

final destination.

NO PLANNING=FAILING

When you set goals

for yourself, it is
important that they
motivate you.

RULE #2: SET SMART

GOAL

Time bound
Goals
deadline/
sense of
energy

Relevant
Goals
direction
( life/
career )

Attainable Goals
achievable, realistic
yet challenging

Measurable Goals - measure

your degree of success

Specific Goals-clear
and well defined

The act of writing down a goal

makes it real and tangible. You
have no excuse for forgetting
about it. As you write, use the
word will instead of would
like to or might.

RULE #4: MAKE AN ACTION

PLAN

You Are So Focused On

The Outcome That You
Forget To
Plan The Steps That
Are Needed Along The
Way.

RULE #5: STICK WITH

IT!
Build in reminders
to keep yourself
on truck,
make regular
time slots
available to review
your goals.

Deciding

what is important for you to

achieve in your life.
Separating what is important from what is
irrelevant, or a destruction.
Motivating yourself.

Building

self-confidence, based on
successful achievement of goals.

Key Points
Goal setting is much more than simply saying
you want something to happen. Unless you
clearly define exactly what you want and
understand why you want it the first place,
your odds of success are considerably
reduced.
By following the Five Golden Rules of Goal
Setting you can set goals with confidence and
enjoy the satisfaction that comes along with
knowing you achieved what you set out to do.

Set The Goal

Make A Commitment
Be Accountable

Lifetime goals
Start setting and achieving your goals
today!

" Career: What level do

you want to reach in your
career?
" Financial: How much
do you want to earn by
what stage?

" Education: Is there any

knowledge you want to acquire
in particular? What information
and skills will you need to
achieve other goals?
" Family:

Do you want
to be a parent? If so,
how are you going to
be a good parent?

" Artistic: Do you want to

achieve any artistic
goals? If so, what?
" Attitude: Is any part of your
mindset holding you back? Is
there any part of the way that
you behave that upsets you?
If so, set a goal to improve
your behavior or find a
solution to the problem.

" Physical: Are there any

athletic goals you want to
achieve, or do you want a
good health deep into old
age? What steps are you
going to take to achieve
this?
" Pleasure: How do you
want to enjoy yourself?

" Public service: Do you want to

make the World a better place? If
so, how?

Art of QuesNoning
Part 2

QUESTIONING is the key technique

in teaching; It is used for a variety
of purposes

Purposes of QuesNons:
arouse interest and curiosity
review content already learned
stimulate learners to ask questions
promote thought and the understanding of ideas
change the mood/tempo, direction of the

discussion
encourage reection and self-evaluation
allow expressions of feelings

Types of QuesNons:
According to thinking process involved:
Low-level questions- focus on facts, dont test level of
understanding or problem solving skills.

Example: Who declared Martial Law?

High-level questions- go beyond memory and factual

information, more advanced, stimulating and more

challenging, involve abstraction and point of view.

Example: How did the recent war between government forces

and MILF aect the people in Mindanao?

Types of QuesNons:
According to type of answer required:
CONVERGENT tend to have one correct and best
answer; are used to drill learners on vocabulary;
spelling and oral skills but not appropriate for eliciting
thoughtful responses; usually start with what, who,
when and where; are referred to as low-level questions
DIVERGENT- open-ended and usually have many
appropriate answers; reasoning is supported by
evidence and samples; associated with high level
thinking processes and encourage creative thinking and
discovery learning; usually start with how and why

Types of QuesNons:
According to the questions used by teachers during

open discussion:

Eliciting questions- are employed to:

Encourage an initial response
Encourage maximum student participation
Probing Questions- seek to:
Expand or extend ideas
Justify and clarify ideas
Closure-seeking Questions are used to help students

form conclusions, solutions, or plans for investigating

problems.

Guidelines in Asking QuesNons

Wait time- the interval between asking a question and

a student response. This is 3-5 second think-time.

Prompting- uses hints and techniques to assist
students to come up with a response successfully.
Redirection- involves asking of a single question for
which there are several answers; used in high level
questioning
Probing- provides a student a chance to support or
defend a stand or point of view.
Commenting and prompting- used to increase
achievement and motivation

Tips on Asking QuesNons

Ask questions that are stimulating/thought provoking,

within students level of abilities, relevant to students daily

life situation; sequential and clear and easily understood.
Vary the length and diculty of questions
Have sucient time for deliberation
Follow-up incorrect answer
move around the room for rapport
Encourage active participation
Phrase questions clearly
Ask as many learners as possible to answer certain
questions

Principles in the SelecNon of

InstrucNonal Materials
Meaningfulness- contributes to the learners growth &

development
Appropriateness- appropriate in terms of vocabulary level,
concepts, methods of development, and interest of the learners
Breadth- encompasses all round development of varying group
of learners
Usefulness- useful to a particular teacher
Communication Eectiveness- relays information clearly and
eectively
Authenticity- presents accurate up to date dependable
information
Responsiveness- responds to the needs and demands of the
society
Interest- stimulates curiosity and creativity
Cost Eectiveness

LESSON PLANNING

Lesson Planning
Eective classroom management depends

on a large measure on the teachers ability

to plan interesting, student-centered,
multi-activity lessons to promote a high
degree of student involvement and
maximum participation.

Lesson Planning
Lesson planning is a vital part of teaching for all the

various elements involved in instruction, such as

objectives content or subject matter, instructional
procedures, evaluation and related matters are given
due attention.
LESSON PLAN is the term applied to the statement of
objectives to be realized and the methods to be used
in the attainment of such objectives within the
specied time.


Best Practices in Lesson Planning
Some Guiding Principles

Adapted From: 63 Ways of Teaching

or Learning Anything by Gary
Phillips and Maurice Gibbons

Importance of Lesson Planning

Helps the teacher to be systematic and orderly.
Delimits the eld to be taught for a certain class

period.
Prevents waste and unnecessary repetitions of lessons
already taken up.
Forces consideration of objectives, selection of subject
matter, selection of procedures, planning of activities
and preparation of tests serve as an inventory of what
the children have already learned.

Thinking It Through
Lesson Content
Learning Level
Instructional Methods, Materials, Activities
Student Activities
Evaluation Tools, Strategies, Activities

Components of a Lesson Plan

OBJECTIVES state the aims which the lesson plan

seeks to achieve. It must be SMART.

SUBJECT-MATTER states the topic to be taken up,
materials, books and strategies to be used.
LEARNING ACTIVITIES- these are the dierent
activities to be undertaken to realize the objectives.
EVALUATION- the test usually given whether the
students have mastered the lessons.
ASSIGNMENT- the teacher provides the topics for
discussion in their next meeting or the additional
activities to reinforce student learning.

Something to ponder
Coming together is a beginning; keeping
together is progress; working together is
SUCCESS.

- Henry Ford