Approach

A set of correlative assumptions or viewpoints dealing with the nature of teaching and learning

CONSTRUCTIVISM [EXPLORE]
Constructivist teaching is based on the belief that learning occurs when learners are actively
involved in a process of meaning and knowledge construction as opposed to passively receiving
information.
Learners are the makers of meaning and knowledge
Characteristics of Constructivist Teaching:
o Authentic activities and real-world environments learning situations are realistic,
primary sources of data are used, assessment is authentic, learners are provided with
the opportunity of apprenticeship learning
o Multiple Perspectives activities that encourage metacognition, self-analysis,
regulation, reflection, and awareness.
o Wholistic emphasis on interrelatedness and interdisciplinary learning
o Self-directed learners Students play a central role in mediating and controlling
learning; exploration is favoured approach to encourage students to seek knowledge
independently; Scaffolding is facilitated to help students perform just beyond the limits
of their ability
o Meaningful Learning Knowledge construction is emphasized; the learners previous
knowledge constructions, beliefs and attitudes are considered in the knowledge
construction process; errors provide opportunity for insight into students previous
knowledge constructions (Corpuz and Salandanan)

COOPERATIVE LEARNING [FIRM-UP]

In cooperative learning lessons, students are expected to help each other learn as they work
together in small groups. Groups can be temporary or year long. (Guillaume)
In cooperative Learning, three basic principles shoul be accomplished:
o Positive Interdependence Students must be dependent on each other for success; this
can be facilitated by providing group awards or by giving different tasks to every group
member
o Individual accountability Each student must remain accountable for mastery of the
content
o Simultaneous interaction Lessons should keep a maximum number of students overtly
active at once. (Guillaume)

EXPERIENTIAL LEARNING [TRANSFER]

Experiential [learning] is a philosophy and methodology in which educators purposefully engage
with students in direct experience and focused reflection in order to increase knowledge,
develop skills, and clarify values
(http://www.niu.edu/facdev/_pdf/guide/strategies/experiential_learning.pdf)
The following is a list of experiential learning principles as noted from the (Association for
Experiential Education, 2011, para 4):
o Experiential learning occurs when carefully chosen experiences are supported by
reflection, critical analysis and synthesis.
o Experiences are structured to require the student to take initiative, make decisions and
be accountable for results.
 o Throughout the experiential learning process, the student is actively engaged in posing
questions, investigating, experimenting, being curious, solving problems, assuming
responsibility, being creative and constructing meaning.
o Students are engaged intellectually, emotionally, socially, soulfully and/or physically.
This involvement produces a perception that the learning task is authentic.
o The results of the learning are personal and form the basis for future experience and
learning.
o Relationships are developed and nurtured: student to self, student to others and
student to the world at large.
o The instructor and student may experience success, failure, adventure, risk-taking and
uncertainty, because the outcomes of the experience cannot totally be predicted.
o Opportunities are nurtured for students and instructors to explore and examine their
own values.
o The instructors primary roles include setting suitable experiences, posing problems,
setting boundaries, supporting students, insuring physical and emotional safety, and
facilitating the learning process.
o The instructor recognizes and encourages spontaneous opportunities for learning.
o Instructors strive to be aware of their biases, judgments and preconceptions, and how
these influence the student.
o The design of the learning experience includes the possibility to learn from natural
consequences, mistakes and successes.

CONTEXTUAL LEARNING [DEEPEN]

Contextualized teaching means exerting effort to extend learning beyond the classroom into
relevant contexts in the real world.
Contextualized teaching is also realized when you indigenize and localize your lessons. (Corpuz
and Salandanan)

Method

A series of related and progressive acts performed by the teacher and pupils to achieve the
desired objectives of the lesson
The established way or procedure of guiding the mental processes in mastering the subject
matter
A well-planned step-by-step procedure that is directed towards desired learning outcomes

INQUIRY METHOD
Elicit student-generated questions
Students formulating questions, risking answers, probing for relationships, making their own
discoveries, reflecting on their findings, acting as researchers and writers of research reports.
(Corpuz and Salandanan)

THEMATIC-CHRONOLOGICAL/TOPIC-CONCEPTUAL METHOD
INTEGRATIVE/INTERDISCIPLINARY/MULTIDISCIPLINARY
Interdisciplinary integration happens when traditionally separate subjects are brought together
so that students can grasp a more authentic understanding of a subject under study.
 Students demonstrate interdisciplinary understanding once that they can bring together
concepts and methods from two or more disciplines in order to explain a phenomena or solve a
problem.
Intradisciplinary when the integration is within one discipline (Corpuz and Salandanan)

A. Direct Instruction Method Allows teachers to impart information or skills straightforwardly to their
students. The teacher systematically presents information related to an objective and carefully guides
students participation to ensure mastery.

Deductive Method/Model
Showing/Direct Method/Model
Lecture-Discussion/Expository Method/Model
Demonstration Method/Model
Concept Attainment Model

B. Indirect Method/ Inductive Teaching Students create or discover important ideas by interacting with
concrete materials or other data sources and their peers. The teacher guides students to interact with
data, materials, and each other so that they discover the ideas.

Inquiry Training Model

Learning Cycle Model
Concept Formation Model
Unguided Inquiry
Cooperative Learning

Strategy

A set of decisions on what learning activities to provide achieve an objective

An overall or general design of how the lesson will be executed or delivered
Can be a substitute to methodology

SKILLS TO BE HONED IN CHOOSING STRATEGIES:

PAKIKIPANGKAT AT PAKIKIPAGKAPWA (GROUP AND INTERPERSONAL SKILLS)
KASANAYANG PANGKASAYSAYAN AT ARALING PANLIPUNAN
PAKIKIPAGTALASTASAN AT PAGPAPALAWAK NG PANDAIGDIGANG PANANAW
PAGSASALIKSIK/PAGSISIYASAT
MAPANURING PAG-IISIP AT MATALINONG PAGPAPASYA (CRITICAL THINKING AND DECISION-
MAKING SKILLS)
PAGKAMALIKHAIN (CREATIVITY/ CREATIVE SKILLS)
Technique

The personal art and style of the teacher in carrying out the procedure of teaching
The teachers unique way, style or act of executing the stages of a teaching method

Ex. Art of questioning, boardwork, visual aids, CAI, classroom management

KAKAYAHAN AT MGA PARTIKULAR NA KASANAYAN

PAGSISIYASAT

1. Natutukoy ang mga sanggunian o pinagmulan ng impormasyon

2. Nakagagamit ng mapa at atlas upang matukoy ang ibat ibang lugar, lokasyon at ibang impormasyong
pangheograpiya

3. Nakagagamit ng mga kasangkapang teknolohikal upang makakita o makahanap ng mga sanggunian ng

impormasyon

PAGSUSURI AT INTERPRETASYON NG DATOS

1. Nakababasa ng istatistikal na datos

2. Nakagagamit ng pamamaraang istatistikal o matematikal sa pagsuri ng kwantitatibong impormasyon

at ng datos penomenong pang-ekonomiya

3. Nakababasa sa mapanuring pamamaraan upang maunawaan ang historikal na konteksto ng

sanggunian at ang motibo at pananaw ng may-akda

PAGSUSURI AT INTERPRETASYON NG IMPORMASYON

1. Nakauunawa ng kahulugan, uri at kahalagahan ng primaryang sanggunian at ang kaibahan nito sa

sekundaryang sanggunian

2. Nakabubuo ng kamalayan sa mga pagpapahalaga, gawi at kaugalian ng panahon at nakikilala ang

impormasyon pagkakaiba at/o pagkakatulad ng mga iyon sa kasalukuyan

3. Nakikilala ang historikal na perspektibo ng awtor o manlilikha

4. Natutukoy ang pagkakaiba ng opinyon at fact

5. Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa bias o punto de bista ng

awtor/manlilikha

6. Nakakukuha ng datos mula sa ibat ibang primaryang sanggunian

7. Nakahihinuha mula sa datos o ebidensya

8. Nakapag-aayos at nakagagawa ng buod ng impormasyonpangunahing katotohanan at ideya sa

sariling salita
9. Nakauunawa ng ugnayang sanhi at epekto (cause and effect)

10. Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga
punto ng pagkakasundo at di pagkakasundo

11. Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng

isang pangyayari

12. Nakapagbibigay ng historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at
institusyon

13. Napag-iisipan ang sariling ideya o pagtingin tungkol sa pinag-uusapan at mga natutuhan mula sa
sanggunian

14. Nakapaghahambing ng sariling kaisipan sa kaisipan ng awtor/manlilikha at naipaliliwanag kung saan

at bakit sumasang-ayon o hindi ang dalawang kaisipanNakauunawa ng mobilidad at migrasyon ng
populasyon, ang distribusyon nito, dahilan at epekto

15. Nakauunawa ng papel at epekto ng heograpiya sa pagbabagong panlipunan at pangkalikasan

16. Nakagagamit ng pamamaraang matematikal sa pag-unawa ng mga batayang konsepto ng Ekonomiks

at sa pagsusuri ng kwantitatibong datos

17. Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon

PAGSASALIKSIK

1. Nakasasagot ng tanong base sa angkop at sapat na ebidensya

2. Nakapag-aayos ang resulta ng pagsasaliksik sa lohikal na paraan

3. Nakagagamit ng teknolohikal na instrumento sa pagsasaliksik, pagsusuri ng datos, pagsulat ng

sanaysay o papel, at paghanda ng presentasyon ng pananaliksik

KOMUNIKASYON

1. Nakapag-uugnay ng sari-saring impormasyon mula sa mga angkop na sanggunian

2. Naipakikilala ang sipi mula sa sanggunian at nagagamit ito nang tama

3. Naipararating sa malinaw at maayos na paraan ang sariling kaisipan tungkol sa kaganapan o isyung
pinag-aaralan na pinatitibay ng nararapat na ebidensya o datos

4. Nakabubuo ng maikli ngunit malinaw na introduksyon at konklusyon kapag nagpapaliwanag

5. Nakasusulat ng sanaysay (na may habang 3-5 pahina sa mataas na baitang) na nagpapaliwanag ng
isang pangyayari, isyu o penomeno, gamit ang nararapat at sapat na impormasyon o ebidensiya sa
angkop na pamamaraan

PAGTUPAD SA PAMANTAYANG PANG-ETIKA

1. Nakauunawa ng karapatan at tungkulin bilang mamamayan upang makalahok sa makabuluhang

paraan sa buhay ng pamayanan, bansa at dagidig
2. Naigagalang at nabibigyang kahalagahan ang pagkakaiba ng mga tao, komunidad, kultura, at
paniniwala, at ang kanilang karapatang pantao

3. Nagiging maingat sa sariling naisin, paniniwala, punto de bista o posisyon

4. Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip kahit hindi ito
sumasang-ayon sa sariling ideya, posisyon o pagtingin

5. Natutukoy ang sangguniang ginamit sa papel (reaksyon, maikling sanaysay) bilang pagkilala sa
karapatan sa pag-aaring intelektuwal ng awtor/manlilikha