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DEPARTMENT OF EDUCATION
RTGION rv-A CALABARZOI{
Gate 2, Karangalan Village, Cainta Rizal
REGIONAL MEMORANDUM
no. 2b3 s.2016
TO ntendents
FROM
ln support to Regional Memorandum No. 11, s. 2015, entitled The 2C-21- 1R Pedagogical
Approaches and as mandated by RA 10533, this Office reiterates the use of the 2C-21- 1R approaches
(Constructivist, Collaborative, lnquiry -Based, lntegrative, and Reflective) cum suggested strategies
and underlying principles behind each pedagogical theory to better implement the Enhanced Basic
Education Curriculum in allgrade levels.
To ensure that this will be properly implemented in all schools in CALABARZON, the Quality
Assurance Monitoring and Evaluation (QAME) Division in coordination with the Curriculum Learning
and Management Division (CLMD)willtake the lead in monitoringthe adherence of ourteachers using
the attached Assessment Tool. Assessment results will be used in formulating CLMD policyto articulate
quality performance of the learners.
Enclosed is the manuscript from different experts that will serve as guide in the implementation
of such.
tr#ffi
EDUKASYGN
'Email: reui+ri4e,4,Jci;eC.g,:r.,.phTel.: (02) 682-1169website: depedcalabarzon.ph
Fax: (02) 682-2114Facebook: DepEdCalabarzon
MONITORING AND EVALUATION ON THE USE OF R2I2C
Name of School
District:
Division:
Name of Teacher
4. the
ls Appropriateness a nd Releva nce
method/appr No Partly yes Yes
oach used
appropriate
and relevant
to the
obiectives?
5. How do you lnappropriate Appropriate very
rate its appropriate
appropriatene
ss to the
lesson?
6. How do you rate Teache/s Competence
the competency of the
teacher in terms of the lncompetent Competent Very
pedagogical approach competent
used?
Pupild participation
How do you rate Passive Active Very Active
pupils' participatioh in
the learning process?
Activities
Are the activities No Partly ves Yes Verv much
engaging?
Outcomes
How ds you rate the Not Achieved Partly Achieved Achieved
outcomes based on the
objectives?
l.lmproved learners
understanding of the
lesson
2. Heightened learner's
ability. to read, write
and reason
Observed by:
Designation
THE 2C-2I-IR PEDAGOGICAT APPROACHES
lConstructivist-Collaborative-lnquiry Based lntegrative-Ref lective)
Corstructivist Approath shows learners to be active in the process of constructing meaning and knowledge rather than passively receiving information.lt{osters critica,
thinking and provides learners with a learning environment that helps them make connections with their learning. Learners are the makers of meaning and knowledge.
- Strives to improve
l.Thinking Skills ach;evement by consciously The RMFD Activity OBP (Outcomes-Based
developing learners ability to Recall (Past Experiences) Performance)
consider ideas - Model (follow Procedures/steps) Rubrics
-Analyzes perspectives - Familiarize (Repeatthe performance/scaffolding)
- solves problems and makes - Decide (form a conclusion)
decisions on their own
- Engages learners in
individual or group The 3 A's A.tivity - Paper presentation
experientiallearning - Act (civing simpie workshops/coaching) - Power point presentation
2. Activity aased oPportunities such as - Analyze (Compare and Abstract) - Project exhibits
PU rpo sefu I co nversation, - Apply (Use and implement) ' Activities that will
project planning, hands on demonstrate themultiple
inquiry, analVsis and product intelligences of the learner
creation,
Fatures Suggested form of ASSESMENT
STRATEGIES Suggested Activity (Forns/tvps of m.asmto 6. to lnplm.ntth:
(whrtrh 3trarely h,llabour) (Howto us th. strat*l straregyl
Collaborative Approach requires learners to work together towards a cornmon goal. This type of learning has been cailed in various names like collective learning, learning
communities, peer teaching, peer iearning or team learning; Learners engage in a common task in which each individual depends on and is accountable to each other,
2. Jigsaw Method - ls a cooperative learning The TDAR A.tivity Group paper introspection re:
technique in which learners experiencesfeeling during
work in small groups. lt can Think (Analvsis of the problem) the group discussion
be used in a varjety of ways Produd ofthe group (in line
Discuss (Share ideas on how to solve the problem)
for a variety of goals that with the rubrics provided by
Act (Act collaboratively)
allows for an efficient way the teacher)
Reflect (lntrospect on the results made by the
for learners to learn content,
develop their listening, group)
engagement and empathy
skills aside from allowins
them to interact among each
other and work
independently.
Paper presentation
4. lntegrated Process - A hiehly collaborative The Process/A.tivity Project Presentation
Approach/Project activity for it requires the - Think ofthe project as a wrole Exhibit
Management whole team to think of the - focus on life cycle design Case studies presentation
entire project and all of its - Work together as a teorlr from the beeinnine Debates results
systems together/ emphasize - Condut dsse5smerff (e.e., threat, vulnerabjlity Demonstration
connections and improve assessments & risk analysis) to help identify Collaborative writing
communication among requirements and set goals
students and stakeholders - Develop tdlloted solufiort that yield nrultiple benetits
ihroughout the life of a while mee ng requirements and goals
project. - fvolrdte soiutions
- Ensure fequirements ond goolsorc met
- Ernphasize the ittegroted process
lntgrative Leaming is a learning theory that describes a movement toward integrated lessons helping students make connections across curricula; making connections with
a major, between curriculum, co-curriculum, or between acadernic knowledge and practice.
suggested lorm of ASSESMENT
STRATEGIES
Feature5 suggested A.tivity (Forms/typ.sol m.asuE to ue. to impl.m.ntth.
(whatthe strar.rY is allabour) {Bowto $ th etrateev) st,.r.sv)
The 4 As Activity
1. Scaffold-Knowledge lntegratjon - lVakes thinking - Activitv (8uild on siudents ideas) Group work presentation
visible - Analysis (Make thinkinB visible) Projects exhibit
- Models scientific - Abstraction (Encourage listening to others)
thinking; scaffolds - Application(PromoteautonomV/lifelonglearning)
students to make
their thinking visible;
provides multiple
- Helps students
learn from others
Encourages
listening to others;
designs discussions;
highlights cultural
normS
lifelong learning
- EncoLrrages
monitoring; provides
complex projects;
revisits and
generali2es inquirY
processes; scaffolds
critique
Features Su8gested form of ASSESMENT
Suggested A.tivity (Forhs/typs or nea3uEto u3. ro lmplehentth.
(whatth. strat sy is arr aboutl lHowb ue. th. stnt.sy) str.t gy)
Six-T's Featurs
Transitions' explicitly
planned actions which
provide coherence across
iopjcs in a theme unit and
across tasks within topics
3. Them atic Teaching - lntegrates basic The AACE Activity (Kalanrzis 2007) One wav to check if the
& Learning By Design discipline of all teacher is using thematic
subjects - Apply (Being Creativity) approach is the bu lletin
- Analyze (Being Critical) board display where lessons
acquires knowledge - Conceptualize (Design Theory) in different learning areas are
best when learning - Experience (New concept with celebration) conneted to each other and
irl the context of a focus on the theme,
coherent "whole"
and when they can culminatine perforrnance
connect what
they're learning to
the realworld.
- Seeks to put the
teaching of cognitive
skills such as
reading,
Features suggested form of ASSESMENT
STRATEGIES Suggested Activity (Forms/typs of measureto us. to impl.mentth.
(whatth strat.gy is a/laboutl (How i6 !s th. $tsy)
d,ar.*l
science, and wr;ting
in the context of a
real world subject
that is both specific
enough to be
practical, and broad
enough to allow
creative exploration.
lnquiry-bdsed leoning is oh opprooch of ocquiring or obtoining inJormotion thtu investigation carried out by the leornerc who ate edger to know the phenamenon in
question. ]t is used to engage leatners oJ all oges to learn by explorotion and discavety. As leorners jnvestigate. they build their understdnding and creote meoning dnd new
knowledge on a cettain content/ topic. The process ol inquiry begins with qothering informotion ond doto through seeing, hedring, touchinq, tostinq, and smellinq.
Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking about why they do ii, and analyzing about it if it works.
This is a process ot self-evaluation cum self-observation.
collects information
about what goes on
The TTRA Activity
inside the
Diary Presentation
Self Evaluation and Think (Analyze patterns occurring during the
Paper writing
Self Reflection teaching and learning process)
Analyzes/evaluates Reports
the obtained
- Talk (Self-talk orgrouptalk done bytheteache.or
learner-source of reflection)
information by
teacher and learner
- Read (finding out or making affirmations regarding
behavioralpatterns)
Engenders
improvements in
- Ask (Post questions to get ideas or opportunities on
an area that interest you to improve/develop)
teaching towards
effective learning.