Difference between teaching methods and strategies

Methods and strategies are two different terms, but both are essential to make a class full of students of different
caliber and understand the same subject. The method is a process, procedure, or way something is done or implementing a
plan. While on the other hand, strategy is the goal, set of actions, or plans to achieve one aim or something. Let me clarify
it with an example: strategy is how a teacher makes a whole year’s plan to complete a specific book or syllabus, and the
method is how that teacher delivered the lecture or which way the teacher selects to do a task.
And there is a list of teaching methods and strategies acquired by the teachers or instructors that you will read below. The
ideal teaching method is the one in which the learning of students occurs the most. Teaching and learning are considered
the two sides of a coin, and for completing the teaching side, teachers should consider all the teaching strategies and
methods.

Teacher centered method

It is the method where the teacher is the only expert or an authority figure for the learners or students. They rely
on the expert and receive knowledge to achieve positive grades in the end exams or assessments. The lecture method is
used in the teacher-centered method, and it requires very little involvement of students or learners during the teaching
process. It is also called a closed-ended method if the involvement of learners or students is zero.

Learner-centered method
In this teaching method, the teachers play a dual role. They act as learners and teachers; they learn new things
every day while delivering the lecture. The learner-centered method is beneficial for both teacher and the student. The
best way to implement this method is to follow the class’s discussion, inquiry-based, or discovery strategies.

Content-focused methods
Among different teaching methodologies, the teacher can use the content-focused method when the content, set of
information, or skill taught by the teachers or experts cannot be changed or altered. It means the content to be taught is so
important or unimpeachable that both the learner and the teacher have to fit in the subject without being critical about the
content.

Interactive or participative method

It is the type of learning method that is considered beneficial for both the learners and the teachers. The teacher’s
responsibility is to explain the key points or the importance of following the interactive or participating method during
class in general so that students may not resist following it. Many strategies are used in this teaching method like writing
exercises, think-pair-share, debate, problem-based learning, or situation analysis.

The lecture method

One of the most commonly used formal or semiformal teaching methods is the lecture method. Teachers mostly
use this method for a large class. In this method, the teachers pick a topic and explain its basic definitions, facts, events,
principles and clarify the whole point of the subject or topic with relevant examples and problems. The students are
allowed to take notes and ask questions at the end of a lecture, and the master of the subject has to answer them all. Thus,
in this method, a teacher is the main role model for the large class, and it has a strong mastery of that specific subject.

The discussion method

The discussion method can only be followed when the teacher is highly skilled and disciplined. Because in this
two-way communication method, students are prepared to listen to their fellow’s point of view and exchange ideas. The
role of a teacher is to introduce disciplined group discussion techniques among students and clear the concept of the topic
meanwhile. This method is mainly used to utilize the knowledge, experience, and creativity of each student. When the
whole discussion ends, the teacher corrects the mistakes and clears the debatable concepts.

The study assignment method

It is one of those teaching methods that promote active learning. In this method, the teacher or an instructor
assigns a task to students before the class. It can be a book or research paper reading, project analysis, or any relevant
material review. This method enhances the research skill abilities of students, and the discussion part in class makes the
teacher and students know different points of view of each other.

The tutorial method

It is a teaching method that can only be used when a teacher or an instructor teaches one student and works
directly. This method is also known as online tutoring, and it demands more money and time, unlike other teaching
methods. Those who follow such methods know the safety and active participation of both learner and the reader. The
tutorial teaching methods are user-friendly. The students can skip or restart the lesson any time, leave the tutorial in
between, or get access to it when they feel like learning or motivated. Mostly these are the recorded lectures.

The seminar method

The seminar method is one of the costly teaching methods used by the experts or teachers to guide or educate the
students about a certain topic or project. In this method, the instructors make groups of students work on their projects and
then ask them to exchange the information or techniques used while completing the project. Highly professional; or
competent teachers must arrange a seminar method and then evaluate the study, research paper, or project.

The demonstration method

The demonstration method is the kind of teaching method in which the teacher has to perform something or an
operation to make its learner understand deeply and clearly. It can be the functioning of a tool or equipment, teaching
troubleshooting, performing a certain job or an operation or anything. This teaching method can only be proposed when
the instructor explains the why, how, where, what, and when. If the highly competent teacher will choose the method and
rehearse well before teaching, it will save time, and the clarity of operation will help the students perform right. The
demonstration teaching method is mostly used in laboratories.

Direct teaching
The direct teaching method is commonly used in all institutions as it makes the teacher or an instructor directly
communicate with their student within the school or institution premises. This method lessens the communication barrier
between students and the teacher. It focuses on the immediate teaching process, and the students are allowed to ask
questions or give suggestions in between, with certain time limitations.

Online teaching method

One of the most flexible teaching methods is the online teaching method. The teacher and the learner can offer a
flexible timescale, which is unrestricted to time and place. Both can communicate with each other via email or any other
digital support. The access to recorded lectures after the online session helps the students to listen to them later and
understand better. The advancement of technology has turned learners into online learning in the last few decades.
Online and private tutors have their way of teaching concepts within a certain time limit. Students with jobs mostly use
this teaching method to learn during their free time and achieve their desired goals without moving places.
Independent study or practice
Some teachers or an instructor follow the independent study or practice teaching method because this improves the self-
learning or self-study abilities of the students. In such methods, teachers mostly assign the same task to each student to
practice or study it from home on their own, and then the other day, teachers evaluate the task and solve the students’
queries.
Types of teaching strategies
Before moving to the teaching strategies, I would like to add a quote from Benjamin Franklin, which says:
‘Tell me and I forgot. Teach me and I remember. Involve me and I learn.’
And this is how the teaching strategies work on students.

Classroom management
The very first strategy to engage all the students of a class is its management. The etiquette of a class is matters,
and so does the management of the whole class. If you start listing down the classroom management strategies, the list
will go on because it has its own set of techniques and different strategies to keep the class managed. Before moving to
the teaching method, the teacher or an instructor should acknowledge the whole class management rules in dos and don’ts.

Develop an atmosphere of learning

The atmosphere of learning matters the most because no matter how well the teacher or an instructor delivers the
lecture, it’s futile if the atmosphere does not support that all students are willing to learn or excited to start the new chapter
or topic. So, to develop a learning atmosphere, the expert should get the whole class’s attention and inform them of the
facts and purpose of reading the lecture. The more they will show interest in learning a subject, the more they will learn.

Celebrate achievements
Teachers should assign certain achievement levels with a reward to keep the whole class motivated to learn and
do better. And the reward could be anything like the winning student will display their work in the school assembly or get
to read the whole chapter and get candy from their teacher in return. The celebration can be small or big, it doesn’t matter,
but the outcomes of celebrating success will make huge positive differences in a student’s life.
This teaching strategy is mostly used by the primary or secondary level student teachers to motivate and build students’
confidence. Teachers who make use of this strategy more often prepare the future winners.

Flexible seating
The appropriate seating in the classroom that keeps the students comfortable is the utmost teaching strategy. Here
the flexible seating of both the teacher and the learner matters. Institutions of all levels should follow many flexible
seating ideas. Because if the students are sitting uncomfortably, then they will not be able to focus on the lecture.
It is more of an institution’s duty to take care of students’ sitting comfort and posture because students spend a lot of their
day at schools or colleges.

Active learning
Active learning strategy is one of those strategies that not only help the students but the teachers too. The
discussion break between the lecture and asking students to submit the clearest point after the lecture keeps the whole
class attentive, and it’s called active learning. Their participation makes the teacher understand which part of the lecture
has gotten more attention. Such smart tactics or quick questions in between lectures make the student learn better and
faster.

Focus on student’s interests

When teachers focus on a student’s interests, it helps them understand the nature of their students way better, and
ultimately, they follow the teaching method that can be more effective. And the constructive feedback on what students
have done and what they have not mastered helped them determine how they could improve that mastery. This strategy
makes the bond of student and teacher strong and improves the learning environment.
‘There is no failure. Only feedback.
’–Robert Allen

Differentiated instruction
One of the most useful teaching strategies is differentiated instruction. In this strategy, the teacher assigns tasks to
each student based on abilities and interests. Doing so the students who are struggling will get the proper support or help,
and the students with academic skills or capabilities will be assigned tasks that match their caliber. It ensures the
dedicated behavior of teachers after knowing everyone’s learning gaps, and no student remains left behind.

Personalized learning
Teachers should focus on personalized learning strategy a bit too much. Students should review their content once
learned. Sometimes, students’ queries remain unanswered and make all the students master their studies. Teachers should
assign tasks to each individual according to their learning capability and style. This teaching strategy will help students
develop reliability, motivation, self-learning, self-advocacy, and self-reflective abilities.

Peer teaching method

The teacher should follow the peer teaching strategy sometimes. It is being said that ‘to teach is to learn twice,’
which is the same case with this strategy. Peer teaching has its advantages and disadvantages, but it is worth pursuing a
disciplined class atmosphere as it grows the student’s confidence and enhances communication skills.
“The best answer to the question, ‘what is the most effective teaching method?’ depends on the goal, the student, the
content, and the teacher. But the next best answer is, ‘Students teaching other students’.”
Wilbert J. MacKeachie

Response to intervention RTI

RTI, or Response to intervention, is one of the general teaching strategies that should be considered from day one
of teaching. This strategy is to find out the learning and behavior needs of the students. Teachers should start the
intervention process early in each class because the earlier the teacher understands the RTI strategies, the easier it will be
to follow a better teaching method.

Project-based learning
Experienced teachers agree on the importance of getting students to recap the information learned during the
lesson. And when it comes to project-based learning, it is important to educate students about what they need to learn to
complete the assigned project. It is also crucial to get them to engage with the content actively. So, to foster their
engagement, it is important to promote project-based learning in groups. Teachers should make the groups of students
quite carefully and selectively as each student’s learning style and ability vary.

Classroom technology
Classroom technology is the best teaching strategy a teacher can use to keep the whole class engaged. This
strategy can be used at any level or year of education because students get excited when they have to experience
something new for the first time. Video lessons, virtual trips in geography or history class, animations to help kids learn
basic skills, and many more adapt to this teaching strategy. Moreover, smart whiteboards, projectors should be used in
classrooms.

Blended teaching and learning

In this modern era, teachers should go for a blended teaching strategy. It is a blend of online and offline
teaching and uses digital strategies. Some students hesitate to speak up in the class, so blended learning works best for
them. They contribute to an online class. Teachers like the blended teaching and learning strategy because it ensures that
all voices are heard.

Humor in class
The use of humor should be one of the important teaching strategies, as dry lectures make the students feel bored
and tiring and ultimately makes them lose interest. In such cases, a pinch of humor will not harm anyone. But teachers
should be smart enough to quickly change the atmosphere of class back to lessons from fun. A comfortable and cozy class
environment captures learners’ attention and results in better understanding and active learning.

Inquiry-based teaching
Interactive teaching enables students to be instructed by actively involving them in their learning process through
regular teacher-student interaction, student-student interaction. And taking some time out of the class for inquiry-based
questions helps improve students’ life skills like communication and problem-solving. The quality of questions matters a
lot, and a teacher should ask the students to inquire with subject-based questions or other appropriate questions. However,
the inquiry-based teaching strategy has guided inquiry, structured inquiry, open inquiry, and confirmation inquiry. These
all promote the use of long-term memory of both teachers and learners.

Class gamification
It is observed that lessons learned while playing stays long in the student’s mind. This teaching strategy keeps the
students more engaged and active in the class. Play and learn techniques should be in each teacher’s teaching method list.
Age requirement shouldn’t be the barrier because class Gamification builds and improves the essential skills. A teacher
can play any games to teach the basics like mind games, math multiplication games, problem-solving games, language
learning games like ESL games, and many more.
Gamification has a future in education, and teachers or instructors should effectively use this strategy.

Convergent and divergent thinking

One of the main teaching strategies that all teachers should be aware of is two thinking methods: convergent
thinking methods and divergent thinking methods. Teachers should educate their students about its difference as
convergent thinking means there are multiple ways to reach one solution. On the other hand, the divergent teaching
method makes the students learn and understand the base concepts to solve the given question or problem.
If the teachers and students know these differences, learning will be easier and better.

Problem-based learning
One of the essential teaching strategies a teacher or an instructor should follow is problem-based learning. They
should prepare a list of problem-based open-ended questions before a class and ask the class to solve them in groups or
teams. This technique helps in developing and improving the transferable and teamwork skills of students, respectively.

Media literacy
Students need to be educated about all the things happening around them. Like nowadays, students are very active
on social media and get influenced quite easily. It’s the responsibility of the teachers to guide their students and
understand what they are consuming from these platforms. Media literacy lets the students critically think and talk about
the changes and innovations. Teachers should follow media literacy activities to bring out the creative side of students.

Visualization
Introducing visualization in class is the most advanced teaching strategy that institutions and teachers can use to
make the students understand the textbook content with visuals and the real world. It lets the students experience the
world while sitting in their classrooms. But again, it is just another strategy to keep the class engaged. The teacher has to
play the main role, Bill Gates has said it too:
“Technology is just a tool. In terms of getting the kids to work together and motivating them, the teacher is the most
important.”
Cooperative learning
Teachers should work on cooperative learning strategies in class, once a week at least. There are many ways to
follow this strategy, such as solving mathematical puzzles, quick fraction questions, performing science experiments,
short drama sketches, group presentations, or frequently asked question-answer sessions among students of the same
class. This teaching strategy improves the verbal skills of students.

Behaviour management
Just like teaching methods, teachers should be acknowledged properly about the behavior management teaching
strategy. Mutual respect of teachers and students is important to keep the class’s productive learning and disciplined
environment. Institutions or teachers should reward students based on their behavior during class and overall interaction
with their teachers and fellow mates. Teachers should be strict with this strategy because a noisy, disturbed, or
undisciplined class cannot promote productive learning.
Professional development
Undoubtedly, teaching is a challenging job because you have to deliver the same knowledge to students with
different mindsets and caliber simultaneously. It gets exhausting sometimes. To keep the teachers motivated and engaged,
they should attend professional development seminars and people in the same field. These will keep the teachers updated
about the new teaching tools, technologies, methods, and strategies.

How teacher should prepare for a lecture

Even after understanding the teaching strategies and teaching methods, teachers should prepare themselves before
delivering a lecture. Just like a student rehearsing before giving a presentation. Because teachers too are presenting
themselves and it is their job to keep the attention of the whole class throughout the lecture. So, to make the lecture
qualitative, teachers should keep in mind that the lecture should not be too long as it exhausted the students and lost their
attention. The whole theme and the purpose of studying certain topics should be explained before teaching, the teachers
should use maximum examples or illustrations to make it easy to understand, usages of approaches and fluency of lecture
should match with the student’s existing knowledge, so they relate to it and understand more clearly.
Other than considering these points, the teacher should make notes and rehearse the follow of lecture in advance,
checklist the important points, keep all the relevant textbooks, tools, or other things prepared which need to be utilized
during the lecture, pick the teaching strategy or teaching method that will go with the topic. Meanwhile, the teacher
should also ensure that if all the students can see or hear him clearly, he should use the entire why, how, tell, and show
techniques to explain the lecture or the assigned topic.
Lastly, class discipline matters a lot, and teachers should already tell the students to write down the question if
any crosses their mind during the lecture, and in the last 15 minutes of discussion, they can ask freely one by one. And it
is how the discipline of class and the flow of the lecture will not be disturbed. And if all the students have not got their
answers due to a shortage of time or any other reason, it’s the teacher’s responsibility first to solve the queries the other
day and then teach a new topic. That’s the complete preparation process of a teacher before delivering a qualitative
lecture.

Conclusion
Here we summed up the difference between teaching strategies and teaching methods that all teachers should
know. Knowing these teaching methodologies and strategies will make the classrooms a more creative and dynamic place
for students to get qualitative education; furthermore, if you are a teacher and learning new teaching strategies or methods
from this page, then make sure to use them in your classroom.
In this rapidly changing world, teachers should be given proper guidelines to transform the smart, creative, and tech
knowledge into their students. And the personality of the teacher should inspire the students to learn from them and be a
better addition to this world. The truth is teaching is the profession that teaches all the other professions, so educational
institutions should invest in providing proper guidelines on types of teaching methods and teaching strategies from time to
time to keep their teachers updated to the modern world.
English Language Teaching: Approaches, Methods, and Techniques
Approach, Method & Technique
An approach describes the theory or philosophy underlying how a language should be taught;
a method or methodology describes, in general terms, a way of implementing the approach (syllabus,
progression, kinds of materials); techniques describe specific practical classroom tasks and activities. For
example:
 Communicative Language Teaching (CLT) is an approach with a theoretical underpinning that a
language is for communication.
 A CLT methodology may be based on a notional-functional syllabus, or a structural one, but the
learner will be placed at the centre, with the main aim being developing their Communicative
Competence. Classroom activities will be chosen that will engage learners in communicating with
each other.
 CLT techniques might include role-plays, discussions, text ordering, speaking games, and problem-
solving activities.

Some Different Approaches, Methods & Techniques

The Audiolingual Approach
 The Audiolingual Approach is based on a structuralist view of language and draws on the psychology
of behaviourism as the basis of its learning theory, employing stimulus and response.
 Audio-lingual teaching uses a fairly mechanistic method that exposes learners to increasingly complex
language grammatical structures by getting them to listen to the language and respond. It often
involves memorising dialogues and there is no explicit teaching of grammar.
 Techniques include listening and repeating, and oral drilling to achieve a high level of accuracy of
language forms and patterns. At a later stage, teachers may use communicative activities.

CLIL - Content and Language Integrated Learning

  CLIL is an approach that combines the learning of a specific subject matter with learning the target
language. It becomes necessary for learners to engage with the language in order to fulfil the
learning objectives. On a philosophical level, its proponents argue that it fosters intercultural
understanding, meaningful language use, and the development of transferrable skills for use in the
real world.
 The method employs immersion in the target language, with the content and activities dictated by the
subject being taught. Activities tend to integrate all four skills, with a mixture of task types that
appeal to different learning styles.
 Techniques involve reading subject-specific texts, listening to subject-based audio or audio-visual
resources, discussions, and subject-related tasks.
CLT - Communicative Language Teaching (The Communicative Approach)
 CLT emphasises that the main purpose of language is communication, and that meaning is paramount.
The goal of the Communicative Approach is to develop learners’ communicative competence across
all four skills. It has been the dominant approach in mainstream language education for many
decades.
 Most methodologies use an amalgamation of a structural and a functional syllabus, with a relatively
common consensus emerging concerning the order in which language elements should be taught.
Language is generally contextualised, and communication is encouraged from the start. Native
speaker input is seen as highly desirable, though not essential. Much teaching is learner-centred.
 Techniques are an eclectic mix - with techniques often borrowed from a range of other approaches.
Because of this, it is often criticised for a lack of robust theoretical underpinning. Specific activities
and games are chosen for their perceived effectiveness in relation to the knowledge or skills being
taught. Typical activities include physical games such as board races and running dictations,
information exchange activities, role-plays – and any tasks and games that involve communication
between learners.
DOGME
 DOGME is a humanistic communicative approach that focuses on conversational interactions where
learners and the teacher work together on the development of knowledge and skills.
 In terms of method, it generally eschews the use of textbooks and published materials in favour of real
communication and the development of discourse-level skills. Language may be scaffolded by the
teacher, with attention paid to emergent forms. Topics are chosen based on their relevance to the
learners.
 Techniques include conversational activities and exposure to the language through real-life texts,
audio, and video materials.

Grammar Translation
 An approach to language study is generally used to prepare students for reading classical texts,
notably Latin, in their original. It is thought that students benefit from learning about the ideas of
classical thinkers, and from the rigour of rote learning and the application of grammatical rules.
 The method commonly involves students learning grammar rules plus vocabulary lists based on the
content of chosen texts. These are then applied to the written translation of texts from and into the
target language. The teaching is usually done in the student’s native language. There is little
emphasis on speaking, other than to recite sections of text.
 Techniques include rote learning and drilling, translation activities, and recitation.
This approach is not really used in teaching Modern Foreign Languages but is still sometimes the basis for the
teaching of classical languages such as Latin or Greek.

The Lexical Approach

 An approach based on the notion that language comprises lexical units (chunks, collocations, and fixed
phrases). Grammar is secondary and is acquired through learning these chunks.
 The method focuses on learning sets of phrase-level, multi-word vocabulary and linguistic frames that
can be manipulated by the learner using substitutions and adaptations. This can be done through
adapting many standard EFL activities.
 Techniques could include searching texts for lexical units, collocation matching games, lexical drills
and chants, story-telling, role plays using fixed and semi-fixed expressions, activities with de-lexical
verbs and examining concordances.
The Natural Approach
 An approach to language learning that seeks to mirror how we learn our first language.
 Methods focus on the possibility of ‘acquiring’ a second language rather than having to learn it
artificially. Teaching is by a native-speaker teacher; the syllabus mirrors the order in which we
acquire our first language; there is an initial ‘silent phase’ when the learner assimilates aspects of
the language, before moving on to producing it. Errors are seen as important attempts to form and
use appropriate rules.
 Techniques focus on meaningful interactions and may include listening and following instructions;
ordering activities; memory games; miming activities; and describing and guessing games.

The Silent Way

 The Silent way sees the process of learning a second language as a cognitive task, with learners as
intelligent autonomous individuals, who can infer language use from well-structured input.
 The methodology employs a graded structural syllabus, with the elements of language presented in a
deliberately artificial way, using teaching aids such as charts and Cuisenaire rods.
 Techniques involve, for example, mapping individual sounds and sequences onto the colours or
physical characteristics of the teaching aids, and then having students infer rules based on
recognising the systematic similarities and differences in the input material.

Situational Language Teaching (SLT)

 This approach views language as a purposeful means of achieving goals in real-life situations.
 The method employs oral practice of sentence patterns and structures related to these specific
situations. It often uses props and realia in practice activities.
 Techniques include drills, repetition and substitution activities, spoken dialogues, and situational role-
plays. Oral practice aims towards accuracy and mastery of the situational language, moving at a later
stage to the other three skills.

Most Popular Approaches and Methods in Language Teaching

#1: The Direct Method

In the direct method, all teaching occurs in the target language, encouraging the learner to think in that
language. The learner does not practice translation or use their native language in the classroom. Practitioners of
this method believe that learners should experience a second language without any interference from their
native tongue.

1. TPR (Total Instructors do not stress rigid grammar rules but teach it indirectly through induction.
This means that learners figure out grammar rules on their own by practicing the language. The
goal for students is to develop connections between experience and language. They do this by
concentrating on good pronunciation and the development of oral skills.
This method improves understanding, fluency , reading, and listening skills in our students. Standard techniques
are question and answer, conversation, reading aloud, writing, and student self-correction for this language
learning method.

#2: Grammar-Translation

With this method, the student learns primarily by translating to and from the target language. Instructors
encourage the learner to memorize grammar rules and vocabulary lists. There is little or no focus on speaking
and listening. Teachers conduct classes in the student’s native language with this ESL teaching method.
This method’s two primary goals are to progress the learner’s reading ability to understand literature in the
second language and promote the learner’s overall intellectual development. Grammar drills are a common
approach. Another popular activity is translation exercises that emphasize the form of the writing instead of the
content.

Although the grammar-translation approach was one of the most popular language teaching methods in the past,
it has significant drawbacks that have caused it to fall out of favour in modern schools . Principally, students
often have trouble conversing in the second language because they receive no instruction in oral skills.

#3: Audio-Lingual

The audio-lingual approach encourages students to develop habits that support language learning. Students learn
primarily through pattern drills, particularly dialogues, which the teacher uses to help students practice and
memorize the language. These dialogues follow standard configurations of communication.

There are four types of dialogues utilized in this method:

 Repetition, in which the student repeats the teacher’s statement exactly

 Inflection, where one of the words appears in a different form from the previous sentence (for
example, a word may change from the singular to the plural)

 Replacement, which involves one word being replaced with another while the sentence
construction remains the same

 Restatement, where the learner rephrases the teacher’s statement

This technique’s name comes from the order it uses to teach language skills. It starts with listening and
speaking, followed by reading and writing, meaning that it emphasizes hearing and speaking the language
before experiencing its written form. Because of this, teachers use only the target language in the classroom
with this TESOL method.

Many of the current online language learning apps and programs closely follow the audio-lingual language
teaching approach. It is a nice option for language learning remotely and/or alone, even though it’s an older
ESL teaching method.

#4: Structural Approach

Proponents of the structural approach understand language as a set of grammatical rules that should be learned
one at a time in a specific order. It focuses on mastering these structures, building one skill on top of another,
instead of memorizing vocabulary. This is similar to how young children learn a new language naturally.

An example of the structural approach is teaching the present tense of a verb, like “to be,” before progressing to
more advanced verb tenses, like the present continuous tense that uses “to be” as an auxiliary.

The structural approach teaches all four central language skills: listening, speaking, reading, and writing. It’s a
technique that teachers can implement with many other language teaching methods.
Most ESL textbooks take this approach into account. The easier-to-grasp grammatical concepts are taught
before the more difficult ones.

#5: Total Physical Response (TPR)

The total physical response method highlights aural comprehension by allowing the learner to respond to basic
commands, like “open the door” or “sit down.” It combines language and physical movements for a
comprehensive learning experience.

In an ordinary TPR class, the teacher would give verbal commands in the target language with a physical
movement. The student would respond by following the command with a physical action of their own. It helps
students actively connect meaning to the language and passively recognize the language’s structure.

Many instructors use TPR alongside other methods of language learning. While TPR can help learners of all
ages, it is used most often with young students and beginners. It’s a nice option for an English teaching method
to use alongside some of the other ones on this list.

An example of a game that could fall under TPR is Simon Says. Or, do the following as a simple review
activity. After teaching classroom vocabulary, or prepositions, instruct students to do the following:

 Pick up your pencil.

 Stand behind someone.
 Put your water bottle under your chair.
 Etc.

Are you on your feet all day teaching young learners? Consider picking up some of these teacher shoes .

#6: Communicative Language Teaching (CLT)

These days, CLT is by far one of the most popular approaches and methods in language teaching. Keep reading
to find out more about it. This method stresses interaction and communication to teach a second language
effectively. Students participate in everyday situations they are likely to encounter in the target language. For
example, learners may practice introductory conversations, offering suggestions, making invitations,
complaining, or expressing time or location. Instructors also incorporate learning topics outside of conventional
grammar so that students develop the ability to respond in diverse situations. CLT teachers focus on being
facilitators rather than straightforward instructors. Doing so helps students achieve CLT’s primary goal,
learning to communicate in the target language instead of emphasizing the mastery of grammar.

Role-play , interviews, group work, and opinion sharing are popular activities practiced in communicative
language teaching, along with games like scavenger hunts and information gap exercises that promote student
interaction.

Most modern-day ESL teaching textbooks like Four Corners, Smart Choice, or Touchstone are heavy on
communicative activities.

#7: Natural Approach

This approach aims to mimic natural language learning with a focus on communication and instruction through
exposure. It de-emphasizes formal grammar training. Instead, instructors concentrate on creating a stress-free
environment and avoiding forced language production from students. Teachers also do not explicitly correct
student mistakes. The goal is to reduce student anxiety and encourage them to engage with the second language
spontaneously. Classroom procedures commonly used in the natural approach are problem-solving
activities, learning games, affective-humanistic tasks that involve the students’ own ideas, and content practices
that synthesize various subject matter, like culture.

#8: Task-Based Language Teaching (TBL)

With this method, students complete real-world tasks using their target language. This technique encourages
fluency by boosting the learner’s confidence with each task accomplished and reducing direct mistake
correction.

Tasks fall under three categories:

 Information gap, or activities that involve the transfer of information from one person, place, or
form to another.

 Reasoning gap tasks that ask a student to discover new knowledge from a given set of information
using inference, reasoning, perception, and deduction.

 Opinion gap activities, in which students react to a particular situation by expressing their feelings
or opinions.

Popular classroom tasks practiced in task-based learning include presentations on an assigned topic and
conducting interviews with peers or adults in the target language. Or, having students work together to make a
poster and then do a short presentation about a current event. These are just a couple of examples and there are
literally thousands of things you can do in the classroom. It’s considered to be a modern method of teaching
English. I personally try to do at least 1-2 task-based projects in all my classes each semester. It’s a nice change
of pace from my usually very communicative-focused activities. One huge advantage of TBL is that students
have some degree of freedom to learn the language they want to learn. Also, they can learn some self-reflection
and teamwork skills as well.

#9: Suggestopedia Language Learning Method

This approach and method in language teaching was developed in the 1970s by psychotherapist Georgi
Lozanov. It is sometimes also known as the positive suggestion method but it later became sometimes known as
desuggestopedia.

Apart from using physical surroundings and a good classroom atmosphere to make students feel comfortable,
here are some of the main tenants of this second language teaching method:

 Deciphering, where the teacher introduces new grammar and vocabulary.

 Concert sessions, where the teacher reads a text and the students follow along with music in the
background. This can be both active and passive.
 Elaboration where students finish what they’ve learned with dramas, songs, or games.
 Introduction in which the teacher introduces new things in a playful manner.
 Production, where students speak and interact without correction or interruption.
#10: The Silent Way

The silent way is an interesting ESL teaching method that isn’t that common but it does have some solid
footing. After all, the goal in most language classes is to make them as student-centred as possible.In the Silent
Way, the teacher talks as little as possible, with the idea that students learn best when discovering things on
their own. Learners are encouraged to be independent and to discover and figure out language on their
own.Instead of talking, the teacher uses gestures and facial expressions to communicate, as well as props,
including the famous Cuisenaire Rods. These are rods of different colours and lengths.

Although it’s not practical to teach an entire course using the silent way, it does certainly have some value as a
language teaching approach to remind teachers to talk less and get students talking more!

#11: Functional-Notional Approach

This English teaching method first of all recognizes that language is purposeful communication. The reason
people talk is that they want to communicate something to someone else. Parts of speech like nouns and verbs
exist to express language functions and notions. People speak to inform, agree, question, persuade, evaluate,
and perform various other functions. Language is also used to talk about concepts or notions like time, events,
places, etc. The role of the teacher in this second language teaching method is to evaluate how students will use
the language. This will serve as a guide for what should be taught in class. Teaching specific grammar patterns
or vocabulary sets does play a role but the purpose for which students need to know these things should always
be kept in mind with the functional-notional Approach to English teaching.

#12: The Bilingual Method

The bilingual method uses two languages in the classroom, the mother tongue and the target language. The
mother tongue is briefly used for grammar and vocabulary explanations. Then, the rest of the class is conducted
in English. Check out this video for some of the pros and cons of this method:

#13: The Test Teach Test Approach (TTT)

This style of language teaching is ideal for directly targeting students’ needs. It’s best for intermediate and
advanced learners. Definitely don’t use it for total beginners!

There are three stages:

 A test or task of some kind that requires students to use the target language.
 Explicit teaching or focus on accuracy with controlled practice exercises.
 Another test or task is to see if students have improved in their use of the target language.

#14: Community Language Learning

In Community Language Learning, the class is considered to be one unit. They learn together. In this style of
class, the teacher is not a lecturer but is more of a counsellor or guide.In general, there is no set lesson for the
day. Instead, students decide what they want to talk about. They sit in the a circle, and decide on what they want
to talk about. They may ask the teacher for a translation or for advice on pronunciation or how to say
something.The conversations are recorded, and then transcribed. Students and teacher can analyze the grammar
and vocabulary, as well as subject related content.While community language learning may not
comprehensively cover the English language, students will be learning what they want to learn. It’s also
student-centred to the max. It’s perhaps a nice change of pace from the usual teacher-led classes, but it’s not
often seen these days as the only method of teaching a class.M

#15: The Situational Approach

This approach loosely falls under the behaviourism view of language as habit formation. The situational
approach to teaching English was popular in England, starting in the 1930s. Find out more about it:
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS

1. In line with the new professional standards for teachers, the Department of Education (DepEd), through the Teacher
Education Council (TEC), issues this DepEd Order entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST).

2. The DepEd recognizes the importance of professional standards in the continuing professional development and
advancement of teachers based on the principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.

3. The changes brought about by various national and global frameworks such as the K to 12 Reform, ASEAN
Integration, globalization, and the changing character of the 21st century learners necessitate the improvements and call
for the rethinking of the National Competency-Based Teacher Standards (NCBTS); hence, the development of the PPST.

4. The PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of professional development from beginning to
distinguished practice;

b. engage teachers to actively embrace a continuing effort in attaining proficiency; and

c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional
development.

5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of
teachers. All performance appraisals for teachers shall be based on this set of standards.

6. The regional offices shall be supported by their training and development personnel to organize and orient all the
schools divisions within their jurisdiction for the PPST. In addition, it shall take charge of the monitoring and evaluation
at the division level implementation. The schools division office shall have the same functions and responsibilities in the
school districts and secondary schools.

7. Reporting of the orientation and related activities shall be done by the regional office to the Office of the Secretary
through the Teacher Education Council.

8. Immediate dissemination of and strict compliance with this Order is directed.

Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who
are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress. This
is in consonance with the Department of Education vision of producing: “Filipinos who passionately love their country
and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the
nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long-term and
sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform and the ASEAN
integration, globalization, and the changing character of the 21st century learners necessitate improvement and
adaptability of education, and a call for the rethinking of the current teacher standards.

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a
framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through
CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the implementation
of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning considerations of
programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas
Education (STRIVE) project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines.
The reform process warrants an equivalent supportive focus on teacher quality – high quality teachers who are properly
equipped and prepared to assume the roles and functions of a K to 12 teacher.

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on
teacher quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to
12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards makes explicit what teachers should know, be able to
do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded
on teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The
professional standards, therefore, become a public statement of professional accountability that can help teachers reflect
on and assess their own practices as they aspire for personal growth and professional development.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the
expectations of teachers’ increasing levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing sophistication across a broader and more
complex range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the
Philippines. Quality teachers in the Philippines need to possess the following characteristics:

 recognize the importance of mastery of content knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical understanding of the application of theories and
principles of teaching and learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in Mother Tongue,
Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in
the use of communication strategies, teaching strategies and technologies to promote high-quality
learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they efficiently
manage learner behavior in a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive classroom interactions
geared towards the attainment of high standards of learning.
  establish learning environments that are responsive to learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
 interact with the national and local curriculum requirements. They translate curriculum content into
learning activities that are relevant to learners and based on the principles of effective teaching and
learning. They apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They communicate learning
goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. They provide learners with the necessary
feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize
and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process. They identify and respond to opportunities that link
teaching and learning in the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote professional and harmonious relationships
with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession
by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity.
They value personal and professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

 2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages

Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the
principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine their practice and respond to the
complexities of educational reforms.

The following statements, which define the work of teachers at different career stages, make explicit the elements of high-
quality teaching for the 21st century. They comprise descriptors that have been informed by teachers’ understandings of
what is required at each of the four Career Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession.
They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the teaching and learning process. They
manage learning programs and have strategies that promote learning based on the learning needs of their students. They
seek advice from experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching
and learning process. They provide focused teaching programs that meet curriculum and assessment requirements. They
display skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning
with the professional community and other stakeholders for mutual growth and advancement. They are reflective
practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching
practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high
education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from
experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to
enhance their learning and practice. They continually seek to develop their professional knowledge and practice by
reflecting on their own needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices.
They exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession and initiators of collaborations and partnerships. They create lifelong
impact in the lives of colleagues, students and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders
for the improvement of education provision in the Philippines.

Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of
teaching and learning. This Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning process, as well as needed skills in the use of communication
strategies, teaching strategies, and technologies to promote high-quality learning outcomes.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 1.1 1.1.1 Demonstrate 1.1.2 Apply knowledge 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge content knowledge and of content within and applications of content practice to improve the
and its application its application within across curriculum knowledge within and applications of content
within and across and/or across teaching areas. across curriculum knowledge within and
curriculum areas curriculum teaching teaching areas. across curriculum
areas. teaching areas.

Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research- 1.2.3 Collaborate with 1.2.4 Lead colleagues in
Research-based understanding of based knowledge and colleagues in the the advancement of the
knowledge and research-based principles of teaching conduct and application art and science of
principles of teaching knowledge and and learning to of research to enrich teaching based on their
and learning principles of teaching enhance professional knowledge of content comprehensive
and learning. practice. and pedagogy. knowledge of research
and pedagogy.

Strand 1.3 Positive 1.3.1 Show skills in the 1.3.2 Ensure the 1.3.3 Promote effective 1.3.4 Mentor colleagues
use of ICT positive use of ICT to positive use of ICT to strategies in the positive in the implementation of
facilitate the teaching facilitate the teaching use of ICT to facilitate policies to ensure the
and learning process. and learning process. the teaching and positive use of ICT
learning process. within or beyond the
school.

Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a range of 1.4.3 Evaluate with 1.4.4 Model a
Strategies for knowledge of teaching teaching strategies that colleagues the comprehensive selection
promoting literacy strategies that promote enhance learner effectiveness of teaching of effective teaching
and numeracy literacy and numeracy achievement in literacy strategies that promote strategies that promote
skills. and numeracy skills. learner achievement in learner achievement in
literacy and numeracy. literacy and numeracy.
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a range of 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for strategies that develop teaching strategies to effective teaching reviewing, modifying and
developing critical critical and creative develop critical and strategies to promote expanding their range of
and creative thinking, and/or other creative thinking, as critical and creative teaching strategies that
thinking, as well as higher-order thinking well as other higher- thinking, as well as promote critical and
other higher-order skills. order thinking skills. other higher-order creative thinking, as well
thinking skills thinking skills. as other higher-order
thinking skills.

Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and support 1.6.4 Show exemplary
Mother Tongue, Tongue, Filipino and proficient use of colleagues in the skills in and advocate the
Filipino and English English to facilitate Mother Tongue, proficient use of Mother use of Mother Tongue,
in teaching and teaching and learning. Filipino and English to Tongue, Filipino and Filipino and English in
learning facilitate teaching and English to improve teaching and learning to
learning. teaching and learning, as facilitate the learners'
well as to develop the language, cognitive and
learners' pride of their academic development
language, heritage and and to foster pride of their
culture. language, heritage and
culture.

Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective 1.7.3 Display a wide 1.7.4 Exhibit exemplary
Classroom understanding of the verbal and non-verbal range of effective verbal practice in the use of
communication range of verbal and non- classroom and non-verbal effective verbal and non-
strategies verbal classroom communication classroom verbal classroom
communication strategies to support communication communication strategies
strategies that support learner understanding, strategies to support to support learner
learner understanding, participation, learner understanding, understanding,
participation, engagement and participation, participation, engagement
engagement and achievement. engagement and and achievement in
achievement. achievement. different learning
contexts.

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. This Domain centers on creating an environment that is learning-
focused and in which teachers efficiently manage learner behavior in a physical and virtual space. It highlights the need
for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe and 2.1.3 Exhibit effective 2.1.4 Apply comprehensive
Learner safety knowledge of policies, secure learning strategies that ensure safe knowledge of and act as a
and security guidelines and environments to and secure learning resource person for, policies,
procedures that enhance learning environments to enhance guidelines and procedures
provide safe and through the consistent learning through the that relate to the
secure learning implementation of consistent implementation of safe and
environments. policies, guidelines and implementation of secure learning
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

procedures. policies, guidelines and environments for learners.

procedures.

Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective 2.2.4 Advocate and facilitate
Fair learning understanding of environments that practices to foster the use of effective practices
environment learning environments promote fairness, learning environments to foster learning
that promote fairness, respect and care to that promote fairness, environments that promote
respect and care to encourage learning. respect and care to fairness, respect and care to
encourage learning. encourage learning. encourage learning.

Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management of knowledge of classroom structure to colleagues to model and practices in the management
classroom managing classroom engage learners, share effective techniques of classroom structure and
structure and structure that engages individually or in in the management of activities, and lead
activities learners, individually groups, in meaningful classroom structure to colleagues at the whole-
or in groups, in exploration, discovery engage learners, school level to review and
meaningful and hands-on activities individually or in groups, evaluate their practices.
exploration, discovery within a range of in meaningful
and hands-on activities physical learning exploration, discovery
within the available environments. and hands-on activities
physical learning within a range of physical
environments. learning environments.

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate processes to
Support for understanding of supportive learning colleagues to share review the effectiveness of
learner supportive learning environments that successful strategies that the school's learning
participation environments that nurture and inspire sustain supportive environment to nurture and
nurture and inspire learners to participate, learning environments inspire learner participation.
learner participation. cooperate and that nurture and inspire
collaborate in learners to participate,
continued learning. cooperate and collaborate
in continued learning.

Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of knowledge of learning successful strategies strategies and support colleagues in promoting
purposive environments that that maintain learning colleagues in promoting learning environments that
learning motivate learners to environments that learning environments effectively motivate learners
work productively by motivate learners to that effectively motivate to achieve quality outcomes
assuming work productively by learners to work by assuming responsibility
responsibility for their assuming responsibility productively by assuming for their own learning.
own learning. for their own learning. responsibility for their
own learning.

Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage learner 2.6.3 Exhibit effective 2.6.4 Provide leadership in
Management of knowledge of positive behavior constructively and constructive behavior applying a wide range of
learner behavior and non-violent by applying positive management skills by strategies in the
discipline in the and non-violent applying positive and implementation of positive
management of learner discipline to ensure non-violent discipline to and non-violent discipline
behavior. learning-focused ensure learning-focused policies/procedures to ensure
environments. environments. learning-focused
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

environments.

Domain 3. Diversity of Learners

Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner
diversity. This Domain underscores the importance of teachers’ knowledge and understanding of, as well as respect for,
learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It
encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global environment.

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers

Strand 3.1 3.1.1 Demonstrate 3.1.2 Use differentiated, 3.1.3 Work with 3.1.4 Lead colleagues to
knowledge and developmentally colleagues to share evaluate differentiated
Learners' gender, understanding of appropriate learning differentiated, strategies to enrich
needs, strengths, differentiated teaching experiences to address developmentally teaching practices that
interests and to suit the learners' learners' gender, needs, appropriate opportunities address learners'
experiences gender, needs, strengths, interests and to address learners' differences in gender,
strengths, interests and experiences. differences in gender, needs, strengths,
experiences. needs, strengths, interests interests and
and experiences. experiences.

Strand 3.2 3.2.1 Implement 3.2.2 Establish a learner- 3.2.3 Exhibit a learner- 3.2.4 Model exemplary
teaching strategies that centered culture by using centered culture that teaching practices that
Learners' are responsive to the teaching strategies that promotes success by using recognize and affirm
linguistic, cultural, learners' linguistic, respond to their linguistic, effective teaching diverse linguistic,
socio-economic cultural, socio- cultural, socio-economic strategies that respond to cultural, socioeconomic
and religious economic and religious and religious their linguistic, cultural, and religious
backgrounds backgrounds. backgrounds. socioeconomic and backgrounds to promote
religious backgrounds. learner success.

Strand 3.3 3.3.1 Use strategies 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
responsive to learners implement teaching design, adapt and designing, adapting and
Learners with with disabilities, strategies that are implement teaching implementing teaching
disabilities, giftedness and talents. responsive to learners strategies that are strategies that are
giftedness and with disabilities, responsive to learners with responsive to learners
talents giftedness and talents. disabilities, giftedness and with disabilities,
talents. giftedness and talents.

Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver 3.4.3 Evaluate with 3.4.4 Model a range of
Learners in understanding of the teaching strategies that are colleagues teaching high level skills
difficult special educational responsive to the special strategies that are responsive to the special
circumstances needs of learners in educational needs of responsive to the special educational needs of
difficult circumstances, learners in difficult educational needs of learners in difficult
including: geographic circumstances, including: learners in difficult circumstances,
isolation; chronic geographic isolation; circumstances, including: including: geographic
illness; displacement chronic illness; geographic isolation; isolation; chronic
due to armed conflict, displacement due to chronic illness; illness; displacement
urban resettlement or armed conflict, urban displacement due to armed due to armed conflict,
disasters; child abuse resettlement or disasters; conflict, urban urban resettlement or
 Highly Proficient Distinguished
Strands Beginning Teachers Proficient Teachers
Teachers Teachers

and child labor child abuse and child resettlement or disasters; disasters; child abuse
practices. labor practices. child abuse and child and child labor
labor practices. practices.

Strand 3.5 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and apply 3.5.4 Show
Learners from knowledge of teaching culturally appropriate teaching strategies to comprehensive skills in
indigenous groups strategies that are teaching strategies to address effectively the delivering culturally
inclusive of learners address the needs of needs of learners from appropriate teaching
from indigenous learners from indigenous indigenous groups. strategies to address
groups. groups. effectively the needs of
learners from
indigenous groups.

Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This
Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. It expects teachers to apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson
sequences and associated learning programs should be contextually relevant, responsive to learners’ needs and incorporate
a range of teaching and learning resources. The Domain expects teachers to communicate learning goals to support learner
participation, understanding and achievement.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
developmentally implement effective strategies in the practice and lead
Planning and sequenced teaching and developmentally planning and management colleagues in enhancing
management of learning process to meet sequenced teaching and of developmentally current practices in the
teaching and curriculum learning process to meet sequenced teaching and planning and
learning process requirements. curriculum requirements learning process to meet management of
and varied teaching curriculum requirements developmentally
contexts. and varied teaching sequenced teaching and
contexts. learning process.

Strand 4.2 4.2.1 Identify learning 4.2.2 Set achievable and 4.2.3 Model to colleagues 4.2.4 Exhibit high-level
Learning outcomes that are appropriate learning the setting of achievable skills and lead in setting
outcomes aligned aligned with learning outcomes that are and challenging learning achievable and
with learning competencies. aligned with learning outcomes that are aligned challenging learning
competencies competencies. with learning outcomes that are aligned
competencies to cultivate with learning
a culture of excellence for competencies towards the
all learners. cultivation of a culture of
excellence for all.

Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
Relevance and knowledge in the implement learning collaboratively with the design and
responsiveness of implementation of programs that ensure colleagues to evaluate the implementation of
learning programs relevant and responsive relevance and design of learning relevant and responsive
learning programs. responsiveness to the programs that develop the learning programs that
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

needs of all learners. knowledge and skills of develop the knowledge

learners at different and skills of learners at
ability levels. different ability levels.

Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning strategies collegial discussions colleagues, teacher and professional discussions
Professional that can enrich teaching that use teacher and learner feedback to plan, to plan and implement
collaboration to practice. learner feedback to facilitate, and enrich strategies that enrich
enrich teaching enrich teaching practice. teaching practice. teaching practice.
practice

Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, 4.5.3 Advise and guide 4.5.4 Model exemplary
selection, development organize and use colleagues in the skills and lead colleagues
Teaching and and use of a variety of appropriate teaching and selection, organization, in the development and
learning resources teaching and learning learning resources, development and use of evaluation of teaching
including ICT resources, including including ICT, to appropriate teaching and and learning resources,
ICT, to address learning address learning goals. learning resources, including ICT, for use
goals. including ICT, to address within and beyond the
specific learning goals. school.

Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring,
evaluating, documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. It concerns
teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work collaboratively 5.1.4 Lead initiatives in the
knowledge of the organize and use with colleagues to review evaluation of assessment
Design, selection, design, selection, diagnostic, formative the design, selection, policies and guidelines that
organization and organization and use and summative organization and use of a relate to the design,
utilization of of diagnostic, assessment strategies range of effective selection, organization and
assessment formative and consistent with diagnostic, formative and use of effective diagnostic,
strategies summative curriculum requirements. summative assessment formative and summative
assessment strategies strategies consistent with assessment strategies
consistent with curriculum requirements. consistent with curriculum
curriculum requirements.
requirements.

Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice on,
knowledge of evaluate learner progress collaboratively monitoring and mentor colleagues in
Monitoring and monitoring and and achievement using and evaluation strategies the effective analysis and
evaluation of learner evaluation of learner learner attainment data. of attainment data to use of learner attainment
progress and progress and support learner progress data.
achievement achievement using and achievement.
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

learner attainment
data.

Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies for 5.3.3 Use effective 5.3.4 Exhibit exemplary
knowledge of providing timely, strategies for providing skills and lead initiatives to
Feedback to providing timely, accurate and constructive timely, accurate and support colleagues in
improve learning accurate and feedback to improve constructive feedback to applying strategies that
constructive feedback learner performance. encourage learners to effectively provide timely,
to improve learner reflect on and improve accurate and constructive
performance. their own learning. feedback to learners to
improve learning
achievement.

Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in the 5.4.4 Share with
familiarity with a promptly and clearly the effective communication colleagues a wide range of
Communication of range of strategies for learners' needs, progress of learner needs, progress strategies that ensure
learner needs, communicating and achievement to key and achievement to key effective communication
progress and learner needs, stakeholders, including stakeholders, including of learner needs, progress
achievement to key progress and parents/guardians. parents/guardians. and achievement to key
stakeholders achievement. stakeholders, including
parents/guardians.

Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment 5.5.3 Work collaboratively 5.5.4 Lead colleagues to
understanding of the data to inform the with colleagues to analyze explore, design and
Use of assessment role of assessment modification of teaching and utilize assessment implement effective
data to enhance data as feedback in and learning practices data to modify practices practices and programs
teaching and teaching and learning and programs. and programs to further using information derived
learning practices practices and support learner progress from assessment data.
and programs programs. and achievement.

Domain 6. Community Linkages and Professional Engagement

Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. This Domain expects teachers to identify
and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations
of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and
fulfilling their obligations in upholding professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and 6.1.4 Model exemplary
understanding of environments that are evaluate learning practice and empower
Establishment of knowledge of learning responsive to community environments that are colleagues to establish
learning environments that are contexts. responsive to community and maintain effective
environments responsive to community contexts. learning environments
that are that are responsive to
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

responsive to contexts. community contexts.

community
contexts

Strand 6.2 6.2.1 Seek advice 6.2.2 Build relationships 6.2.3 Guide colleagues to 6.2.4 Lead in
concerning strategies that with parents/guardians strengthen relationships consolidating networks
Engagement of build relationships with and the wider school with parents/guardians that strengthen
parents and the parents/guardians and the community to facilitate and the wider school relationships with
wider school wider community. involvement in the community to maximize parents/guardians and the
community in the educative process. their involvement in the wider school community
educative process educative process. to maximize their
involvement in the
educative process.

Strand 6.3 6.3.1 Demonstrate 6.3.2 Review regularly 6.3.3 Discuss with 6.3.4 Lead colleagues in
Professional awareness of existing personal teaching colleagues teaching and the regular review of
ethics laws and regulations that practice using existing learning practices that existing codes, laws and
apply to the teaching laws and regulations that apply existing codes, laws regulations that apply to
profession, and become apply to the teaching and regulations that apply the teaching profession,
familiar with the profession and the to the teaching profession, and the responsibilities as
responsibilities specified responsibilities specified and the responsibilities specified in the Code of
in the Code of Ethics for in the Code of Ethics for specified in the Code of Ethics for Professional
Professional Teachers. Professional Teachers. Ethics for Professional Teachers.
Teachers.

Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with and 6.4.3 Exhibit commitment 6.4.4 Evaluate existing
knowledge and implement school to and support teachers in school policies and
School policies understanding of school policies and procedures the implementation of procedures to make them
and procedures policies and procedures consistently to foster school policies and more responsive to the
to foster harmonious harmonious relationships procedures to foster needs of the learners,
relationship with the with learners, parents, harmonious relationships parents and other
wider school community. and other stakeholders. with learners, parents and stakeholders.
other stakeholders.

Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high
personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude,
respect and integrity. This Domain values personal and professional reflection and learning to improve practice. It
recognizes the importance of teachers’ assuming responsibility for personal growth and professional development for
lifelong learning.

Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-
personal philosophy of philosophy of teaching centered teaching centered teaching
Philosophy of teaching that is learner- that is learner-centered. philosophy in various philosophy through
teaching centered. aspects of practice and teaching practices that
 Highly Proficient
Strands Beginning Teachers Proficient Teachers Distinguished Teachers
Teachers

support colleagues in stimulate colleagues to

enhancing their own engage in further
learner-centered teaching professional learning.
philosophy.

Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and utilize 7.2.4 Act as a role model
behaviors that uphold that uphold the dignity personal professional and advocate for
Dignity of the dignity of teaching of teaching as a strengths to uphold the upholding the dignity of
teaching as a as a profession by profession by dignity of teaching as a teaching as a profession to
profession exhibiting qualities such exhibiting qualities profession to help build a build a positive teaching
as caring attitude, such as caring attitude, positive teaching and and learning culture within
respect and integrity. respect and integrity. learning culture within and beyond the school.
the school.

Strand 7.3 7.3.1 Seek opportunities 7.3.2 Participate in 7.3.3 Contribute actively 7.3.4 Take a leadership
to establish professional professional networks to professional networks role in supporting
Professional links links with colleagues. to share knowledge and within and between colleagues' engagement
with colleagues to enhance practice. schools to improve with professional networks
knowledge and to within and across schools
enhance practice. to advance knowledge and
practice in identified areas
of need.

Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a 7.4.3 Initiate professional 7.4.4. Demonstrate
understanding of how personal professional reflections and promote leadership within and
Professional professional reflection improvement plan learning opportunities across school contexts in
reflection and and based on reflection of with colleagues to critically evaluating
learning to one's improve practice. practice and setting clearly
improve practice

Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to realize development goals Philippine Professional enhancing professional
Professional professional based on the Philippine Standards for Teachers to development programs
development goals development goals based Professional Standards plan personal based on an in-depth
on the Philippine for Teachers. professional development knowledge and
Professional Standards goals and assist understanding of the
for Teachers. colleagues in planning Philippine Professional
and achieving their own Standards for Teachers.
goals.

GLOSSARY OF TERMS

Learner data obtained from diagnostic, formative and/or summative

Assessment Data
assessment practices

Classroom Structure The physical set-up of the learning environment which generally includes the
arrangement of chairs, tables, and other equipment in the classroom designed to
maximize learning

Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and
effectively
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

Culturally-appropriate teaching Teaching strategies that respect cultural differences between and among students
strategies and teachers

Curriculum Areas Different learning/subject areas taught and learned in the basic education
curriculum

Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right
answers rather than just one.

Critical thinking skills Refer to the many kinds of intellectual skills that (in its most basic expression)
occurs when students are analyzing, evaluating, interpreting, or synthesizing
information and applying creative thought to form an argument, solve a problem,
or reach a conclusion.

Developmentally Appropriate Teaching and learning activities and tasks suited to the needs, abilities, skills, and
Learning Experience developmental level of learners

Diagnostic assessment Assesses what the learner already knows prior to instruction. It also analyzes the
nature of difficulties and misconceptions that the learner might have, which, if
undiagnosed, might affect their learning of newer concepts. Based on DepEd
Order No. 8, s. 2015, there are only two types of classroom assessment, namely,
formative and summative. Formative assessment already covers diagnostic
assessment.

Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and
products suited to the various learning needs of diverse students

Domain Broad conceptual sphere of teaching and learning practices defined by specific
strands in the set of professional standards for teachers

Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress
during a lesson, unit, or course. Formative assessments help teachers identify
concepts that students are struggling to understand, skills they are having difficulty
acquiring, or learning standards they have not yet achieved so that adjustments can
be made to lessons, instructional techniques, and academic support. (Please also
refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)

Higher Order Thinking Skills Complex thinking processes which include logical and critical analysis, evaluation
and synthesis thinking that enable individuals to reflect, solve problems and create
products/solutions

Indicators Concrete, observable and measurable teacher behaviors/practices covered in every

strand in the set of professional standards for teachers

Indigenous groups People who have, under claims of ownership since time immemorial, occupied,
possessed and utilized ancestral territories, shared common bonds of language,
customs, traditions, and other unique cultural traits (RA 8371: IPRA)

Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in
various assessment results, portfolios, class records and report cards

Learner interests Pertain to student's personal preferences, likes or dislikes, which must be
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

considered in the teachinglearning process. The first step to differentiate for

interests is to find out what learners care about and like to do.

Learner needs Refer to an observable gap between the learner's present knowledge or competence
and the curriculum standards identified as necessary for the grade level.

Learner strengths Refer to the learner's present knowledge or competence that helps him/her in
meeting the standards identified.

Learning experiences Refer to any interaction, course, program, or other involvement in which learning
takes place, whether it occurs in traditional academic settings (schools,
classrooms) or nontraditional settings (outside-of-school locations, outdoor
environments), or whether it includes traditional educational interactions (students
learning from teachers and professors) or nontraditional interactions (students
learning through games and interactive software applications).

Learning Focused Instructional and assessment strategies that target meaningful learning

Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand
new things. They refer to specific knowledge, skills, attitudes and values stated as
curriculum competencies that children must develop as a result of the teaching-
learning process

Learning Outcomes Products and performance targets through which students demonstrate the
knowledge, skills and attitudes they have learned

Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning

Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from
instruction

Local curriculum Educational curriculum content that is informed by and responsive to the "cultural
and socioeconomic realities" (UNESCO, 2012; 31) of local populations in order to
engage students in the learning process

Mother tongue The native language or the first language the learner learns as a child

National curriculum Subjects or topics taught in schools as prescribed by the Department of Education

Non-verbal communication strategies Communication that does not involve the use of words, e.g., facial expressions,
gestures, and tone of voice

Non-violent discipline A form of discipline that avoids the use of punishment such as spanking, verbal
abuse and humiliation (see Positive discipline)

Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with everyday life

Philosophy of teaching Teachers' views, understandings and conceptualization of teaching and learning

Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with
environment appropriate devices for teaching and learning

Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or

managing learner behavior through dialogue and counseling instead of punishment
 Learner data obtained from diagnostic, formative and/or summative
Assessment Data
assessment practices

(see Non-violent discipline)

Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning

Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the
teaching-learning practice

Professional learning Something most teachers and educators do every day, as they reflect on their
professional practice, work together and share ideas, and strive to improve learner
outcomes.

Professional network Refers to the connected community of educators, which may also be an online
community like LinkedIn among others. This is a vibrant, ever-changing group of
connections to which teachers go to share and learn. These groups reflect their
values, passions, and areas of expertise.

Professional reflection Refers to the teacher's capacity to reflect in action (while teaching) and on action
(after teaching), which is an important feature of professional development
program for teachers.

Professional standards for teachers Public document that defines teacher quality through well-defined domains,
strands, and indicators that provide measures of professional learning, competent
practice, and effective engagement

Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective
in mind

Research-based knowledge Information, knowledge or data acquired through systematic investigation and
logical study

School/learning/community context See learning context

Strand More specific dimensions of teacher practice under every domain in the set of
professional standards for teachers

Summative assessment Used to evaluate student learning, skill acquisition, and academic achievement at
the conclusion of a defined instructional period—typically at the end of a project,
unit, quarter, semester, program, or school year. (Please also refer to DepEd Order
No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)

Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching
and learning but also to assist learners to meet the expectations for learning as
defined by the curriculum.

Verbal communication strategies Oral or spoken means of transmitting information and meaning

Virtual space The online environment like the social media where people can interact

Wider school community Refers to both internal and external stakeholders