Professional Education

COMPETENCIES:

2.1. Demonstrate knowledge of teaching strategies that build and enhance new literacies
inclusive of multi- cultural, social, media, financial, cyber/digital, ecological, arts-and-creativity
new literacies across the curriculum.

2.2. Prepare developmentally sequenced lesson plan with well aligned learning outcomes and
competencies based on k-12 spiral curriculum requirement.

2.3.Utilize the concepts of new literacies in the 21st century (globalization and multi-cultural
literacy, social literacy, media literacy, financial literacy, cyber literacy, digital literacy, Eco
literacy, arts and creativity literacy, interdisciplinary explorations and other teaching strategies)
and shared cultural practices across learning areas.

LECTURE:

1. TEACHING STRATEGIES
1.1 Teaching Strategies
 It is a variety of approaches that teachers employ in their instruction, encompassing a broad spectrum of strategies. Preparation, defining
objectives and success criteria, and giving regular feedback are all examples of effective teaching techniques.

 For learning to be effective for students, teachers must effectively convey both the goals of the lesson and the requirements for success.
Feedback also has a significant impact on raising accomplishment, especially when it is given in a clear and concise manner, has a clear
goal and aim, and builds on students’ existing knowledge while making sense connections with it...

Guiding Principles in the Selection and Use of Teaching Strategies

1. Learning is an active process, and it’s crucial to provide students with opportunities to engage in classroom activities. Research shows
that learning by doing and teaching others are effective approaches, resulting in high retention rates. The first principle states that what I
hear, I forget, what I see, I remember, and what I do, I understand. (Danielson, 2002)

2. The five senses contribute significantly to learning, with visual information being more enlightening than spoken information. Humans are
highly visual, with eyes containing 70% of body receptors. Therefore, teaching should focus on visual aids, with a combination of visual
and aural aids being more effective. Multi-sensory aids, which combine three or more senses, are the most effective. (Wolfe, 2001)

3. Emotion significantly enhances retention and learning, as deeply affecting individuals are more likely to stick with us and teach more
Therefore, it’s crucial to incorporate emotion in education, as it helps students remember events that elicit emotion, and pedagogical
approaches should adapt lesson plans accordingly. (Wolfe, 2001)

4. Learning is meaningful when connected to students’ everyday life, and providing relevant examples helps them understand abstract topics.
Our current education system focuses on copying and committing material to memory, removing it during exams and reintroducing it at th
end of the term. This results in a “banking system” of education, where students’ thoughts are barren until the next term.

5. Good teaching involves fostering higher-order thinking abilities, promoting critical and creative thinking. Instruction should focus
on application, analysis, assessment, and synthesis, rather than just knowledge recall, to improve students' thinking.

There are 3 Major Laws or Edward Thorndike

1. Law of Readiness a learner cannot be considered ready or capable of learning unless their basic requirements are met. One illustration
of this is the use of drills in the classroom.
2. Law of Exercise – are reinforced by practice and become weaker when practice is stopped, which is consistent with the proverb “use it
or lose it.”
3. Law of Effect is a law that reactions that have a positive outcome in a certain study are more likely to recur in that circumstance.

Four (4) secondary Laws of Thorndike

1. Law of Recency – confirm that memories of things learned recently are the strongest. A new fact or idea
becomes harder for a learner to recall the more they are distanced from it in time.

2. Law of Intensity – states that learners retain information better when it is immediate, thrilling, or dramatic and is tied to a real-world
scenario than when it is monotonous or routine.

82

Methods and Strategies of Teaching

 Professional Education

3. Law of Primacy – states that being the first makes an impact that is frequently strong and practically unwavering, which is why it is
important for teachers to teach right the first time and for students to learn correctly the first time.

4. Law of Contiguity – A law that says that if two ideas arise simultaneously, remembering one will probably prompt be remembering the
other.

 A deductive approach teaching language begins with letting students know about norms, followed by examples, and finally practice. It’s
a teacher-centered approach to beginning new subject.
Example of Deductive approach:
After explaining the structure and application of the third conditional, students are given a gap-fill exercise to finish before creating their
own examples.

 The inductive teaching is a teaching strategy guided by the students. When teaching using the inductive technique, educators provide
students examples and let them draw their own conclusions.

 Overlapping is when a teacher can multitask and demonstrates control over the classroom. The teacher “has it” when they are able to
handle multiple tasks at once.

 Smoothness is when a teacher asks learners to use hand gestures, it indicates to them whether they have any questions or comments
on the lesson. By the use of this strategy, the instructor may identify which students might wander off course and which ones might have a
valid question about how to make the most of the allotted time.

 Signal Interference is an intervention that conveys non-verbally that specific behavior is inappropriate. It is useful during learning since it
informs disobedient learners that their actions are inappropriate without distracting the attention of the class as a whole.

 Problem-based method – An approach to lessons wherein students are encouraged to learn concepts and principles through the use of
complex real-world situations, rather than learning facts and concepts through direct instruction.

 Cooperative method involves role-playing and student participation, with teacher assignment. Groups are structured differently, with
each member assigned a particular assignment that fits into the larger picture of things. By encouraging students to help one another, this
method allows them to develop the critical collaborative skills they’ll need when they enter the workforce.

 Feedback is provided to another person (or group) who might use it to enhance and modify both current and future actions and
behaviors. Constructive criticism or comments about someone’s prior actions or demeanor.

1.2 Principles in Classroom Management

1. Consistent, proactive discipline is the crux of effective classroom management
Preventive discipline is better than cure, and proactive approaches can prevent unnecessary disciplinary issues. By addressing potential
issues early, we can prevent damage to others. Regardless of academic standing, race, or creed, we should apply established rules and
policies to maintain consistency in classroom management, avoiding inconsistent actions that could damage our reputation .

2. Establish routines for all daily tasks and needs.

Routinized tasks like assignment collection, paper passing, and experiment preparation save time and effort by eliminating the need for
daily explanations or training. This organized learning environment maximizes limited time and reduces the risk of disruptions, as
students understand the expected sequence of events.

3. Orchestrate smooth transitions and continuity of momentum throughout the day.

We can be certain that every teaching minute is used effectively because of smooth transitions and a constant sense of momentum
throughout the day. There is never a needless pause that could lead to unrest in the classroom, the root of all disciplinary issues.

4. Strike a balance between variety and challenge in students’ activities.

Student activities cater to diverse intelligences and learning styles, with activities focusing on linguistically intelligent groups. Word-use,
speaking, and writing-intensive games test linguistically gifted students, while math and logic whizzes find boredom. A middle ground
between easy and challenging assignments keeps students engaged.

5. As classroom manager, be aware of all actions and activities in the classroom.

Our acute awareness in the classroom, known as “eyes on the back of our heads,” helps students feel confident in their abilities.
Visibilityand outside the classroom can deter untoward behavior, and effective classroom management skills involve space and proximity
to encourage attention.” (Stronge, 2002)

83

Methods and Strategies of Teaching

 Professional Education

6. Resolve minor inattention and disruption before they become major disruptions.
The Proverb “a stitch in time saves nine” emphasizes the importance of swift action when dealing with inappropriate behavior, as a single
spark can ignite a fire.

7. Reinforce positive behavior.

Some teachers exhibit a "subtraction mentality" by giving sincere compliments without merit, focusing on students' efforts and conduct,
while others are selective in their praise, resulting in a lack of appreciation.

8. Treat minor disturbance calmly.

(Ornstein, 1990). “Do not make a mountain out of a mole.” If a stern look or Gesture can kill the inappropriate behavior so be it. That’s
the end period! Let us not make a fuss about it.

9. Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process.
Our surroundings significantly influence our interactions. Classroom seating arrangements, such as rows facing the teacher and front
tables, do not enhance interaction. Instead, we should strive for flexible seating arrangements that suit our needs and learning
environments.

10. Make good use of every instructional moment.

Minimize discipline time to maximize instructional time.

1.3 Importance of Acquiring New Literacies

 Students require 21st century literacy, which encompasses traditional skills like reading, writing, and argument, as well as new skills
like critical thinking, scientific reasoning, and multi-cultural awareness.

 New literacy necessitates effective language use and extensive world information, while students must understand the creation of
reliable knowledge, particularly through scientific methods.

 21st century literacy encompasses more than just reading and writing; it involves learning and understanding concepts as tools to
tackle real-world problems.

 Students need to comprehend how ideas categorize knowledge and organize them into conceptual frameworks, enabling them to
distinguish between different concepts and gain fresh perspectives. Writing is a crucial tool for thinking, conveying information, and
influencing others’ views.

1.4 Traditional Literacies Vs. New Literacies

 Literacy, once limited to reading and writing, has evolved to encompass other essential skills for modern society. Traditional literacy is
the quality of being literate, knowledge of letters, and education, while fundamental literacy involves decoding and understanding
words, images, and other content.

 New literacies, encompassing internet and communication technologies, necessitate 21 st-century skills for online reading
comprehension and learning. These skills require not only reading but also surfing the internet, locating information, synthesizing it,
and communicating to achieve success.

1.5 Types of New Literacies

 Traditional Literacy – reading, writing, speaking and listening

 Information Literacy – the ability to identify what information is needed and ability to locate, evaluate, and use information.

 Visual Literacy – the ability to understand and produce visual message.

 Critical Literacy – the ability to question, challenge and evaluate the meaning and purposes of texts.

 Multi-cultural Literacy – refers to the aptitudes of looking and understanding something without ant cultural biases.

 Media Literacy – the ability to question, analyze, interpret, evaluate, and create media message.

 Tool Literacy – the ability to use tools to manage, consume, and create information.

 Cyber/Digital Literacy – the capacity to find, assess, use, and generate information using digital technologies, networks, and
communication tools.
 Functional Literacy – makes the person function effectively through the engagement in all activities.

 Emergent Literacy – refers to a child’s experiences in reading and writing begins at birth even before he/she able to read and write.
84

Methods and Strategies of Teaching

 Professional Education

 Global Literacy – also aims to empower students with knowledge and take action to make a positive impact in the world and their local
community.

 Social Literacy – refers to students’ ability to connect effectively with those around them. This means that it is able to convey his
thoughts to others as well as listens to what others have to say.

 Financial Literacy – ability to supervise and overseas personal finance in an effective manner.

 Ecological Literacy – ability to understand the nature systems that make life on earth possible.

 Arts and Creativity Literacy – refers to the child’s ability to read, write and create visual images and/or cinema in his mind.

2. K – 12 SPIRAL CURRICULUM LESSON PLANS

2.1 Spiral Curriculum

Curriculum creation involves answering various questions, including goals, objectives, content, teaching strategies, assessment, and
instructional methodologies. However, the organization and arrangement of content have not been as significant. The spiral curriculum
concept is increasingly being used to break down barriers and divides across departments and courses.

2.2 K-12 Spiral Curriculum

• The K–12 spiral curriculum is a method that, as students advance through the various educational levels, draws on their existing
knowledge and skills. In order to facilitate learners’ learning and help them form connections, it also integrates knowledge from other
disciplines and domains.

• Learning outcomes are statements that outline the knowledge, skills, and values that students should have after finishing a course.
To meet the learning outcomes, students must exhibit a set of competencies, which are knowledge, abilities, and attitudes.

• A lesson plan that aligns the learning activities with the requirements and developmentally sequenced lesson plan. Along with the
time and resources that are available, it also takes into account the learners past knowledge, interests, and talents.

• A content lecture of a lesson plan is a part of the lesson plan that presents the main information, skills, and strategies that the
students will learn. It usually includes the following elements:

a. A clear and concise objective that states what the students will be able to do by the end of the lesson. The objective should
be aligned with the course curriculum and the lesson goals.

b. A description of the teaching methods, instructional procedures, and learning activities that will help the students achieve
the objective. The methods and activities should be appropriate for the students’ level, needs, and interests. They should
also vary in format, such as direct instruction, group work, discussion, demonstration, etc.

c. A model of the skill or strategy that the teacher will show and explain to the students. The model should provide an example
of how to perform the skill or apply the strategy in a relevant context.

d. A check for understanding that will assess the students’ comprehension of the content lecture. The check can be a
question, a quiz, a task, or a feedback form that will allow the teacher to monitor the students’ progress and adjust the
instruction accordingly.

2.3 Process of Lesson Plan

1. Identify the learning objectives– Be prepared for the lesson you are to deliver. The goal can be based on what students will learn
by the end of the lesson or how much students memorize and recall when the lesson is over.

2. Planning activities– Delivering lectures is a monotonous way of teaching, and students may lose their focus midway. It is, therefore,
essential to include learning activities that keep the students engaged and, at the same time, help their learning process.

3. Collect learning materials– Some lessons require external supplies like graphs, calculators, or anything else related to the lesson.
Pre-planning helps in instructing the students in advance to bring their study materials.

4. Note down the teaching process– You may forget a few points while delivering lectures or be unable to follow your teaching
methodology. Analyze the students’ learning styles in your class to form strategies that can help teach them more efficiently.

5. Organize your work– Align all the lesson plan elements using sticky notes, highlighting important and challenging tasks while
leaving space for extra inputs while delivering lessons.

85

Methods and Strategies of Teaching

 Professional Education

6. Assigning tasks– It is crucial to hold a small question-answer round, give homework and hold surprise tests simultaneously to
analyze the students’ learning. It will help the teachers determine if any changes to their teaching style are needed. Keep a note of
the assigned tasks to make notes on the average overall class performance.

7. Assessment of tasks– The assessment process helps identify the lesson plan’s effectiveness. The time taken to complete
homework, the overall score, and responsiveness in class are a few metrics that support teachers. Note it down at the end of every
lesson.

2.4 The Spiral Progression Method

• As learning progresses, an increasing amount of detail is presented.
• However, they are also connected to the fundamentals, which are repeatedly stressed and explored in order to foster mastery and
connection.
• Foundational ideas are covered in the first grade and revisited in later grades in more intricate forms.
• Ideas are presented early on and reinforced in later years in a way that becomes more complex.
• The understanding expands in both breadth and depth as more information on each topic is encountered, forming a metaphorical
spiral.

2.5 Advantages of the Spiral Progression Approach

• Conceptual mastery – One never stops rising while constantly going back to the basics.

• Improve retention – Reinforces previously taught material; ideas are reviewed; repeated exposure to a concept is the most effective
way to learn it.

• Extensive and profound knowledge attained Very young children can understand even the most complex material if it is
presented and structured correctly.

• Continuity – Articulation both horizontally and vertically

Three Main Features of the spiral curriculum based on Bruner’s work:

1. students revisit a topic, theme, or subject multiple times during their school career;
2. the topic or theme becomes more complex with each revisit; and
3. New learning is connected to prior learning and placed in context with the prior knowledge.

3. NEW LITERACIES AND THE 21ST CENTURY SKILLS AND THE CURRICULUM PROCESSES
3.1 Traditional and Conventional Processes
• Conventional literacy refers to reading and writing according to the type, material, and usage of conventional conventions
(Koppenhaver, 2000).

• Literacy- is a process of being more literate that involves learning more about reading and writing in order to improve one’s ability to
think critically and acquire knowledge that will help one better comprehend the world and oneself.

 The conventional concept of literacy is divided into three sub-categories by Miller (1973):
1. According to Miller, basic literacy pertains to the ability for speaking, using visual forms of correspondence, understanding written
materials, and translating them into spoken language. Miller (1973: 3) highlighted that “literacy of understanding means being able to
understand the meaning of verbal materials.”

2. Understanding is the perception and comprehension of what is read. To effectively understand written text, children must be able to:
(1) comprehend what they read; (2) make connections between what they read and prior knowledge; and (3) reflect carefully on what
they have read.

3. “Functional or practical implies the ability to read (decode and understand) the materials needed to perform everyday vocational
tasks. The majority of literacy concepts are expressed in terms of a person becoming literate in order to accomplish the real-life
duties required in our society to live.

3.2 Expanded Views of Literacy

 UNESCO defines literacy as the ability to recognize, comprehend, interpret, produce, communicate, and compute using printed and written
materials. It involves a continuum of learning to help people reach their objectives, maximize their potential, and engage in their local and
global communities. The term “new literacy” is misleading from a conventional perspective, as it liberally draws upon reading and writing
abilities. The ability to convert textual information into images is not new, but converting written information into graphics is.

3.3 Culture and Multicultural Literacy in the Context of Globalization

 Globalization, fueled by foreign investment and commerce and aided by information technology, is the process of interacting and integrating
Individuals, businesses, governments, and cultures from different countries (Levin Institute, 2017).

86

Methods and Strategies of Teaching

 Professional Education

 Globalization, primarily introduced through economic perspectives, encompasses various aspects such as FDI and import/export, making it
easy to limit its scope to economic and business-related issues.

 Globalization, a long-standing phenomenon involving the mixing and assimilating of nations and cultures, has significantly impacted the daily
lives of regular people.

 Globalization is inevitable, affecting individuals worldwide through face-to-face interactions, online time, and the rapid integration of knowledge
from different cultures and nations.

The Impact of Internationalization

 Dependence on one another on the military, economy, and politics;
 increased movement of individuals between societies:
 the interconnectedness of national expressive cultures; and
 A greater global exchange of instrumental culture.

3.4 Social Literacy

 Social literacy refers to students’ effective use and comprehension of social, organizational, and communication skills, enabling productive
interactions with classmates, family, coworkers, teachers, and others.

There are two different approaches that teach kids how to get along with adults and each other socially.
 Normative and Communal – Youngsters pick up customs that give them a framework for acting in ways that reduce conflict.

 Pragmatic and Individualistic – Formal agreements and consequences are necessary for maintaining social order.
Owing to arbitrary moral standards and the human tendency to judge and justify, teaching social literacy in schools is more difficult than it
first seems.

 Subjective Standard of Morality – Postmodern theories inevitably lead to the idea that morality and truth are arbitrary and susceptible to
personal interpretation.

 Human Nature – Although we all prefer to think that people are good at heart, experience has shown us that this is not always the case.

5 Types of Social Skills for Kids

1. Cooperation includes helping others, sharing toys, abiding rules, etc. It helps kids to collaborate as a team, take turns, and solve
problems in order to accomplish a shared objective.

2. Teamwork is the cornerstone of cooperation, teaching children the value of working with others and understanding that their efforts are
more powerful when combined.

3. Assertion involves the ability to ask for questions, resist to peer pressure, and feel comfortable expressing one’s thoughts and feelings in
a suitable manner.

4. Responsibility involves caring for others and their property, requiring wise decision-making and considering consequences.

5. Empathy One of the most important social skills kids may learn to improve their interactions with others. It is the ability to empathize with,
comprehend, and share the emotions of another individual. It calls for healthy communication, an optimistic outlook, and the ability to
actively listen.

6. Emotion regulation skills are essential to handle interpersonal disagreements, teasing, and corrective feedback without losing emotional
stability

3.5 Media Literacy

is the capacity to take in information correctly and react appropriately when it is provided. Understanding the production and consumption
processes of all media types requires conscious effort on our part. Later in the piece, we’ll talk about why this is so crucial.

The Effects Of Media Literacy

 Media effects versus media messaging – It’s critical to distinguish between two key ideas when talking about media literacy: media
messages and media effects.

 Media messages – This is the basic idea and message of all dispersed media. Typically, media messages seek to inform, inspire, or
amuse their audience. A media message may have more than one purpose; an example of this would be an entertaining yet persuading
advertising.

87

Methods and Strategies of Teaching

 Professional Education

 Media Effects– However, a measurable influence brought about by media messaging is known as the media effect. The audience to
whom the media message is broadcast as well as the communication itself determine the kind and degree of influence.

 Mass Media –Can influence an audience’s beliefs, dispositions, and conduct, frequently contributing to the formation of contemporary
society. Positive or negative reinforcement of preexisting ideas can also result from such effects. Our consumption of information also
has the power to bring about significant changes, no matter how minor.

Why media literacy is important

 Fake News and disinformation –In the digital age, fake news and misinformation have proliferated, therefore it’s critical to be able to
distinguish between the two. Our perspectives on a wide range of significant issues, such as politics, healthcare, and current events, are
shaped by the media that we consume.

 Media Bias –When choosing which stories and events to cover and broadcast, news distributors may have biased viewpoints. This is
known as media bias.

 Mental health concerns– In addition to the potential for cyberbullying and harassment, there’s the constant pressure to measure up to
others on social media. These days, influencers dominate all social media networks, giving you a clear idea of how you ought to behave
or appear.

 Media and internet access–Access to media and the internet should also be taken into account. Many of us don’t consider having a
reliable WIFI connection and internet access to be luxuries. Many others, nevertheless, do not enjoy this luxury.

3.6 Financial Literacy

 Financial literacy– the cognitive comprehension of financial concepts and abilities, including borrowing, investing, budgeting, taxation,
and personal financial management, is known as financial literacy. To be financially illiterate is to lack these kinds of skills.

Fundamental Components of Financial Literacy

 Budgeting– The four primary uses of money that establish a budget in budgeting are giving away, saving, investing, and spending.

 Investing – A person has to become financially literate by learning about the essential elements of investing. To guarantee profitable
investments, one should become knowledgeable about a number of factors, including interest rates, price ranges, diversification, risk
management, and indices.

 Borrowing– Virtually everyone has to take out a loan at some point in their lives. Understanding interest rates, compound interest, time
value of money, payment terms, and loan structures is essential to ensuring effective borrowing.

 Taxation –Financial literacy requires an understanding of the various taxation systems and how they affect an individual’s take-home
pay. Every type of income—employment, investments, rentals, inheritances, and unanticipated—is subject to a distinct tax rate.

 Personal Financial Management–The most crucial criterion, personal financial management, combines every element mentioned
previously. In order to strengthen and grow investments and savings while lowering borrowing and debt, financial security is achieved by
striking a balance in the mixture of financial components mentioned above. Gaining a thorough understanding of the financial elements
covered above ensures that a person’s financial literacy will rise.

3.7 Cyber literacy

By definition, the capacity to effectively use computer technology while also being aware of the consequences of those activities. Cyber
intelligence or knowing where to look for trustworthy and accurate resources online, is also crucial. The word understanding is crucial in
this context since it refers to being aware of one’s activities as well as knowing how to use the technology.

3.8 Digital literacy

It entails possessing the abilities required to function in a culture where social media, mobile devices, and internet platforms are the
primary methods of communication and information access.

Challenges of Digital Literacy

 Digital Divide: There is a significant difference in people’s access to technology and digital literacy, which leads to a digital divide. This
information and access gap may restrict one’s options for employment, civic engagement, and education.

 Information Overload: There is an abundance of information available on the internet, but it can be difficult to identify trustworthy and
accurate sources. To distinguish fact from fiction on the internet, one must cultivate critical thinking skills.

 Privacy and Security: A lot of people are unaware of the threats to their internet privacy and security. To safeguard personal data and
information from cyber dangers, appropriate guidance and education are crucial.

88

Methods and Strategies of Teaching

 Professional Education

 Low Awareness & Interest: Certain groups may be less aware of and interested in digital technology than others, such as women and
older persons in particular areas. It is imperative to close this gap in order to guarantee fair access to digital resources.

 Global Digital Disparities: Gender inequities in online participation, internet access, and digital infrastructure exist globally. In order to
guarantee that everyone has equal opportunity, these disparities must be addressed.

 Education Gaps: A lot of schools don’t place a high priority on digital literacy, which leaves pupils unprepared for the digital labor market.
The inclusion of digital skills in the curriculum is essential for future job opportunities.

3.9 Eco Literacy

The word “eco” in “Eco literacy” refers to “ecological.” Seeing the wider picture is a requirement of Eco literacy. In order to make the links
between the natural and human worlds clearer, it urges us to “read” our reality by experiencing it firsthand.

10 Green initiatives for college campuses

1. Green buildings: can utilize sustainable practices like recycled materials, solar panels, rain barrels, water recycling, passive lighting, and
gray water systems to reduce conventional energy usage.

2. Environmental degrees: Colleges should teach courses in environmental conservation, promoting sustainable agriculture techniques
and natural resource conservation, to prepare students for future farmers and encourage eco-friendly practices.

3. Transportation: Students can establish a green campus initiative to promote environmentally friendly transportation, encourage healthy
lifestyles, and promote green living through activities like walking and cycling.

4. Energy supply: University campuses are implementing green projects to provide sustainable energy, such as wind, water, and solar
power, which will eventually pay for themselves.

5. Composting program: A green campus initiative could involve a composting project, incorporating not just leftover food from kitchens
and dining halls, but also incorporating eating in students’ rooms.

6. Colleges should reimburse for green efforts: Some environmentally conscious universities offer small lunch discounts to students who
bring their own utensils, reducing single-use disposables and offering discounts for recycled paper products.

7. Organic farming: Institutions should promote organic farming and use organic food in meals to go green, teach students about chemicals
and pesticides, and prepare nutritious meals.

8. Recycling: Universities should promote recycling by placing numerous bins across campus for items like pencil refills, paper, cardboard
boxes, clothing, and plastic items.

9. Water bottle refilling stations: a significant green project, as plastic bottles are hazardous and clog landfills and oceans, taking
hundreds of years to decompose.

10. Cutting ties from companies which deny/dispute climate change: Yale, Stanford, California University, and Barnard College are
divesting from companies that deny climate change or human activity. Barnard College became the first American college to fully divest in
2017, investing 18 million dollars in sustainable businesses.

3.10 Art Literacy

It’s a wide idea that includes knowledge of art history, styles, techniques, and even conversation topics around art. The opportunity to
discuss the artistic process is a part of this philosophy. It’s critical to get a better understanding of the creative process and the
terminology used in the industry in order to properly comprehend and explain the numerous parts of art.

89

Methods and Strategies of Teaching

 Professional Education

PRACTICE TEST:
1. What is the purpose of developmentally sequenced lesson planning?
A. To ensure that lessons are taught in a specific order C. To align learning outcomes with competencies
B. To cater to the developmental needs of students D. To follow a strict curriculum without flexibility

The correct answer is C. To align learning outcomes with competencies.

Developmentally sequenced lesson planning refers to the process of systematically preparing, developing, evaluating and managing the
instructional process by using principles of teaching and learning. The purpose of this approach is to cater to the developmental needs of
students by providing them with appropriate and meaningful learning experiences that match their cognitive, social, emotional, and physical
abilities.

2. Which of the following is a key component of a developmentally sequenced lesson plan?

A. Detailed instructions for the teacher C. A list of required materials
B. Clear learning outcomes and competencies D. A specific time frame for each activity

The correct answer is C. A list of required materials.

Developmentally sequenced lesson plan is a type of curriculum planning that follows the backward design model. This model consists of three
stages: identifying the desired results, determining the acceptable evidence, and planning the learning experiences and instruction. One of the
key components of a developmentally sequenced lesson plan is clear learning outcomes and competencies. This means that the teacher
should specify what the students are expected to know, understand, and be able to do by the end of the lesson or unit.

3. Ms. Dela Cruz an English teacher require his student to read a certain chapter from a novel then she let her student question, evaluate the
meaning and purposes of texts. What type of literacy this situation indicates?
A. Visual Literacy B. Critical Literacy
90

Methods and Strategies of Teaching

 Professional Education

C. Traditional Literacy D. Information Literacy

The correct answer is B. Critical Literacy. Because it is central thinking skills that involves questioning, examining, interpret, evaluate and
respond to a text you read or listen to. Visual Literacy is the ability to understand and produce visual message. Traditional Literacy is the ability
to reading, writing, speaking and listening. Information Literacy, the ability to identify what information is needed and ability to locate, evaluate,
and use information.

4. What is the difference between learning outcomes and competencies?

A. Learning outcomes are broad statements of what C. Learning outcomes and competencies are
students will know or be able to do, while competencies are interchangeable term
specific skills or abilities D. Learning outcomes and competencies are not necessary
B. Learning outcomes are specific skills or abilities, while in lesson planning.
competencies are broad statements of what students will
know or be able to do.

The correct answer is B. Learning outcomes are specific skills or abilities, while competencies are broad statements of what
students will know or be able to do. Learning outcomes and competencies are both important elements of lesson planning, as they help
teachers align their instruction with the curriculum standards and the students’ developmental levels. Learning outcomes also provide the basis
for assessment and evaluation of student learning.The difference between learning outcomes and competencies is that learning outcomes are
specific statements that describe what students will be able to do in some measurable way, while competencies are general statements that
describe the desired knowledge, skills, and behaviors of a student graduating from a program or completing a course.

5. Which of the following is an example of a formative assessment that can help teachers gauge students’ prior knowledge and skills before teaching
a new topic?
A. A quiz at the end of the lesson to check for understanding and C. A project at the end of the unit to showcase students’ learning
provide feedback. and creativity.
B. A pre-test at the beginning of the unit to identify students’ D. A survey at the beginning of the lesson to elicit students’
strengths and weaknesses. interests and opinions.

The correct answer is B. A pre-test at the beginning of the unit to identify students’ strengths and weaknesses . A pre-test is a type of
formative assessment that can help teachers determine what students already know and what they need to learn about a new topic. A
formative assessment is an assessment that is used to monitor student learning and provide ongoing feedback to improve instruction. A quiz at
the end of the lesson (A) is also a formative assessment, but it is not used to assess students’ prior knowledge and skills, rather it is used to
check for understanding and provide feedback after teaching a new topic. A project at the end of the unit (C) is a type of summative
assessment that is used to evaluate student learning and measure achievement at the end of a unit. A survey at the beginning of the lesson
(D) is not an assessment, but rather a strategy to engage students and activate their prior knowledge by asking them about their interests and
opinions related to the topic.

6. Which of the following is an example of a method of assessing student learning in a developmentally sequenced lesson plan?
A. A rubric that evaluates students’ performance on a final C. A portfolio that showcases students’ work samples,
project based on the learning objectives and criteria of the unit. reflections, and feedback throughout the unit.
B. A checklist that monitors students’ progress on a series of D. All of the above.
tasks that build on each other and lead to the final outcome of
the unit

The correct answer is D. All of the above.

A developmentally sequenced lesson plan is a holistic approach to lesson planning that clusters lessons together to make transitions between
them as smooth and simple as possible. It uses the learning arc concept to create a plan that gives students exactly what they need to learn
effectively at different stages of the learning process. A developmentally sequenced lesson plan can use various methods of assessing student
learning, such as rubrics, checklists, and portfolios, that are aligned with the learning objectives and criteria of the unit and reflect the students’
growth and development over time.

7. Which of the following is a benefit of using feedback from students and colleagues to improve future lesson plans?
A. Feedback can help identify and correct C. Feedback can help enhance and refine the lesson
misconceptions or errors in the lesson content or design and pedagogy to better suit the students’
delivery. needs and interests.
B. Feedback can help monitor and evaluate the D. All of the above.
effectiveness of the lesson objectives and activities.

The correct answer is D. All of the above.

Feedback from students and colleagues can be a valuable source of information and guidance for improving future lesson plans. Feedback
can help teachers to: Identify and correct misconceptions or errors in the lesson content or delivery. For example, feedback from students can
reveal gaps in their understanding or difficulties they encountered during the lesson. Feedback from colleagues can provide suggestions for
91

Methods and Strategies of Teaching

 Professional Education

clarifying or simplifying the lesson content or delivery.

8. How can developmentally sequenced lesson planning support student engagement and achievement?
A. By clustering lessons together to make transitions C. By providing a combination of guidance and
between them as smooth and simple as possible. independent learning at every step of the process.
B. By using the learning arc concept to create a plan D. All of the above
that gives students exactly what they need to learn
effectively at different stages of the learning process

The correct answer is D. All of the above.

Developmentally sequenced lesson planning is a holistic approach to lesson planning that can enhance student engagement and achievement
by: Clustering lessons together to make transitions between them as smooth and simple as possible. This can help students to see the
connections between different topics and avoid confusion or boredom. Using the learning arc concept to create a plan that gives students
exactly what they need to learn effectively at different stages of the learning process. This can help students to develop their knowledge, skills,
and understanding gradually and systematically. Providing a combination of guidance and independent learning at every step of the process.
This can help students to receive appropriate feedback and support, as well as opportunities to apply their learning and demonstrate their
progress.

9. Anna is a student who regularly gives out booklets about keeping our environment clean. What type of literacy this situation indicates?
A. Social Literacy C. Global Literacy
B. Ecological Literacy D. Information Literacy

The correct answer is B. Ecological Literacy. Ability to understand the nature systems that make life on earth possible.
Social Literacy refers to student’s ability to connect effectively with those around them. This means that it is able to convey his thoughts to
others as well as listens to what others have to say.
Global Literacy, students with knowledge and take action to make a positive impact in the world and their local community. Information
Literacy, the ability to identify what information is needed and ability to locate, evaluate, and use information.

10. Which of the following describes a typical creative misconception?

A. Building with blocks can be creative C. It’s possible to learn creativity
B. Creativity should lead to a tangible product D. Playing with friends can be creative

The correct answer is B. Creativity should lead to a tangible product.

Creativity is the spontaneous development of new ideas and out-of-the-box thinking. Creativity is a necessary prerequisite for innovation, but
they are not the same thing.

11. Is strengthened by practice and weakens when exercise is discontinued, in line with the adage “use it or lose it.”
A. Law of Readiness C. Law of Effect
B. Law of Exercise D. Law of Government

12. If a student’s fundamental needs aren’t satisfied, they can’t be said to be prepared or capable of learning. Drills are one way that this is
demonstrated in the classroom.
A. Law of Readiness C. Law of Effect
B. Law of Exercise D. Law of Government

13. Law stating that if two ideas occur at the same time, remembering one will very always cause the other to come to mind as well.
A. Law of Recency C. Law of Primacy
B. Law of Intensity D. Law of Contiguity

14. When a teacher asks students to indicate with hand gestures whether they have any questions or remarks about the lesson, the students
respond.
A. Overlapping C. Signal Interference
B. Smoothness D. Cooperative Method

15. It is a method of instruction that the students direct. When instructing pupils with the inductive technique, teachers provide them examples and
allow them to come to their own conclusions
A. Strategy C. Deductive approach
B. Method D. Inductive approach

16. What is the purpose of developmentally sequenced lesson planning?

A. To ensure that lessons are taught in a specific order C. To cater to the developmental needs of students
B. To align learning outcomes with competencies D. To follow a strict curriculum without flexibility
92

Methods and Strategies of Teaching

 Professional Education

17. Which of the following is a key component of a developmentally sequenced lesson plan?
A. Detailed instructions for the teacher C. Learning outcomes and competencies
B. List of required materials D. Specific time frame for each activity

18. How does a spiral curriculum approach benefit student?

A. Allows for repetition and reinforcement of key C. It focuses solely on rote memorization of facts and
concepts over time figures
B. It ensures that students progress through the D. It eliminates the need for differentiated instruction
curriculum at the same pace

19. Teacher O was planning an activity that focuses on hands-on learning and real-world applications. Which of the following teaching strategies
could he use?
A. Experiential Learning C. Cooperative Learning
B. Play-based Learning D. Collaborative Learning

20. Who holds the key to a learner’s success or failure in the classroom?
A. The principal C. The mayor
B. The parent D. The teacher

PRACTICE TEST - ANSWER KEY

1 C 6 D 11 B 16 B
2 C 7 D 12 A 17 B
3 A 8 D 13 D 18 A
4 B 9 A 14 B 19 A
5 B 10 B 15 D 20 D

93

Methods and Strategies of Teaching

 Professional Education

TEST:

1. It is the primary law of learning and also known as “law of action tendency”
A. Law of Readiness C. Law of effect
B. Law of exercise D. Law of Flexibility

2. States that when knowledge is urgent, exciting, dramatic, and connected to a real-world situation, learners remember it better than when it is
boring.
A. Law of Readiness C. Law of effect
B. Law of exercise D. Law of Flexibility

3. Which of the major law’s states that a person’s ability to remember information improves with increased practice
A. Law of Recency C. Law of Exercise
B. Law of Readiness D. Law of Effect

4. After teaching his class the part of speech as their lesson, teacher Pearl required the students to use it in a sentence. What approach was
employed by Teacher Pearl?
A. Deductive approach C. Acceptance approach
B. Inductive approach D. Group managerial approach

5. Is when a teacher can multitask and demonstrates control over the classroom. The teacher “has it” when they are able to handle multiple tasks at
once.
A. Proximity control C. Smoothness
B. Overlapping D. Feedback

6. Rather than prioritizing the solution of problems, teachers encourage students to learn concepts and principles by utilizing complex real-world
scenarios.
A. Problem-based method C. Demonstration method
B. Cooperative method D. Discovery method

7. Students will participate more actively in the lesson because the approach is more student-centered.
A. Law of effect C. Deductive approach
B. Law of contiguity D. Inductive approach

8. Traditional Literacy is the ability to read and write effectively with the use of print media. While New Literacies requires the ability not just to “read”
but also to navigate world wide web to locate new information and communication technologies.
A. Both statements are true C. First statement is true while second statement is false
B. Both statements are false D. First statement is false while second statement is true

9. . Literacy is no longer an endpoint to be achieved and tested but rather a process of continuously learning how to become literate. Technology has
nothing to do with literacy because technology is just for new literacies.
A. Both statements are true C. First statement is true while second statement is false
B. Both statements are false D. First statement is false while second statement is true

10. Why new literacies are necessary?

A. Because we need to adapt technologies C. To keep you with the trend
B. Students need 21st century literacy D. Both a and b

11. Which is NOT belong in Traditional Literacies?

A. Textbooks C. Magazines
B. Standardized tests D. Comics book

12. Which type of new literacy is NOT belong?

A. Communication Literacy C. Tool Literacy
B. Health Literacy D. Civic Literacy

13. “New Literacy” is also known as?

A. Technological Literacy C. 21st century skills
B. Digital Literacy D. Foundational Literacy

14. This are the three “new literacies”, except?

A. Visual Literacy B. Information Literacy
94

Methods and Strategies of Teaching

 Professional Education

C. Technological Literacy D. Data Literacy

15. This is the example of new literacies that makes the function effectively through the engagement in all activities.
A. Functional literacy C. Visual literacy
B. Media literacy D. Information literacy

16. The following are the example of new literacies except one
A. Global literacy C. International literacy
B. Social literacy D. Ecological literacy

17. This is the Multi-cultural, Social media, Financial digital, Ecological

A. 21st Century Education C. ICT
B. New literacies D. Technology

18. Understanding ethnic groups that comprise the population and focuses on complex issues of identity, diversity, and citizenship.
A. Traditional literacy C. Critical literacy
B. Ecological literacy D. Multi-cultural literacy

19. According to this literacy seven principles and making the school clean and green.
A. Ecological literacy C. Global literacy
B. Social literacy D. Traditional literacy

20. The following are the important in 21st century learning which one most?
A. Learning and innovation skills C. Life and career skills
B. Information, media, and technology skills D. All are important as they are interconnected

21. Which reading spiral curriculum is an example of?

A. Requesting that pupils enhance an assignment they finished C. Asking students to use a previously learned comprehension
in an earlier grade skill to better understand a more complex pace of tax
B. Requiring pupils to read a text they already studied in an D. Giving students’ harder tests as they move through the
earlier grade grades

22. The sequence of development is similar for every child, but each child develops at her own rate. Which principle of child development does this
illustrate?
A. Discontinuity C. Linear
B. Individuality D. Uniformity

23.These are the benefits of lesson planning except

A. Evaluate Performance C. Stay Organized
B. Helps Teachers be More Effective D. Set Goals

24. It pertains to the ability to comprehend the customs, daily routines, and historical background of a particular group of people
A. Multicultural C. Enculture
B. Culture Literacy D. Culture

25. Which of the following statement is correct about Multicultural Literacy?

A. Ability to comprehend and generate visual messages C. Ability to comprehend a given culture’s signs and symbols
B. Ability to analyze, question, and assess the intentions and D. Ability of looking and understanding something without any
interpretations of texts cultural prejudices.

26. What are the steps involved in designing a developmentally sequenced lesson plan?
A. Identify the learning objectives, design a pre-assessment, C. Identify the learning objectives, select instructional strategies,
select instructional strategies, sequence the activities, design a sequence the activities, design a pre-assessment, design a post-
post-assessment assessment
B. Identify the learning objectives, select instructional strategies, D. Identify the learning objectives, sequence the activities, select
design a pre-assessment, sequence the activities, design a post- instructional strategies, design a pre-assessment, design a post-
assessment assessment

27. The ______________ is a technique often used in teaching where first the basic facts of a subject are learned.
A. Spiral C. Spiral Approach
B. Spiral progress D. K to 12 Approach

28. What does spiral curriculum mean and what makes it effective according to Bruner?
95

Methods and Strategies of Teaching

 Professional Education

A. ‘Diagnosis of needs’ is not a component of curriculum C. Assessment establishes what is to be accomplished in

designing teaching and learning
B. A curriculum design in which key concepts are presented D. Curriculum plans in areas which extend over several years
repeatedly throughout the curriculum, but with deepening layers are developed vertically
of complexity, or in different applications

29. What comprises that spiral approach in teaching in the K 12 curriculum?

A. Material is revisited repeatedly over months and across C. Material revisited twice a week and across grades
grades. D. Material revisited over a week and across grades.
B. Material revisited over a year and across grades

30. Which of the following is an advantage of spiral curriculum in social sciences?

A. Ability to apply the concepts across discipline C. Retention for the concepts for a longer period of time and with
B. Increase opportunities to develop theme-based learning deeper understanding
D. Make the concepts more purposeful and relevant
31. Make the concepts more purposeful and relevant
A. Objectives C. Learning experiences
B. Learning content D. Diagnosis of needs

32. Which of the following is NOT a criterion for writing effective learning outcomes?
A. Specific C. Achievable
B. Measurable D. Engaging

33. Which of the following is an example of a learning competency based on the K-12 curriculum guide for Grade 10 Science?
A. Explain the nature of science and technology and their C. Analyze the effects of human activities on the environment
interrelationships and biodiversity
B. Demonstrate understanding of the basic concepts of genetics D. All of the above
and biotechnology

34. Which of the following is the correct order of the phases of the learning are concept?
A. Engage, Explore, Explain, Extend C. Engage, Explain, Explore, Extend
B. Explore, Engage, Explain, Extend D. Explain, Engage, Explore, Extend

35. Which of the following is an example of a spiral progression approach in designing learning activities?
A. Reviewing the previous lesson on fractions before introducing
decimals C. Using manipulatives, diagrams, and symbols to represent
B. Connecting the lesson on photosynthesis to the topics of mathematical concepts
ecology and climate change D. All of the above

36. Which of the following is an example of an authentic assessment method or tool?

A. Multiple-choice test C. Rubric
B. Project-based learning D. Both b and c

37. Which is an example of spiral curriculum?

A. A teacher organizes her class around several key questions
that students will work to answer throughout the year C. Teachers work together to integrate several subject areas into
B. A student is required to use skills he acquired in math the their lessons to give students a more holistic learning experience
previous grade to understand new information about a math D. None of the answers are correct
topic in his current class

38. The first component of writing a student learning outcome is to:

A. Determine what rubrics you will use to assess student
achievement C. Identify the skills student need to show
B. Determine what assessments you will use to outline the D. All of these answers are correc
rubrics

39. A student learning outcome requires:

A. The approval of the principal, as these are special case C. Assessments/rubrics to determine the level of proficiency you
outcomes. expect of your students.
B. Outside guidance, as SLO’s are only for students with IEPs. D. None of these answers are correct.

96

Methods and Strategies of Teaching

 Professional Education

40. One of the most important social skills to improve interactions with others. It is the ability to empathize with and share the emotions of another
individual.
A. Teamwork C. Sympathy
B. Empathy D. Cooperation

41. Ensuring the safety of personal information and data against cyber-attacks requires appropriate guidance and education.
A. Energy supply C. Digital Divide
B. Transportation D. Privacy and Security

42. Formal agreements and consequences are necessary for maintaining social order
A. Human Nature C. Pragmatic and Individualistic
B. Normative and Communal D. Standard of Morality

43. We all prefer to think that people are good at heart, experience has shown us that this is not always the case.
A. Human Nature
B. Normative and Communal
C. Pragmatic and Individualistic
D. Subjective Standard of Moral

44. Youngsters pick up customs that give them a framework for acting in ways that reduce conflict.
A. Human Nature C. Pragmatic and Individualistic
B. Normative and Communal D. Subjective Standard of Morality

45. The audience to whom the media message is broadcast as well as the communication itself determine the kind and degree of influence.
A. Mass Media C. Media Effects
B. Media messages D. Media effects versus media messaging

46. Choosing which stories and events to cover and broadcast, news distributors may have biased viewpoints.
A. Media effects versus media messaging C. Media Effects
B. Media messages D. Media Bias

47. It is old-fashioned way of teaching.

A. New Literacy C. Progressive
B. Traditional D. Time-tested

48. To distinguish truth from fabrication on the internet, one must cultivate critical thinking abilities
A. Education Gaps C. Information Overload
B. Composting program D. Environmental degrees

49. Are sets of knowledge, skills, and attitudes that students must possess in order to achieve the learning outcomes.
A. Competencies C. Curriculum
B. Learning Outcomes D. Lesson Plan

50. Digital Divide is often neglected in educational institutions, which leaves pupils unprepared for the digital labor market. Future career prospects
depend heavily on the integration of digital skills into education.
A. Education Gaps C. Information Overload
B. Composting program D. Environmental degrees

97

Methods and Strategies of Teaching

 Professional Education

REFERENCES:

A. BOOKS / E-BOOKS

Brenda, C and Gloria, S (2013). Principles of Teaching. Lorimar Publishing Inc.

Balita, C. (2023). Professional Education 1001 bulLets (2023rd ed., pp. 106–113). Ultimate Learning Series.

B. INTERNET SITES

Research Center for Teacher Quality (RCTQ) – The official website of the Philippine National Research Center for Teacher Quality (RCTQ), a
partnership by the Philippine Normal University and the University of New England-Australia. (n.d.) https://rctq.ph/

D2L. (2023, December 8). D2L | Online Learning Platform | Creators of the Brightspace LMS software. https://d2l.com/

Satchel. (n.d.). The Satchel Blog. https://blog.teamsatchel.com/

SlideShare. (n.d.). SlideShare.net. www.slideshare.net. https://slideshare.net/

Blue Sky eLearn: Best Association LMS. (n.d.). Blue Sky eLearn. https://blueskyelearn.com/

LR Portal. (n.d.). Deped LR Portal. https://lrmds.deped.gov.ph/

Support. (n.d.). CXC Support. https://support.cxc.org/

SERC. (n.d.). SERC. https://serc.carleton.edu/

Academia.edu – Share research. (n.d.). https://academia.edu/

Department of Education. (n.d.). https://deped.gov.ph/

2_MODULE-1-BUILDING-AND-ENHANCING-NEW-LITERACIES-ACROSS-THE-CURRICULUM. (n.d.). Scribd.

https://www.scribd.com/document/473823158/2-MODULE-1-BUILDING-AND-ENHANCING-NEW-LITERACIES-ACROSS-THE-CURRICULUM

Budd,R.(2023,September28). What does it mean to be 21st century literate? TOPICS IN 21ST CENTU. https://www.21stliteracy.com/post/copy-of-
what-is-it-to-be-a-21st-century-literate

ABC Life Literacy Canada. (2023, August 10). What is Cultural Literacy? | abclifeliteracy.ca. https://abclifeliteracy.ca/cultural-literacy/

Lane, S. (2023, July 19). What is the Role of Parents in a Child’s Education? EduEdify.
https://eduedify.com/role-of-parents-in-a-childs-education/#:~:text=Parents%20play%20an%20important%20role,shaping%20their%20child
%E2%80%99s%20educational%20experiences.

Mason, B. (2022, January 7). Why is arts and creative literacy important? Golden Road Arts. https://www.goldenroadarts.org/art-resources/why-arts-
and-creative-literacy-important/

Kapon, B. (2021, January 27). What is Cyber Literacy and Why is it Important? Cybint. https://www.cybintsolutions.com/what-is-cyber-literacy-why-
important/

Fran. (2021, December 6). What is media literacy and why does it matter? – FutureLearn. FutureLearn. https://www.futurelearn.com/info/blog/what-
is-media-literacy

Team, C. (2023, October 15). Financial literacy. Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/management/financial-
literacy

FutureLearn. (2022b, October 25). Updates, Insights, and News from FutureLearn | Online Learning for You. FutureLearn.
https://www.futurelearn.com/info/courses/ecopedagogy-for-beginners-putting-climate-change-education-into-action/0/steps/364027

Community Writer, Community.DrPrem.com. (2023, March 9). Effective green initiatives for college campuses (and colleges that implement them) –
Ecofriend. Ecofriend. https://ecofriend.com/10-effective-green-initiatives-for-college-campuses.html

Brijesh. (2023, October 4). What is Digital Literacy, Its Importance, and Challenges in Education? Sri Chaitanya Infinity Learn Best Online Courses
for NCERT Solutions, CBSE, ICSE, JEE, NEET, Olympiad and Class 6 to 12. https://infinitylearn.com/surge/blog/what-is-digital-literacy-its-
importance-and-challenges-in-education/

Studocu. (n.d.). Expanded Views of Literacy – Expanded Views of Literacy Despite the popularity of American firm in –Studocu.
https://www.studocu.com/ph/document/daraga-community-college/bsed-filipino/expanded-views-of-literacy/46489473

98

Methods and Strategies of Teaching

 Professional Education

Li, P. (2023, October 23). 5 important types of social skills for kids. Parenting for Brain. https://www.parentingforbrain.com/social-skills-for-kids/

99

Methods and Strategies of Teaching