TEACHING

INNOVATIONS
GEROME G. TONGOL
 THERE IS NO SINGLE BEST
METHOD

This means that there are many

factors that needs to be
considered in the choice of
teaching strategies.
BINGO
JOHN VILMA SHARON NIKKO IVAN
GEROME NORA TIRSO JOM DAVE
APRIL LITO VIC MUMSH REZ
JOYCE ANGEL VICE IAN BJ
LEA GERRIC JOEY JAMES NETH
CARMINA GIRLIE PIA MAE JAYMAR
ANGELIE KRIS CAT JEVANE LILIAN
GRACE KEBS VENUS MARS IMELDA
TIM GEL SARAH SHINE NANCY
BLOW AND WHISTLE
• THE STUDENTS WILL BLOW THE LETTERS
FROM A STRAW AND HAVE TO ARRANGE
THE LETTERS CORRECTLY TO FORM A
WORD THEN ONCE DONE ONE MEMBER
NEEDS TO WHISTLE, THE GROUP TO
WHISTLE FIRST IS THE WINNER.
 QA MATCH UP
Teaching Procedures
1. Create a set of questions and answers based on
the topics your class is studying. Each questions
will placed on a separate card and each answer
will be placed on a separate card

Example: PINK – answers BLUE – questions

2. Randomly distribute the question and answer
cards to your students. Give them few minutes to
read and think.

3. Then allow the students to mingle as they try to

match up with their correct questions or answers.

4. Once students start matching up, let them stand

shoulder to shoulder with their corresponding
cards/partner. Unmatched students are still floating
around the center looking for their counterpart.
 Puzzle
The use of picture puzzles or cut-outsdevelops
team building and increases the ability of putting
things together.
Teaching Procedures
1. Print pictures based on the topics your class is
studying. Cut each picture into 2 or more pieces.
Example: Baking Tools

2. Randomly distribute cut out pictures to your

students. Give them few minutes to analyze.

3. Then allow the students to mingle as they try to

fit the cut out they are holding.
4. Once students find the missing part/s of
the picture, let them stand shoulder to
shoulder.

5. Once all have been match up, each

student can indentify the pictures and share
ideas about it.
 THINK-PAIR-SHARE
It is an instructional strategy where teacher stops
lecturing and ask students to consider a question
(THINK) turn to a partner (PAIR) and discuss the
response with the partner (SHARE).
 DESIRED LEARNING
OUTCOMES
It requires almost no preparation

It allows for formative assessment

It provides novelty

It breaks content in bite-sized pieces

Teaching Procedures
1. Set up PAIRs. (ahead of time).
Assign Person A and Person B

2. Ask specific question in the discussion.

or give them bit-sized topics.

3. Allow THINKing Time.

4. SHARE it with their partners.

 ROLL THE DICE
This strategy will help students to:
formulate and share individual ideas and
opinions through focused, purposeful questions
in the dice.
develop the ability to filter information
consider other points of view
Teaching Procedures
1. Ask students to roll the dice
ROLL THE DICE
1. Hash tag about today’s lesson
2. Something you learned today
3. One word to sum up you learned
4. I want to remember
5. In addition to our lesson
6. Cite 1 Ah-ha
2. Answer the question.
3. Allow thinking Time.
4. SHARE it in the class.
 DESIRED LEARNING
OUTCOMES
It requires almost no preparation

It allows for formative assessment

It provides novelty

It breaks content in bite-sized pieces

 Up and down
1. The teacher will instruct the entire class to
stand in their seats.
2. The teacher will ask questions.
3. They are then instructed to sit down if they
share ideas, thoughts, answers.
continue standing if not yet participated.
(This method facilitates attentiveness of the class and allows the
teachers to hear all the ideas.)
 Poll method:
1. The teacher randomly calls out 3-5 students and
quickly writes their answers on the board.
2. Asks the students with the same answer to raise
their hands.
3. The number of students is counted and written
next to the answer.
4. Students with ideas not in the list are then
instructed to raise their hands, and the same are
listed down. Writing down the thoughts facilitates
retaining and recalling the information clearly.
 QUADRANT
This is an excellent strategy to improve oral
proficiency. This will also ensure the active
participation of the class.
 Desired Learning
Outcomes
 Improve oral communication skills.
 Encourages each member of the class to
participate.

 Uses effective phrases in the discussion.

Explain the lesson. Let them do the roles
using the following:
Affirmative Side Negative Side
I like.. I dislike…
I stress… I abhor…
I emphasize… I disapprove…
I favor… I don’t favor…
I agree… I disagree…

Question Formulators Synthesizers

Raise as many questions Summarize the salient
about the discussion. points in the discussion.
 PHILIPS 555
Students are group into 5
members each. They are given 5
questions to be answered in 5
minutes.
 DESIRED LEARNING
OUTCOMES
Improves oral proficiency
Develops teamwork and unity
Improves higher order thinking
skills
 TEACHING PROCEDURES
1. Ask the class to group themselves into 5

2. Give the 5 questions which can be

answered together or Individually only in 5
minutes

3. Tell them to consolidate their answers.

4. Allow them to share their answers in class.

 JIGSAW
The Jigsaw strategy requires learners to rely
on each other in order to learn new material. In
this strategy each student is given a new piece
of learning to master.
 TEACHING PROCEDURES
Students will discuss/learn about/complete a task related to a
specific topic.

1. Each student …. is divided into groups – a

home group and an expert group.
2. Home Groups … meet and each student is
given a different task according to teacher
directions.
3. Expert Groups … students moves to the
expert groups to complete their task. All
students in an expert group are completing
the same task.
4. Students Return … to their Home Groups.
They teach what was learned in the expert
groups to their Home Group members.
 COMMIT AND TOSS
The students are given the opportunities
to raise questions about the lesson. This
shall be done during the discussion part
or after the discussion.
 Desired Learning
Outcomes
Improves questioning skills
Allows everyone to participate
in the discussion
Teaching Procedures
•Discuss the topic/content in class.
•Let them raise questions by writing in a sheet
of paper.

•Let then crumple the paper and shoot it in the

prepared container by the teacher.

•Ask students to get one crumpled paper read

and answer the question.
 ONE SENTENCE
SUMMARY
(for Generalization)

The students are ask to write a sentence

summary that answers the “who, what,
where, when, why, how” questions about the

topic.
 DESIRED LEARNING
OUTCOMES
Summarizes important points of the
lesson.
Improves communication skills
Uses other modes of citing the
generalization learned
 TEACHING PROCEDURES
1. Inform the students to write their summary
using wh question.

2. Let them share their one

Sentence summary.
EXAMPLE:
My teacher taught me today about
(who) (when)
Measuring Dry and Liquid Ingredients
(what) at the Laboratory area
(where)
through demonstration, so that
(how) (why)
I can better apply it in actual
baking.
 3-2-1 Strategy
(Assessment Strategy)

3 Things I learned

2 interesting facts

1 question
PROJECT DESCRIPTION
Project Title:
Type of Project:
Project Proponent/s:
Number of Beneficiaries:
Project Beneficiaries:
Location of Beneficiaries:
Date of Implementation/Duration:
Area of Project Implementation:
Budget Requirement:
Budget Requested:
BACKGROUND/SITUATION ANALYSIS
1. What prompted the project?
2. Is there an existing concern
or potential problem
that you want to address?
3. Present baseline data and targets.
4. Discuss the proposed
intervention/innovation
PROJECT OBJECTIVES
1. What does the project
hopes to achieve?
-increase the number of tools for HE
-improve the teaching learning experience
of students
2. What are the strategies/activities
that must be done to meet the objectives?
-prioritization of the purchase of tools
DESIRED IMPACT AND
OUTCOME OF THE PROJECT

What are the long term effects of the project?

(economic, social, cultural, institutional, environmental,
technological)

What are the specific measures to sustain the project?

What are the linkages to other initiatives or reforms in
the sector and other development or governance
concerns?
RISK MANAGEMENT PLAN
1. WHAT ARE THE RISKS AND FACTORS THAT MAY
HAMPER OR HINDER THE SUCCESSFUL
IMPLEMENTATION OF THE PROJECT ACTIVITIES AND
ACHIEVEMENT OF PROJECT OUTPUTS?
2. WHAT ARE THE SPECIFIC MEASURES THAT WOULD
MITIGATE THE ADVERSE EFFECTS RESULTING FROM
SUCH RISKS?
3. SITE PARTICULAR ISSUES AND THE MITIGATING
MECHANISMS.
PROJECT ORGANIZATION AND STAFFING
Office/Staff Designated Responsibilities Contact Person Contact
Details

GEROME G. TONGOL CHAIRMAN OF THE GEROME G. TONGOL 0926854418

PROPONENT PROJECT 2

CORNELE L. TAYAG MONITORING AND

Principal EVALUATION

CATALINA S. VIRAY MONITORING AND

EVALUATION

STUDENTS Implementation
•PROJECT WORK PLAN
PHASES OF ACTIVITIE OUTPU INDICATORS PERSON RESOURCE COST
THE PROJECT S T/ IN S NEEDED
(DATE) TARGE CHARGE
T

Pre- Orientation Properly Documentation GEROME PowerPoint n/a

Implementation about the oriented TONGOL presentation
Project about the
mechanic
s of tool

Implementation Presentation Presente Documentation GEROME TV n/a

through d the TONGOL Monitor/Proj
Virtual lesson ector
Teaching through
Virtual
Teaching

Post Performanc Output Documentation GEROME

implementation e Test performa TONGOL
nces
•DETAILED BUDGET REQUIREMENT

Budget Line Description Amount Needed Proposed Source/s

Item

Materials Projector n/a (available in School Funds

School)

Laptop n/a (personal)

Scrap metals n/a

OTHER RELEVANT INFORMATION
May include any other information that will support the request for
funding, such as:
Brief enumeration of other stakeholders who pledged support to the
project
Other projects that are lined-up to complement the current initiative.
ATTACHMENTS

PICTURES OF THE INNOVATION

DOCUMENTATIONS
Thankyou!