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    THE 2C - 2I - 1R: Teaching and Learning Approaches Across Learning Areas That Support Teacher Practice

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    The document discusses 5 major teaching approaches: 1. Constructivist approach focuses on active learning and critical thinking. 2. Collaborative approach requires students to work together towards a common goal. 3. Inquiry based approach uses investigation to acquire knowledge. 4. Integrative approach helps students make connections across subjects. 5. Reflective approach involves evaluating their own learning processes.

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    THE 2C - 2I - 1R: Teaching and Learning Approaches Across Learning Areas That Support Teacher Practice

    Uploaded by

    Bonavie Castilla
    2K views60 pages
    The document discusses 5 major teaching approaches: 1. Constructivist approach focuses on active learning and critical thinking. 2. Collaborative approach requires students to work together towards a common goal. 3. Inquiry based approach uses investigation to acquire knowledge. 4. Integrative approach helps students make connections across subjects. 5. Reflective approach involves evaluating their own learning processes.

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    2C-2I-1R Pedagogical Approaches

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    2C- 2I-1R

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    The document discusses 5 major teaching approaches: 1. Constructivist approach focuses on active learning and critical thinking. 2. Collaborative approach requires students to work together towards a common goal. 3. Inquiry based approach uses investigation to acquire knowledge. 4. Integrative approach helps students make connections across subjects. 5. Reflective approach involves evaluating their own learning processes.

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    2K views60 pages

    THE 2C - 2I - 1R: Teaching and Learning Approaches Across Learning Areas That Support Teacher Practice

    Uploaded by

    Bonavie Castilla
    The document discusses 5 major teaching approaches: 1. Constructivist approach focuses on active learning and critical thinking. 2. Collaborative approach requires students to work together towards a common goal. 3. Inquiry based approach uses investigation to acquire knowledge. 4. Integrative approach helps students make connections across subjects. 5. Reflective approach involves evaluating their own learning processes.

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    THE 2C -2I – 1R:

    TEACHING AND LEARNING


    APPROACHES ACROSS LEARNING
    AREAS THAT SUPPORT TEACHER
    PRACTICE

    BONAVIE T. CASTILLA
    Bulacnin National High School
    Five
    1. Teaching major approaches
    approach is a set of principles,
    beliefs or ideas about the nature of
    learning which is translated into the
    classroom.
    Five major approaches
    2. Teaching strategy is a short term
    plan of action designed to
    achieved a particular goal.
    3. Learner centered approach is a premised
    Five major approaches
    on the belief that the learner is also an
    important resource because he/she knows
    something and is therefore capable of
    sharing something.
    Five major approaches
    4. Teaching approaches should be
    research based and whole child
    approach.
    Five major approaches
    5. We will be able to help children
    learn if we tell them everything
    they need to know.
    Five Major Approaches

    Five major approaches


    1.Constructivist Approach
    2. Collaborative Approach
    3. Inquiry Based Approach
    4. Integrative Approach
    5.Reflective Approach
    CONSTRUCTIVIST APPROACH

     shows learners to be active in the process of


    constructing meaning and knowledge rather than
    passively receiving information
     It fosters critical thinking and provides learners with a
    learning environment that helps them make connections
    with their learning.
     Learners are the makers of meaning and knowledge
    CONSTRUCTIVIST APPROACH

    1. Thinking Skills
    2. Activity- Based
    3. Direct Instruction
    Thinking Skills
    Strives to improve
    achievement by consciously
    developing learners ability to
    consider ideas
    Analyzes perspectives
     Solves problems and
    makes decisions on their
    own
    The RMFD Activity

    - Recall (Past experiences)


    - Model (Follow Procedures/ Steps)
    - Familiarize ( Repeat the
    performance/scaffolding)
    - Decide (form a conclusion
    Form of Assessment

    -OBP (Outcomes –
    Based Performance)

    - Rubrics
    2. Activity Based

     Engages learners in
    individual or group experiential
    learning opportunities such as
    purposeful conversation,
    project planning, hands on
    inquiry, analysis and product
    creation.
    The 3A’s Activity

    - Act ( Giving simple workshops/ coaching)


    - Analyze ( Compare and abstract)
    - Apply ( Use and implement)
    Form of Assessment

    • Paper presentation
    •Power point presentation
    •Project exhibits
    •Activities that will demonstrate the multiple
    intelligences of the learner
    Direct Instruction

    Guides/models the
    learning in a
    quickest way
    The TGA Activity
    - Tell (Give guidance)
    - Guide ( Facilitate the process)
    - Act ( Apply the concept)
    Form of Assessment

     Laboratory experiment results


     Template completion
     Framework
    creation/interpretation
    COLLABORATIVE APPROACH

     requires learners to work together towards a common


    goal.
     also called as collective learning, learning communities,
    peer teaching, peer learning or team teaching.
     Learners are engage in a common task in which each
    individual depends on and is accountable to each other.
    COLLABORATIVE APPROACH

    1. Online Collaborative
    2. Jigsaw Method
    3. Think-Pair-Share
    4. Integrated Process Approach
    5. Peer Teaching
    Online Collaborative

     Prepares learners to be
    responsible individuals in a
    technologically advanced
    society.
     Projects and activities given
    by the teachers shall reflect
    students current and future
    needs.
    The CPFM Activity
    - Create Transparency of Expectations
    - Provide clear instructions
    - Form small groups
    - Monitor and support

    2.Integration of Information Technology (IT) in


    the lessons
    Form of Assessment

     Project Presentation
    Paper Presentation
    Action Research (SHS)
     Formal Essay (SHS)
    Jigsaw Method

    It can be used in a variety of ways for a


    variety of goals that allows for an efficient
    way for learners to learn content , develop
    their listening, engagement and empathy
    skills aside from allowing them to interact
    among each other and work
    The TDAR Activity
    - Think ( Analysis of the problem)
    - Discuss ( Share ideas on how to solve the
    problem)
    - Act ( Act collaboratively)
    - Reflect ( Introspect on the results made
    by the group)
    Form of Assessment

     Group paper introspection (experiences/ feeling


    during the group discussion)
     Product of the group (in line with the rubrics
    provided by the teacher)
    Think - Pair - Share

     is a strategy in which solve a


    problem a problem or students
    work together to answer a
    question.
    Student think through
    questions using three distinct
    steps: (Think- Pair, and Share)
    The 2D - 2M Activity
    - Decide ( Upon the problem/issue to be
    solved)
    - Describe ( The purpose of the strategy and
    provide guidelines for discussions)
    - Model (Ensure that students understand
    how to use the strategy)
    - Monitor Support student as they work)
    Form of Assessment

     Group power point presentation


    Reflection Paper ( Self assessment)
    Observation Checklist to monitor the
    desirable attitudes of the learners during
    collaborative work
    Integrated Process Approach/Project
    Management

     a highly collaborative activity for it requires the whole


    team to think of the entire project and all of its systems
    together, emphasize connections and improve
    communication among students and stakeholders
    throughout the life of a project.
    The Process/Activity
    - Think of the project as a whole
    - Focus on life cycle design
    - Work together as a team from the beginning
    - Conduct assessments
    - Develop tailored solutions that yield multiple
    benefits while meeting requirements and goals
    - Evaluate solutions
    - Ensure requirements and goals are met
    - Emphasize the integrated process
    Form of Assessment
    Paper presentation
    Project presentation
    Exhibit
    Case studies presentation
    Debates results
    Demonstration
    Collaborative writing
    Peer Teaching
     involves learners taking on
    a teaching role in the school
    setting.
     This strategy can be
    reciprocal teaching, peer
    tutoring and cooperative
    learning.
    The AFA Activity

    -Assign and Design the lesson


    - Facilitate the lesson
    -Assess their peers
    Form of Assessment

    Paper presentation
    Power point presentation
    Group reports
    Inquiry Based Approach
     a way of acquiring or
    obtaining information thru
    investigation carried out by
    learners who are eager to
    know the phenomenon in
    question.
    Inquiry Based Approach

    1. Cyclic –Inquiry Model and the Practical


    Inquiry Model
    2. Knowledge Building Community Model
    3. Experiment
    a. Cyclic Inquiry Model and the
    Practical Inquiry Model

    Demonstrates an activity or a process of a given


    content/ topic.
     Communicates through writing with markers,
    asking questions and making questions to the
    prompt and to each others post.
    The AICDR Activity

    - Ask (To Know)


    - Investigate (To an analyze)
    - Create (To form)
    - Discuss (To give an arguments)
    - Reflect (To Introspect)
    Form of Assessment
     Formal and Informal observations
    Discussions/ Conferences
     Tasks done in groups
     Demonstrations/Performances
    Projects/Portfolios
    Peer and Self Assessment
    Self- reflections
    Knowledge - Building Community

     Collects/processes the
    result at the end to use as
    data for later activities
    based on the community
    of learners participation
    The EIBU Activity

    - Experience ( setting up the concept)


    - Inform (Gather and analyze information)
    - Build knowledge(Processing and
    abstraction)
    - Understand (Decision making
    Experiment
     it encourages the learners’
    interest to manipulate objects,
    test hypothesis and work together
    to solve or prove something
    exciting.
     an activity of doing
    investigations.
    Suggested Activity
    - Introduce the activity
    - Ask the learners to state the problem in the form of a
    question
    - Allow them to do research and gather information on the
    - Guide them to form a hypothesis
    - Ask them to do the experiment to test the hypothesis
    - Allow them to collect, record and analyze data from the
    experiment
    - State the conclusion based on the results
    Form of Assessment

    Standardized test, quizzes and home works


    Open ended questions that allow learners/ teachers to
    reflect on their experience and give an idea of what they
    did and did not get from the experiment.
    Exhibits
    Study/ Research Presentations
    INTEGRATIVE APPROACH

     is a learning theory that describes a


    movement toward integrated lessons
    helping students make connections
    across curricula, making connections
    with a major, between curriculum, co-
    curriculum, or between academic
    knowledge and practice.
    INTEGRATIVE APPROACH

    1. Scaffold – Knowledge Integration


    2. Content Based Instruction
    3. Thematic Teaching and Learning
    by Design
    Scaffold – Knowledge Integration

     Makes thinking visible


     Helps students learn from others
    Promotes autonomy and lifelong learning
     Models scientific thinking; scaffolds students to
    make their thinking visible; provides multiple
    representations
    The 4 As Activity

    -Activity ( Build on students ideas)


    - Analysis ( Make thinking visible)
    - Abstraction ( Encourage listening to others)
    - Application ( Promote autonomy/ lifelong
    learning)
    Form of Assessment

    Group work presentation


    Projects exhibit
    Content Based Instruction

    CBI lesson focuses on


    the topic or subject matter
    using the language they
    are trying to learn as a
    tool for developing
    knowledge
    Six –T’s Features
    Themes – central ideas that organize the major curricula
    Text – content resources which drive the basic planning of
    theme units
    Topics – subunits of content which explore specific aspects of
    the theme
    Threads – linkages across themes which create greater
    curricular coherence
    Tasks – instructional activities and techniques utilized
    Transitions
    Thematic Teaching & Learning By Design

     Integrates basic discipline of


    all subjects
     acquires knowledge best
    when learning in the context of
    a coherent “ whole” and when
    they can connect what they’re
    learning to the real world.
    The AACE Activity

    - Apply ( Being Creativity)


    - Analyze ( Being Critical)
    - Conceptualize ( Design Theory)
    - Experience ( New concept)
    Form of Assessment

     One way to check if the teacher is using a


    thematic approach is a bulletin board display
    where lessons in different learning areas are
    connected to each other and focus on the theme.
    Culminating performance
    Reflective Approach

     Reflective Teaching Learning


    Approach means looking what
    the teacher and learners do in
    classroom, thinking about why
    they do it, and analyzing about it
    if it works.
    Self- Evaluation and Self Reflection
     collects information about
    what goes on inside the
    classroom.
    Analyzes/ evaluates the
    obtained information by teacher
    and learner.
     engenders improvements in
    teaching towards effective
    learning.
    The TTRA Activity
    - Think (Analyze patterns occurring during the teaching
    and learning process)
    - Talk ( Self-talk or group talk done by the teacher or
    learner-source of reflection)
    - Read (finding out or making affirmations regarding
    behavioral patterns
    - Ask (Post questions to get ideas or opportunities on an
    area that interest you to improve/develop)
    Form of Assessment

    Paper writing
    Reports
    Journals
    Diary Presentation

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