Module II Chapter 3

METHOD AND STRATEGIES IN TEACHING SOCIAL SCIENCE

The Method in Teaching Social

Science

Collaborati
ve

Inquiry
Teaching

Problem
Solving

Direct
Instructio
n Method

Visual
Simulatio
n

Round
Robin

Five
steps:

Problem
Decompo
sition

Six
Steps:

Field
Studies

Dialog
Five
Model
Stages:

Identifyin
g and
Clarifying
question
s, issues,
problems

MeansEnd
Analysis

Step
1.Daily
Review

Mentorin
g

Initiation
Socratic
and
Discussio
Direction
n Model

Consideri
ng
Analogou
s
Problems

Step 2.
Presentat
ion of
new
material

Corners

Numbere
d Heads
Together

Pairs
Check

ThreeStep
Interview

Think
Pair
Share

Team
Word
Webbing

Peer of
Cross
Age or
Cross
Ability
Tutoring

Reciproc
al
teaching

Propose
a
hypothes
is

Gatherin
g and
organizin
g
evidence

Evaluatin
g,
analyzin
g and
Debriefin
interpreti
g
ng the
data
Concludi
ng,
inferring,
and
making
generaliz
ation

Step 3.
Guided
practice

Step 4.
Provision
of
Feedback

Step 5.
Independ
ent
practice

Step 6.
Periodic
reviews

Module II Chapter 4

Communi
ty
Immersio
n

Role-play
Method

Service
Learning

Discussio
n format

Describin
g the
Context

Roles

Enactmen
t

METHODS AND STRATEGIES IN TEACHING LANGUAGE

Language Arts

The Approaches in Teaching Language Arts

The Methods of Teaching Language

Arts

Realia

The Grammar-Translation

Key Words

The Direct Method

Dialogue Journals

The Audiolingual Method

Shared Reading

Community Language
Learning

Cooperative Learning

The Silent Way

Language Scaffolding

Functional-Notional

Communicative Language
teaching

Total Physical Response

The Natural Method

Language Experience
Method
The Drama

Module III Chapter 1

DESIGN THEORIES OF INSTRUCTIONAL MATERIALS DEVELOPMENT

Design Theories of Instructional

Materials Development

Theories for
instructional Material
Design

Cybernetic
Theories

Behaviorist
Theories

Social/Situated
Learning Theories

Cognitive
Theories

Humanist
Theories

Module III Chapter 2

DESIGN MODELS OF INSTRUCTIONAL MATERIALS DEVELOPMENT

The Model for Instructional Material Design

Instructional System Design (ISD)

Model
ADDIE Model
Analysis Phase
Design Phase
Developmental Phase
Implementation Phase
Evaluation Phase
Iterative design
Gagnes Instructional Events Model

Rapid Prototyping model

Assess Needs Analyze Content

Set Objective
Construct Prototype
Use Prototype
Install and Maintain System
Situated Instruction Model

Assess Situation
Define and Develop Authentic
Activities
Define Sequence, Develop
Scaffolding and Instruction
Package
Module IV Chapter 1
ASSESSMENT IN MTHEMATICS

Assessment in Mathematics

The Mathematics Assessment Principle

-Assessment should support the learning
of important mathematics and furnish
useful information to both teachers and
students

The Methods of Assessment in

Mathematics

Performance
Testing

Portfolio
Assessment

Project-Based
Assessment

Observational
Assessment

Mastery Learning

Traditional
Assessment

Module IV Chapter 2
ASSESSMENT IN NATURAL SCIENCE

Method 1: Background
Method 5:
Portfolios Probe/
knowledge
Misconception and
Preconception Check

Method
The Assessment
4: Categorizing
Method in
Natural
Grid Sciences

MethodMethod
2: Minute
3: Documented
Paper
Problems

Module IV Chapter 3
ASSESSMENTS IN SOCIAL SCIENCE

Assessment Methods in Social

Science
Case-based Method
Formats
Method 1. Rubric

Method 2.
Discussion
Problem-based
Format

Method 3.
Debate
Format
Case-based

Public
Hearing
Format

Module IV Chapter 4
ASSESSMENT IN LANGUAGE ARTS

Method 1: SelfRecording and Selfassessment

Method
2: Peer
MethodArts
3:
Assessment
Methods in Language
Review and
Portfolios
Feedback

Method 4:
Performance-based
Assessment

Module I Chapter 1
NATURE AND PRINCIPLE OF TEACHING AND LEARNING MATHEMATICS

NATURE AND PRINCIPLE

OF TEACHING AND
LEARNING MATHEMATICS
Abstraction
Manipulating
Application
Mathematical
and
Symbolic
Mathematical
Inquiry
Representation
Statements

The teacher is responsible for

Collaborating with otherscreating an intellectual
pairing
an learn
experienced
Students
mathematics
environment
in the
classroom
teacher
with
a new
teacher
or
The Principles
of Teaching
through
the experiences
that
where
serious
engagement
in
forming
a
community
of
Mathematics
teachers thinking
provide is the
mathematical
teacher.
norm

Pattern and
Relationship in
Mathematics

Applied
Theoretical
Mathematics
Mathematics
Mathematics
Study the is
also
an applied
Search
for
interval
pattern
in pattern
science
and
of prime
(Simon,1995
relationship
numbers

Module I Chapter 2
NATURE AND PRINCIPLE OF TEACHING AND LEARNING NATURAL SCIENCE

Science Has
Principle

Whats there?
How does it work?
What Students Learn Is
People
Progression
Effective
Learn
Learning
intoLearning
Do Well
by
Influenced by Their
Existing
Principle of
Natural
Only
Students
What
Science
They
Requires
IsThe
Practice
Usually
Expectation Affective
Learning
from theFeedback
Concrete
Doing
to the Natural
Performance Science
Abstract

Scientific Inquiry
Principle
Natural
of teaching
Science
Natural
Characteristic of
Natural Science
Teaching Should Be Natural Science
Science
Natural Science Teaching Should
Consistent with the Nature of Scientific
Reflect
Values
BasicScientific
Questions
Inquiry

Science Is a
Science
Exists
in
Science
Is not
Process
Science
Explain
Science
Demands
Science
Is
aScience
Cultural
Context
Is
a
Blend
Democratic and Is
and
Predicts
Reliable
ofEvidence
Logic
and
Non-Dogmatic
Imagination

Natural Science Teaching Should Aim

to Counteract Learning Anxieties

Natural Science Teaching Should

Extend Beyond the School
Module I Chapter 3
NATURE AND PRINCIPLE OF TEACHING AND LEARNING SOCIAL SCIENCE

Social Science

Concerned with developing the students capacity to inquire into and

reflect on the nature of social systems, particularly the course of
their own lives and the direction of their society (Nickerson, 1994)
The Principles
The Nature
of Teaching
of Social
andScience
LearningInquiry
Social Science
Social Science is Powerful When it is Active
Social
Social
Science
is
Powerful
When
is
Challenging
Social
Science
is
Powerful
When
is
Meaningful
SocialScience
Scienceis
isPowerful
PowerfulWhen
Whenititititis
isValue-Based
Integrative

Module I Chapter 4
NATURE AND PRINCIPLE OF TEACHING AND LEARNING LANGUAGE ARTS
Communicative Proficiency

Is the ability to use language

for purposeful
communication.
The Principle of Learning
Language Arts

Cognitive Principles

Language Arts

Nature of Language Arts

The Learner Is the Center of

Effective Arts Instruction
The teacher Models Correct
Language Arts Use as He or
She Instruct, Structures,
Facilities, and Guides the
Students through the
Learning Process

Automaticity

Listening

Meaningful Learning
Anticipation of Reward

Speaking

Intrinsic Motivation
Reading

Strategic Investment

Stages of Communicative
Proficiency

Writing
Affective Principles
Language Ego

Heritage Model

At the end of Stage 1, students

use selected words, phrases, and
expression, with no major
repeated patterns of errors

Self-confidence
Risk-tasking
Language-culture
connection

Competencies Model

Linguistic Principle
Process Model

At the end of Stage 2, students

use sentences and strings of
sentences, and recombinations of
learned words, phrases, and
expressions, with frequency of
errors proportionate to the
complexity of the communication
task

Native-language effect
At the end of Stage 4, students
use sentences, strings of
sentences, fluid sentence-length,
paragraph-length and essay-length
messages, with some patterns of
errors which do not interfere with
meaning

Interlanguage
Communicative
competence
Usage

At the end of Stage 3, students use

sentences and strings of sentences,
fluid sentence-length and paragraphlength messages with frequency of
errors proportionate to the complexity
of the communicative task

Module II Chapter 1
METHODS AND STRATEGIES IN TEACHING MATHEMATICS
Technology should be
employed to enhance
students understanding
Be Compassionate
Different learning styles
should be addressed in the
classroom
Teacher should understand
what the students know and
what the students need to
learn

Be Creative

Be Patient

Living and Loving Math

Mathematics can only be

learned with understanding
instead of memorization of
rules and algorithms

Reduce
Stimulate
fragmentation
creativity

Questioning

Homework

Assignment

Testing
Differentiation

Know Math Tools

Remember the Goals

Let it Make Sense

Help students link new

knowledge to existing
knowledge in meaningful
ways.

Illustration

Demonstration

Approaches in Teaching
Mathematics
Method of Teaching Mathematics

Habits of an Effective
Mathematics Teacher
Mathematics
Teaching Goal of Mathematics

Techniques in Teaching
Mathematics
Learning Goal of mathematics

Mathematics educator should raise

expectation

Active Participation Techniques

To value mathematics

Increase breadth
Use calculator

To reason mathematically

Engage students

To communicate
mathematics

Engage teamwork

To solve problems

Assess objectives

To develop confidence

Whiteboard Technique
Thumbs Up/Thumbs Down
Digit Cards Technique
Think-Pair Share Technique
Let Go and Let Students

Require mathematics
Demonstrate connections

Cooperative Learning

Stimulate creativity
Differentiation

Reduce fragmentation

Module II Chapter 2
METHOD AND STRATEGIES IN TEACHING NATURAL SCIENCE

Learning is facilitated when

instructions and assessments
are clearly organized

Learning is maximized when

instruction and assessment are
based on explicit objectives

Learning is improved when

teacher provide consistent
feedback

Content learning is
supported by explicit
instruction in skills and
strategies

Learning is enhanced when

teacher recognize and teach
to diverse learning styles and
strengths

The Approaches to Teaching Natural

Science

Learning is sustained when

students develop selfknowledge
Natural Science

The Science Inquiry Method

The 5E Instructional Model and

the Scientific Inquiry

Inquiry-based Science
Instruction