instructional design includes
CHAPTER 1
OUTCOMES-BASED EDUCATION
Meaning of OBE
 Stands for outcomes-based education
 An education that is anchored and
focused on outcomes
 Student-centred approach to
education that focuses on the
intended learning outcomes resulting
from instruction
 Concerned with planning instruction
that is focused on outcomes, choosing
methodology, and assessment
process that determines the
attainment of intended outcomes.
LEARNING PRINCIPLES OF OBE
 CLARITY OF FOCUS – teachers must
begin with the end clearly in mind.
Teacher must be clearly focused on
what they want students to know,
understand and be able to do. In
other words, teachers should focus on
helping students to develop the
knowledge and skills that will enable
them to achieve the articulated
intended outcomes.
 DESIGNING DOWN – once the
intended outcomes are clear,
teachers now design instruction. The
designing tasks.
 HIGH EXPECTATIONS – teachers
should establish high, challenging
standards of performance in order to
encourage students to engage deeply
in what they are learning.
 EXPANDED OPPORTUNITIES –
teachers must strive to provide
expanded opportunities for all
students. This principle is based on
the idea that not all learners can learn
the same thing in the same way in the
same time.
MEANING OF OUTCOMES
What are outcomes? Outcomes are the end
target of OBE. Various authors claim
outcomes as:
 Clear learning results that learners
have to demonstrate, what learners
can actually do with what they know
and have learned (Butler,2004)
 “actions, products ,performances that
embody and reflect a learner’s
competence in using content,
information, ideas and tools
successfully” (Geyser, 1999)
 Culminating demonstration of
learning, not curriculum content
(Spady, 1994)
The outcome is what you can actually do
with what you have learned about
principles of teaching that you learned
will be the outcome.
Spady made use of two terms, namely,
exit outcomes and enabling outcomes.
Exit outcomes are the “BIG” outcomes
while the enabling outcomes are the
“small” outcomes. The attainment of the
small outcomes leads to the attainment of
the big outcomes which we used to call
terminal outcomes.
 OUTCOMES IN DIFFERENT LEVELS The program outcomes are the competencies
If you read more about OBE you will meet (knowledge, skills and values) that the student
words like: must be able to demonstrate at the end of
 Institutional Intended learning his/her stay in the institution.
Outcomes (IILOs)
 Program Intended Learning
Outcomes (PILOs)
TRADITIONAL/TRANSITIONAL AND
 Course Intended Learning
TRANSFORMATIONAL OBE
Outcomes (CILOs) Two approaches exist within Spady’s
For OBE to succeed it must penetrate the outcome-based education paradigm:
whole system. Thus, we have these outcomes  Traditional/transitional OBE –
in different levels beginning with institution emphasizes student’s mastery of
outcomes down in the learning outcomes. traditional subject-related academic
outcomes and some cross-discipline
outcomes.
 Transformational Approach –
emphasizes long term, cross-
curricular outcomes that are related
directly to student’s future life roles.

CHAPTER 2
MEANING OF APPROACH,
METHODS AND TECHNIQUES
 APPROACH – set of assumptions that
define beliefs and theories about the
nature of the learner and the process
of learning.
  METHOD – an overall plan for
systematic presentation of a lesson
based upon a selected approach.
Some authors call it design.
THE TEACHING APPROACHES TO THE K TO 12
 TECHNIQUES – are the specific
BASED ON THE PRINCIPLES CITED IN THE
activities manifested in the classroom
ABOVE PROVISION:
that are consistent with a method and
therefore in harmony with an
approach as well. Also referred as a
task or activity.
THE TEACHING APPROACHES OF THE
SUBJECTS IN THE K TO 12 CURRICULUMS
Section 5 of the Enhanced Education Act
of2013, states, to wit:
The DepEd shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
1. The curriculum shall be learner-
cantered, inclusive and
developmentally appropriate;
2. The curriculum shall be relevant,
responsive and search-based;
3. The curriculum shall be culture-
sensitive;
4. The curriculum shall be contextualized
and global;
5. The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative;
6. The curriculum shall adhere to the
principles and framework of Mother
Tongue-Based Multilingual Education
which starts from where the learners
are and from what they already knew
proceeding from the known to the
unknown;
7. The curriculum shall use the spiral
progression approach to ensure
mastery of knowledge and skills after
each level; and
8. The curriculum shall be flexible
enough to enable and allow schools
to localize and enhance the same
based on their respective educational
and social contexts.
 LEARNER-CENTERED – in a learner-
centered instruction, choice of
teaching method and technique has
the learner as the primary
consideration-his nature, his innate
abilities, how he learns, his
developmental stage, multiple
intelligences, learning styles, needs,
concerns, interest, feelings, home and
educational background.
 INCLUSIVE – this means that no
student is excluded from the circle of
learners.
 DEVELOPMENTALLY APPROPRIATE –
the tasks required of students are
within their developmental stages.
You will not expect formal operations
thinking of kindergarten children who,
according to Piaget’s cognitive theory,
are only in their pre-operational
developmental stage.
 RESPONSIVE AND RELEVANT – using
a relevant and responsive teaching
approach means making your
teaching meaningful. You can make
your teaching meaningful if you relate
or connect your lessons to the
student’s daily experiences. You make
your teaching relevant when what
you teach answers their questions
and their concerns.
 REASERCH-BASED – your teaching
approach is more interesting, updated
more convincing and persuasive if it is
informed by research. Integrating
research findings in your lessons
keeps your teaching fresh. You get the
 latest information from your research
or from the researches of others that
enrich your teaching. You apply
methods of teaching which have been
proven to be effective.
 CULTURE-SENSITIVE – if your
approach is culture-sensitive, you are
mindful of the diversity of cultures in
your classroom. You view all learners
as unique individuals and realize and
accept that their varied cultural
experiences, beliefs, values and
language affect their ways of thinking
and interaction with others and the
larger community. If you are culture-
sensitive, you will not judge one
culture as superior to that of another
for indeed no culture is perfect and
that every culture has its own
strengths and weaknesses.
 CONTEXTUALIZED AND GLOBAL –
contextualized teaching means
exerting effort to extend learning
beyond the classroom into relevant
context in the real world. A
contextualized teaching approach is
realized also when you indigenize and
localize your lessons.
 CONSTRUCTIVIST – constructive
comes from the word “construct”. If
you are constructivist in teaching
approach, you believe that students
learn by building upon their prior
knowledge. This prior knowledge is
called schema.
 INQUIRY-BASED AND REFLECTIVE –
for inquiry-based and reflective
teaching approach, the core of the
learning process is to elicit student-
generated questions. A test of your
effectiveness in the use of the inquiry-
based approach is when the students
begin formulating questions, risking
answers, probing for relationships,
making their own discoveries,
reflecting on their findings, acting as
researchers and writers of research
reports. Reflective teaching as a
teaching approach is making students
reflect on what they learned and on
how they learned and how to improve
on their learning process.
 COLLABORATIVE – as the word
“collaborative” suggests, this teaching
approach involves groups of students
or teachers and students working
together to learn together by solving
a problem, competing a task, or
creating a product.
 INTEGRATIVE – an integrative
approach can be intradisciplinary,
interdisciplinary or transdiciplinary.
Integrative teaching can be
integrating skills within the subject
like the macroskills of listening,
speaking, reading and writing in the
language subjects.
INTRADISCIPLINARY: when the
integration is within one discipline.
INTERDISCIPLINARY: when
traditionally separate subjects are
brought together so that students can
grasp a more authentic understanding
of a subject under study.
TRANSDISCIPLINARY INTEGRATION is
integrating your lessons with real life.
You do this when you cite real life
applications of your lesson. You also
do transdisciplinary integration when
you indigenize or localize your
lessons.
 SPIRAL PROGRESSION APPROACH –to
follow a spiral approach, you develop
the same concepts from one grade
level to the next in increasing
complexity. It is revisiting concepts at
each grade level with increasing dept.
spiral progression approach is also
interdisciplinary. This enables
students to explore connections
 among the sciences and the branches
of math.
 MTB-MLE-BASED – MTB-MLE means
Mother Tongue-based Multilingual
Education. In MTB-MLE, teaching is
done in more than one language
beginning with mother tongue. With
the use of mother tongue as language
of instruction, it has been observed
that classes have become more
interactive. As RA 10533 states,
Mother Tongue-Based Multilingual
Education “starts from where the
learners are and from what they
already know proceeding from the
known to the unknown.
DIFFERENT METHODS OF TEACHING
1. DIRECT AN INDIRECT METHOD – The
direct method is teacher-dominated.
This is the traditional OBE that
emphasizes on subject-specific
content. The indirect method is
learner-dominated. You give the
student an active role in the learning
process. In indirect method, your task
is to ask your students questions to
provoke their thinking, imagination,
thought-organizing skills. You are a
questioner, a facilitator, a thought
synthesizer
2. DEDUCTIVE AND INDUCTIVE
METHODS – in deductive method,
you begin your lesson with a
generalization, a rule, a definition and
an end with examples and
illustrations or with what is concrete.
In contrast to the deductive method,
in the inductive method you begin
your lesson with the examples, with
what is known, with the concrete and
with details. You end with the
students giving the generalization,
abstraction or conclusion.
WHICH IS THE BEST METHOD?
There is no such thing as better or best
method. The best method is the method that
works, the method that is effective, the
method that will enable you to realize your
intended outcome. The effectiveness of a
method is dependent on many factors such
as:
1. Teacher’s readiness
2. Learner’s readiness
3. Nature of the subject matter
4. Time allotment for a subject.
CHAPTER 3
CONSTRUCTIVIST TEACHING:
INTERACTIVE, COLLABORATIVE,
INTEGRATIVE AND INQUIRY-BASED
FEATURES OF CONSTRUCTIVIST TEACHING
Constructivist teaching is based on the belief
that learning occurs when learners are
actively involved in a process of meaning and
knowledge construction as opposed to
passively receiving information. Learners are
the makers of meaning and knowledge. The
following are the characteristics of
constructivist teaching culled from related
conceptual literature:
1. AUTHENTIC ACTIVITIES AND REAL-
WORLD ENVIRONMENTS
 Learning situations,
environments, skills, content
and tasks are relevant,
realistic, and authentic and
represent the natural
complexities of the ‘real
world’.
 Primary sources of data are
used in order to ensure
authenticity and real-world
complexity
 Assessment is authentic and
interwoven with teaching.
  Learners are provided with considered in the knowledge
the opportunity for process.
apprenticeship learning in  Errors provide the
which there is an increasing opportunity for insight into
complexity of tasks, skills and student’s previous knowledge
knowledge acquisition. constructions.
2. MULTIPLE PERSPECTIVE – Learning
INTERACTIVE TEACHING
environment “should support
multiple perspective or The word interactive reminds us of people
interpretations of reality, knowledge with whom the learner interacts in order to
construction, and context-rich, learn. The interaction can be collaborative
experienced-based activities” and so we have collaborative teaching and
(Jonassen, 1995) learning. This interaction can also be between
3. WHOLISTIC, INTEGRATIVE – the learner and learning materials like a
knowledge complexity is reflected in module, a film, a video clip, a poem or a map.
an emphasis on conceptual
interrelated and interdisciplinary WHY DO WE PROMOTE INTERACTIVE
learning. TEACHING?
4. SELF-DIRECTED LEARNRS For many reasons:
 The student plays a central  Learning is an active process. Only the
role in mediating and students can do the learning for
controlling learning. himself.
 Learning is also a social process.
 Goals and objectives are
derived by the students or in Vygotskyy’s (1998) social learning
negotiation with the teacher theory state that we learn from
or system. others.
 Exploration is a favoured  Every student can serve as a resource
approach in order to person. Every student has so much to
encourage students to seek share.
knowledge independently and TEACHER’S TASKS IN INTERACTIVE
to make the pursuit of their TEACHING-LEARNING
goals. TEACHER:
 Scaffolding is facilitated to  Must ask specific, non-intimidating
help students perform just feedback questions and HOTS
questions. Ask HOTS questions. Don’t
beyond the limits of their
ability get fixated at low-level of questioning.
5. MEANINGFUL LEARNING  Must make the focus of interaction
clear. The questions that guide the
 Knowledge construction and interaction are based on your
not reproduction is intended learning targets or
emphasized. outcomes.
 The learner’s previous  Must create the climate favourable
knowledge constructions, for genuine interaction. No sarcastic
beliefs and attitudes are remarks. Take time to genuinely listen
 to student’s response. You ask for
their responses so listen to them.
 Must do less talk so students talk
more. Learn to “decrease” so students
“increase”. What is worst is posing
questions and answering them
yourselves.
TEACHER’S TASKS IN COLLABORATIVE
LEARNING
Teacher must:
 Begin with the conviction that every
student can share something in the
attainment of a goal. Collaborative
learning operates on respect and
trust.
 Structure tasks in such a way that the
group goal cannot be realized without
the member’s collaborating.
 Make the goal clear to all.
 Ensures that guidelines on procedures
are clear especially on how their
performance is assessed.
 Must make clear that at the end of
the activity, they have to reflect
together.
INTEGRATIVE TEACHING AND LEARNING
INTERDISCIPLINARY TEACHING. Integrate
comes from the Latin word “integer” which
means to make whole. Integrative teaching
and learning means putting together
separate disciplines to make whole. To
breathe life into the subject matter bring
together the various disciplines. This is
integrative teaching.
TRANSDISCIPLINARY TEACHING. This means
connecting lifeless subject matter to life itself.
When the subject matter gets connected to
real life, it becomes alive and interesting.
THREE-LEVEL TEACHING.In the three-level
approach, you teach as planned, either
deductively or inductively, but cap your
teaching with value level teaching. Connect
your cognitive or skill lesson with value
teaching. The three-level teaching is teaching
information for formation and
transformation. Whatever information a
student learns must somehow forms and
transform his/her way of thinking, acting, and
living. It makes teaching whole by integrating
the cognitive, psychomotor and affective
dimensions of teaching and learning.
MULTIPLE INTELLIGENCE-BASED AND
LEARNING STYLE-BASED TEACHING. If
integrative teaching is making things whole, it
also means putting together the multiple
intelligences (MI) of the learner as identified
by Howard Gardner. It is also considering
varied learning styles (LS).
TEACHER’S TASKS IN INTEGRATIVE TEACHING
1. To do integrative teaching, a teacher
needs a broad background for
him/her to see readily the entry
points for interdisciplinary
integration.
2. To do integrative teaching by
transdisciplinary and 3-level teaching
mode, a teacher must be able to
connect subject matter to values and
to life as a whole.
3. To be able to integrate MI and LS, the
teacher must be familiar with MIs and
LSs and must have a reservoir of
teaching activities to be able to cater
to students with diverse MIs and LSs.
INQUIRY-BASED TEACHING
Constructivist teaching is also inquiry-based.
As the name implies, this is teaching that is
focused on inquiry or question. It espouses
investigation, exploration, search, pursuit and
study.
TEACHER’S TASK IN INQUIRY-BASED
TEACHING-LEARNING
When using inquiry-based lessons, teachers
are responsible for:
 Starting the inquiry process
 Promoting students dialog
 Transitioning between small groups
and classroom discussions;
 Intervening to clear misconceptions or
develop student’s understanding of
content material; and
 Modelling scientific procedures and
attitudes.
INQUIRY-BASED LEARNING ACTIVITIES
Some specific learning processes that people
engage in during inquiry-learning include:
 Creating questions of their own
 Obtaining supportive evidence to
answer the question/s
 Explaining the evidence collected
 Connecting the explanation of the
knowledge obtained from the
investigative process
Inquiry-based learning covers a range of
activities to learning and teaching, including:
 Field-work
 Case studies
 Investigations
 Individual and group projects
 Research project
CHAPTER 4
PROBLEM-BASED LEARNING AND
PROJECT-BASED LEARNING
PROBLEM-BASED LEARNING (PBL) uses an
inquiry model or a problem-solving model.
Students are given a problem, pose questions
about the problem, plan on what and how to
gather the necessary information and come
up with their conclusions.
STEPS IN PROBLEM-BASED LEARNING
 Read and analyse the problem
scenario
 List what is known
 Develop a problem statement
 List what is needed
 Lists actions, solutions and
hypotheses
 Gather information
 Analyse information
 Present findings and
recommendations
SOME REMINDERS FOR PBL TO WORK
1. The problem must be designed in
such a way that different appropriate
solutions/answers may apply.
2. The problem must be a real world
scenario. One would be by
constructing a problem statement,
which contains the following:
 It casts the student in a
particular role
 It contains a problem
 It gives a student a task.
3. The problem must be relevant to the
students and must be
developmentally appropriate.
4. Guidelines must be set on how the
team/group will work together, the
expected dates of completion and
group presentation before the class,
the procedures in group presentation.
5. Teacher gives guidance but does not
give answer to the problem/s.
6. Students must be given reasonable
amount of time to do the work.
7. Teacher makes clear how
performance will be assessed. It is
best that the scoring rubric gets
presented before the work begins.
WHAT DOES GRASPS MEANS?it is an acronym  Experiential
that guides teachers in the formulation of an  Geared toward “real world” tasks
authentic performance task like problem  Inquiry-based
solving.  Project or problems have more than
G-oal one approach or answer
R-ole  Simulate professional situations
A-udience  Teacher as coach or facilitator
S-ituation  Students generally work in
P-roduct or performance cooperative groups
S-tandards  Students are encouraged to find
multiple sources of information
PROJECT-BASED LEARNING (PrB/PjBL)  Emphasis on authentic, performance-
As the name implies involves a project which based assessment
involves a complex task and some form of
 Relate to the information processing
student presentation, and/or creating an
approach
actual product. Students do project-based
learning by:
ASSESSMENT IN PBL AND PrBL AND IN K TO
 Defining the purpose of creating the 12
topic The learning outcomes to be assessed in k to
 Identifying their audience 12 come in 4 levels:
 Doing research on the topic 1. Knowledge –“substantive content of
 Designing the product the curriculum, the facts and
 Implementing the design information that the student
 Solving the problem that arise; and acquires”.
finally 2. Process or skills – refers to “skills or
 Coming up with the product. cognitive operations that the student
performs on facts and information for
STEPS IN PROBLEM-BASED LEARNING the purpose of constructing meanings
STUDENT: or understanding.”
 Conceptualize their project design 3. Understanding– refer to the enduring
 Critique one another’s design big ideas, principles and
 Revise and finalize their project generalizations inherited to the
design discipline which are assessed using
 Present their product the six facet of understanding.
 Reflect on how they completed the  Explaining
project  Interpreting
 Applying
COMPARISON OF PROBLEM-BASED AND  Demonstrating
PROJECT-BASED LEARNING  Displaying empathy
Both PrBL (C_PBL) and PBL have the following  Processing self-knowledge
features: Students develop understanding of
 Based on constructivist approach to the lesson when they can:
learning  Explain concepts, principles
 Learner-focused and processes by putting
 them in their own words,
teaching them to others,
justifying answers;
 Interpret by making sense of
data, text and experience
through images, analogies,
stories and models;
 Apply by effectively using and
adapting what they know in
new and complex contexts;
 Demonstrate perspective by
seeing the big picture and
recognizing different points of
view;
 Display empathy by
perceiving sensitively and
putting one’s self in someone
else’s shoes; and
 Have self-knowledge by
showing meta-cognitive
awareness, using productive
habits of mind such as
self0regulated thinking and
self-directed learning and
reflecting on the meaning of
the learning and experience.
4. Product/performance – if we agreed
on the statement “we assess what we
value and we value what we assess”
then we can say that K to 12 values
not only low level knowledge acquired
but also and more importantly the
manipulative and cognitive skills, the
6 facets of understanding, the product
or performance.
CHAPTER 5
REASERCH-BASED TEACHING AND
LEARNING IN THE 21ST CENTURY
THE NINE CATEGORIES OF INSTRUCTIONAL
STRATEGIES
1. Setting Objectives and Providing
Feedback – provide students with a
direction for learning and information
about how well they are performing
relative to a particular learning
objective so they can improve their
performance.
2. Reinforcing Effort and Providing
Recognition – enhance student’s
understanding of the relationship
between effort and achievement by
addressing students’ attitudes and
beliefs about learning.
3. Cooperative Learning – provides
student s with opportunities to
interact with one another in ways that
enable their learning
4. Cues, Questions and Advance
Organizers – enhance students’ ability
to retrieve, use and organize what
they already know about a topic.
5. Non-Linguistic Representation –
enhance students’ ability to represent
and elaborate on knowledge using
mental images
6. Summarizing and Note Taking –
enhance students’ ability to
synthesize information and organize it
in a way that captures the main idea
and supporting details.
7. Assigning Homework and Providing
Practice – extend the learning
opportunities for students to practice,
review, and apply knowledge.
8. Identifying Similarities and
Differences enhance students’
understanding of and ability to use
knowledge by engaging them in
mental process that involve
identifying ways in which items are
alike and different
9. Generating and Testing Hypotheses –
enhance students’ understanding of
and ability to use knowledge by
engaging them in mental process that
 involve making and testing
hypotheses
The nine categories can be divided into 3
groups
1. CREATING THE ENVIRONMENT FOR
LEARNING
2. HELPING STUDENTS DEVELOP
UNDERSTANDING
3. HELPING STUDENTS EXTEND AND
APPLY KNOWLWDGE
CREATING THE ENVIRONMENT FOR
LEARNING
One of the most important influences on
student achievement is the relationship
between the teacher and students (Hattie,
2009). Essential in creating a favourable
learning atmosphere is growth mind-set
where teachers’ words and actions make it
clear that student achievement depends on
hard work and effort and is not cast in stone
by past performance. This motivates students
to work harder, as students work harder, their
feeling of self-efficacy increases.
The first three instructional strategies when
applied will lead to a positive learning
environment. They are:
 Setting objectives and providing
feedback
 Reinforcing effort and providing
recognition
 cooperative learning
SETTING OBJECTIVES – There are four
recommendations for setting objectives in the
classroom:
 Set learning objectives that are
specific but no restrictive
 Communicate the learning objectives
to students and parents
 Connect the learning objectives to
previous and future learning
 Engage students in setting personal
learning objectives.
PROVIDING FEEDBACK –how should feedback
be provided? Here are recommendations
 Provide feedback to make students
understand what was correct and
what was incorrect and to make clear
what students need to do next.
 Provide feedback in time to meet
student’s needs
 Feedback should be criterion-
referenced. Feedback should make
students see their performance in
relation to the expected outcome or
the learning target and not in relation
to the classmates’ performance
 Engage students in the feedback
process. This way, they are made to
reflect on their own performance and
exchange feedback with peers.
REINFORCING EFFORT –Teach students that
success is within their control because it
comes as a result of their effort not because
of other people or luck.
PROVIDING RECOGNITION –what can be
doneto provide recognition? Here are two
recommendations:
 Promote a mystery-goal orientation
 Provide praise that is specific and
aligned with expected performance
and behaviours
COOPERATIVE LEARNING–learning
atmosphere is more favourable when
students work together rather than compete
and work against one another
HELPING STUDENTS DEVELOP
UNDERSTANDING
 CUES, QUESTION AND ADVANCE
ORGANIZERS
o Use explicit clues – this can
be done by:
 Giving a preview of
what is to be
learnedperhaps with
the use of pictures
  By explaining the 1. GRAPHIC ORGANIZERS – 6 typed of
learning outcomes of graphic organizers are commonly
the lesson/unit, and used to organize information are:
 Providing a list of o Descriptive – gathers
guide questions that fact about a topic
they should be able to o Time-sequence –
answer at the end of organizes information
the lesson/unit. in a sequential or
1. USE ADVANCE ORGANIZERS – chronological order
there are four formats of o Process/cause effect
advance organizers, namely: – organizes the
1. Expository advance information that leads
organizer – describe to an outcome
in written or verbal o Episode – combines
form the new content multiple ways of
the students are organizing
about to learn. information about a
2. Narrative Advance specific event
organizer – present o Generalization-
lesson in a story form presents the details
to make relevant and the
connection to the generalization arrived
lesson. Can also be in at
a form of a video clip o Engaging students in
of a material relevant kinaesthetic activity
to the lesson. 2. PHYSICAL MODELS OR
3. Skimming – process MANIPULATIVES –
of quickly looking manipulative are physical
over a material to get tools of teaching that engage
a general idea of what students visually and
the material is about physically with objects such as
before reading it fully. coins, play money, blocks etc.
3. MENTAL PICTURES – make
NON-LINGUISTIC REPRESENTATION students generate mental
Information is stored in memory in two ways pictures or mental images.
as: Mental images are
1. Word (linguistic) representations of the
2. Images (non-linguistic)- non-linguistic physical world in a person’s
representations dwell on imagery mind.
form. IMAGERY– “expressed as a 4. CREATE PICTURES,
mental pictures or physical sensations ILLUSTRATIONS AND
such as smell, taste, touch, PICTOGRAPHS – creating
kinaesthetic, association and sound”. pictures, illustration or
None linguistic representations include: pictographs by hand or on a
 computer is an opportunity
for personalized learning.
5. Engage in kinaesthetic
activities – Jensen (2001)
claims that when students
move around as part of
learning activities, they create
more neural networks in their
brains and the learning stays
with them longer.
SUMMARIZING AND NOTE TAKING
The following process can help students do
the summarizing:
 Use summary frames – a
summaryframe isa series of questions
or statements that need to be
completed. It is designed to highlight
the critical elements of a specific text
pattern. A summary frame may also
contains questions which when
answered can serve as summary of an
article.
 Engage students in reciprocal
teaching – reciprocal teaching refers
to an instructional activity in which
students become the teacher in small
group reading sessions.
NOTE TAKING –is another strategy that can
help student’s understand and remember
new information. Note taking may be done by
writing words or by drawing. There are 3
formats for note taking have been found to be
useful:
1. WEBBING – a non-linear format and
uses shapes, colour and arrows to
show relationship between and
among ideas.
2. INFORMAL OUTLINING – The
Skeleton Prose is the informal
outlining referred to here. This is the
most common form of note taking.
Notes are structured as a sequence of
numbered points and paragraphs,
with headings and indentions – a little
like an essay plan.
ASSIGNING HOMEWORK AND PROVIDING
PRACTICE
To ensure that home works:
1. Design homework that provides
students with opportunities to
practice skills and processes in order
to increase their speed, accuracy,
fluency and conceptual understanding
or to extend their learning on a topic
already learned or to learn new
content
2. Provide feedback on homework
3. Align homework to the learning
outcome or objective.
HELPING STUDENTS EXTEND AND APPLY
KNOWLEDGE
Effective learning is proven in students’ ability
to apply and extend knowledge. Two
research-based strategies on extending and
applying knowledge are:
1. Identifying similarities and
differences. Dean, et all (2012) give
four strategies in identifying
similarities and differences namely:
o COMPARING –showing
similarities and differences
o CLASSIFYING – the process of
organizing groups and
labelling them according to
their similarities.
o CREATING METHAPHOR – the
process of identifying a
general or basic pattern in a
specific topic and then finding
another topic that appears to
be quite different but has the
same general pattern.
o CREATING ANALOGIES – the
process of identifying
relationships between pairs of
concepts or between
relationships.
 2. GENERATING AND TESTING  Closure
HYPOTHESES.When students 2. For UbD, the parts of an instructional
generate and test hypotheses they plan follows the acronym
actually apply principles learned. They w.h.e.r.e.t.o
deepened their understanding of the W– Where and why
principles upon which they base their H – Hook and hold
hypotheses. Generating and testing E – explore and experience
hypotheses can also be applied in
R – reflect, rethink ,revise
problem solving.
E – self-Evaluation
T – tailor and personalize the work
CHAPTER 6 O – organize for optimal effectiveness
INSTRUCTIONALPLANNING AND 3. Here is another Lesson Plan with the
following part:
DEVELOPMENT
I. Objective
II. Subject Matter and
OUTCOMES-BASED EDUCATION (OBE) AND References
UNDERSTANDING BY DESIGN (UbD) III. Materials
One of the features of OBE is “design down”. IV. Procedure
This means that in OBE you determine first A. Introduction
the learning targets or the learning outcomes B. Motivation
before you design instruction. C. Lesson Proper
Understanding by design also known as UbD is -activities
a background design. Like OBE, the first step -application
in UbD is “identify results” followed by -summary
determining assessment evidence. Planning D. Evaluation
instruction comes only after determining E. Homework
assessment evidence. LESSON DEVELOPMENT IN DIRECT
ELEMENTS OF A LESSON (DEDUCTIVE) AND INDIRECT (INDUCTIVE)
PLAN/INSTRUCTIONAL PLAN/LEARNING INSTRUCTION
PLAN
A lesson plan is also called an instructional INDIRECT – you teach beginning with rule,
plan or a learning plan. What are the generalization, abstraction or principle and
elements of a lesson plan? end with examples and details.You begin your
1. Dr. Madeline Hunter’s research lesson with the concrete experiences, details,
indicates that effective teachers examples and assist students to discover and
usually include the following elements give the rule, generalization and abstraction.
in their lessons. An example of instruction that proceeds
 Anticipatory set. INDUCTIVELY is the 4A’s:
 Purpose  Activity
 Input  Analysis
 Modelling  Abstraction
 Guided practice  application
 Checking for understanding
 Independent practice
DIRECT – the teacher gives input on
vocabulary, skills and concepts; demonstrates
what is to be learned; gives guided practice;
checks for understanding; and makes students
do independent practice that leads to lesson
closure
Here is a detailed illustration:
 INPUT- the teacher provides the
information needed for students to
gain the knowledge or skill through
lecture, film, tape, video, pictures, etc
 MODELING – once material has been
presented, the teacher uses it to show
students examples of what is
expected as an end product of their
work.
 CHECKING FOR UNDERSTANDING –
this determines whether students
have “got it” before proceeding. If
there’s any doubt that the class has
not understood, the concept/skill
should be retaught before practice
begins.
 QUESTIONING STRATEIES – This
entail asking questions that go
beyond mere recall to probe for the
higher levels of understanding to
ensure memory network binding and
transfer
 GUIDED PRACTICE – this is an
opportunity for each student to
demonstrate grasp of new learning by
working through an activity or
exercise under the teacher’s direct
supervision.
 CLOSURE – it is the act of reviewing
and clarifying the key points of a
lesson. Closure is used:
a) To cue students to the fact that
they have arrived at an important
point in the lesson
b) To help organize student learning,
to consolidate, eliminate
confusion and frustration.
c) To reinforce the major points to
be learned
d) To help establish the network of
thought relationships that
provides a number of possibilities
for cues for retrieval.
 INDEPENDENT PRACTICE–once the
pupils have mastered the content or
skill, it is time to provide for
reinforcement practice. It is provided
on a repeating schedule so that the
learning is not forgotten
CHAPTER 7
THE TEACHING OF THE LANGUAGE
SUBJECTS
LESSON 1 MOTHER TONGUE- BASED
MULTILINGUAL EDUCATION
As of 2014, the Department of education has
19 major local languages as medium of
instruction from kinder up to grade 3 under
the Mother tongue-Based Multilingual
Education.
The 12 local languages used are:
 Tagalog
 Kapampangan
 Pangasinense
 Iloko,
 Bikol
 Cebuano
 Hiligaynon
 Waray
 Tausug
 Maguindanaoan
 Maranao
 Chabacano
In school year 2013-2014 seven more major
local language were added. These are:
 Ybanag for pupils in Tuguegarao City,
Cagayan and Isabela;
 Ivatan for Batanes Group
  Sambal in Zambales
 Aklanon in Aklan
 KInaray-a in Capiz
 Ayakan in Autonomous Region
 Suriganaonon covering Surigao City
and Provinces

WHAT IS MEANT BY MOTHERTONGUE?

Section 4 of the implementing rules and
regulations of Republic Act 10533, otherwise
known as the Enhanced Basic Education Act
of2013 defines mother tongue as “the THE PRINCIPLES OF MTB-MLE ARE:
language or languages first learned by a child, 1. Effective language learning proceed
which he/she identifies with, as identified as a from the known to the unknown.
native language user of by others, which 2. Language learning is an active
he/she knows best, or uses most.” process. There is no other more
effective way to learn a new language
THE TWO END GOALS OF MTB-MLE ARE: than reading, speaking and writing in
that language.
 LIFELONG LEARNING
3. Successful language learning focuses
 COMMUNICATIVE COMPETENCE
on meaning, accuracy, and fluency.
WHAT IS LIFELONG LEARNING?
You teach learners the new language
As the name implies, it is learning that is
in meaningful natural context and not
pursued throughout life.
in out-of-context unrealistic drills.
COMMUNICATIVE COMPETENCE
4. Teach new language systematically to
It is the learner’s ability to understand and
make the transition from the first
use language appropriately to communicate in
language to second language gradual
authentic situations.
and non-threatening. Effective
COGNITIVE DEVELOPMENT
language teaching includes the
Is attained by teaching of the mother tongue
macroskills of listening, speaking,
as a subject in Grades 1-3 and by the use of
reading, writing and viewing in that
mother tongue as the language of learning or
order.
as medium of instruction. In the mother
tongue subject the five macro skills –
listening, speaking, reading, writing and LESSON 2THE TEACHING OF FILIPINO
viewing in the mother tongue are taught. LANGUAGE

THE END GOAL OF K TO 12 CURRICULUM is

the development of a “buo at ganap na
Filipino na may kapaki-pakinabang na literasi”
(wholistically developed and functionally
literate Filipino). The teachingof Filipino
contributes to the formation of a mag aaral na
may
1. Kakayahang komunikatibo
(communicative competence)
 2. Replektibo/mapanuring pag isip
(reflective and critical thinking)
3. Pagpapahalagang pampanitikan (
literary appreciation)
Sa pamamagitan ng mga babasahin at
teknolohiyatungo sa pagkakaroon ng cultural
literacy, at patuloy na pagkatuto (lifelong
learning) upang makaagapay sa mabilis na
pagbabagong nagaganap sa daigdig.
THE FIVE MACROSKILLS
1. Pakikinig
2. Pagsasalita
3. Pabasa
4. Pagsulat
5. Panonood
Are the centre of Filipino language teaching
and learning like any other language teaching.
To make the Filipino curriculum responsive
and relevant, it was based on the kalikasan at
mag aaral and pangangailangang panlipunan
at global na pamayanan (needs of society and
the global community).
Aside from 5macroskills, the teaching of
Filipino is also focused on 8 domains as
follows:
1. Pag unawa sa napakinggan (PN)
2. Pag unawa sa binasa (PB)
3. Paglinang ng talasalitaan (PT)
4. Panonood (PN)
5. Pagsasaliya (PS)
6. Pagsulat (PU)
7. Wika at gramatika (WG)
8. Estratihiya sa pag aaral (EP)
LESSON 3THE TEACHING OF
ENGLISH IN THE KTO 12
CURRICULUMS
The end goals of teaching and learning English
are:
 COMMUNICATIVE COMPETENENCE -
the student’s ability to understand
and use language appropriately and
correctly to communicate in authentic
situations.
 MULTILITIRACIES – the term comes
from the two words “multi” and
“literacy” and implies that text is not
the only way to communicate. Text is
combined with sounds and images.
The six main processes that form part of the
core of English language teaching are:
1. Construction
2. Spiral progression
3. Integration
4. Interaction
5. Contextualization
6. Learner-centred instruction
The curriculum framework for English
language teaching mentions more than 5
macroskills. It added RESPONDING and
REPRESENTING. The addition of responding to
reading and viewing ensures learner’s making
meaning out of what they read and vie.
LESSON 4COMMUNICATIVE
COMPETENCES: THE GOAL OF LANGUAGE
TEACHING (MOTHER TONGUE, FILIPINO, and
ENGLISH)
FOUR ASPECTS OF COMMUNICATIVE
COMPETENCE
Michael Canale and Merrill Swain (1980)
identified four components of communicative
competence namely:
1. GRAMMATICAL COMPETENCE –
concerned with mastery of the
linguistic code (verbal 0r non-verbal)
which includes, vocabulary knowledge
as well as knowledge of:
 Morphological (morphology )
– the study of the internal
structure of words
 Syntactic (syntax) – the
arrangement of words in a
sentence
  Semantic – the study of
meaning of linguistic
expressions
 Phonetics – a branch of
linguistics that comprises the
study of the sounds of human
speech or – in the case of sign
languages – the equivalent
aspect of sign
 Orthographic rules
(orthography) – the
methodology of writing a
language. It includes rules of
spelling, hyphenation,
capitalization, word breaks,
emphasis and punctuation.
2. SOCIOLINGUISTIC COMPETENCE -
refers to the possession of knowledge
and skills for appropriate language
use in a social context.
3. DISCOURSE COMPETENCE – also
called interactional competence
which includes t textual and
rhetorical competence. It deals with
cohesion and coherence in different
types of texts both textual and
rhetorical. Textual competence is a
measure of how well an individual can
read different texts and understand
them. Different kinds of text includes:
 Fiction
 Nonfiction
 Narratives
 Instructional guides
 Procedural texts
 Expository texts
 Hortatory text
 And other type of written
communications
4. STRATEGIC COMPETENCE – refers to
a “speaker’s ability to adapt his/her
use of verbal and non0verbal
language to compensate for
communication problem caused by
the speaker’s lack of understanding of
proper grammar use and /or
insufficient knowledge of social;
behavioural and communication
norms”.
LESSON 5 THE PRINCIPLE OF LANGUAGE
LEARNING
COGNITIVE PRINCIPLES
1. Anticipation of reward. Learners are
motivated to perform by the thought
of a reward, tangible or intangible,
long or short-term.
2. Meaningful Learning. Providing a
realistic context to the use of
language is thought to lead to better
long term retention, as opposed to
rote learning.
3. AUTOMACITY – this is subconscious
processing of language for fluency.
4. STRATEGIC INVESTMENT. Success in
learning is dependent on the time and
effort learners spend in mastering the
language.
5. INTRINSIC MOTIVATION – the most
potent learning “rewards” to enhance
performance are that that stem from
the needs, wants and desires within
the learner.
LINGUISTIC PRINCIPLES
1. NATIVE LANGUGE EFFECT. A learner’s
native language creates both
facilitating and interfering effects on
learning
2. COMMUNICATIVE COMPETENCE.
Fluency and use are just as important
as accuracy and usage.
3. INTERLANGUAGE. In second language
learning, learner’s manifest a
systematic progression of acquisition
of sounds and words and structures
and discourse features.
SOCIOAFFECTIVE DOMAIN
1. LANGUAGE-CULTURE CONNECTION.
Learning a language also involves
learning a complex system of cultural
customs, values and way of thinking,
feeling or acting.
What are the implications of these
language teachers?
 Discuss cultural differences
emphasizing that no culture is
better than another.
 Consciously connect culture and
language
 Include among your techniques
certain activities or materials that
illustrate the connection between
language and culture
 Don’t be culturally offensive in
the class
 Use appropriate language.
Language appropriateness
depends on:
 Setting of the
communication
 Topic
 Relationship among the
people communicating
 Knowing what the taboos
are
 What politeness indices
are used
 What politically correct
attitude term would be
for something
 How specific attitude is
expressed
2. SELF-CONFIDENCE. This is self-esteem
or “I can do it” principle.
What should Language teachers do?
 Give ample verbal and non-
verbal assurances to students.
Affirming student’s ability
helps a lot
3. RISK-TAKING. Students who are self-
confident take risks and accomplish
more.
What can language teachers do?
 Carefully sequence
techniques to ensure learner
success
 Create an atmosphere in the
classroom that encourages
students to try out language,
venture a response
 Provide reasonable challenges
 Return student’s risky
attempts with positive
affirmation
4. LANGUAGE EG0. “The identity a
person develops in reference to the
language he or she speaks”.
What should the language teacher do?
 Display supportive attitude to
students
 Considering learner’s
language ego state.
LESSON 6 APPROACHES, METHODS AND
ACTIVITIES IN LANGUAGE TEACHING
GOUIN AND BERLITZ –THE DIRECT METHOD
Then came the series method of François
Gouin which taught learners directly s “series”
of connected sentences that are easy to
understand, and generations later gave place
to the DIRECT METHOD of Charles Berlitz.
DIRECT METHOD – there should be lots of
oral interaction, spontaneous use of the
language, no translation, and little, if any,
analysis of grammatical rules and synthetic
structures.
AUDIOLINGUAL METHOD – otherwise known
as the army method, because it was the
method used to teach the American army to
become orally proficient in the languages of
their allies and enemies alike at the outbreak
of World War 2 was introduced.
THE LANGUAGE TEACHING METHODS*
1. GRAMMAR TRANSLATION METHOD.
(first known as Classical method) –
 Classes are taught in the
mother tongue with little
active use of the target
language
 Much vocabulary is taught in
the form of list of isolated
words.
 Long elaborate explanations
of the intricate of grammar
are given
 Grammar provides the rule
for putting words together
and instruction often focuses
on the form and inflection of
words
 Little attention is paid to the
content of text which is
treated as exercise is
grammatical analysis.
 Often the only drills are
exercises in translating
disconnected sentences from
the target language into the
mother tongue
 Little or no attention is given
to pronunciation’
2. THE DIRECT METHOD. This is
premised on the principle that second
language learning should be more like
first language learning.
Below are characteristics of the
Direct Method
 Classroom instruction was
conducted exclusively in the
target language
 Only everyday vocabulary and
sentences were taught
 Oral communication classes
were built up in a carefully
traded progression organized
around question-and-answer
exchanges between teachers
and students in small,
intensive classes,
 Grammar was taught
inductively
 New teaching points were
taught through modelling and
practice
 Concrete vocabulary was
taught through association of
ideas
 Both speech and listening
were taught
 Correct pronunciation and
grammar were emphasized.
3. THE AUDIOLINGUAL METHOD (ALM).
It is based on behaviouristic theory
that advocated conditioning and
habit-formation models of learning.
The following are the characteristics
of the ALM:
 New material are
characteristics in dialog form
 There is dependence on
mimicry, memorization of set
phrases and overlearning
 Structures are sequenced by
means of contractive analysis
and taught at one time
 Structural patterns are taught
using repetitive drills.
 There is little or no
grammatical explanation.
 Vocabulary is strictly limited
and learned in context
 There is much use of tapes,
language labs and visual aids
 Great importance is attached
to pronunciation
  Very little use of the mother and acting. The teachers are
tongue by teachers is the director and the students
permitted are the actors.
 Successful response are 5. NATURAL METHOD. It is aimed at the
immediately reinforced goal of basic personal communication
 There is great effort to get skills, i.e., everyday language
students to produce error- situations – conversations, shopping,
free utterances listening to the radio.
4. THE “DESIGNER” METHODS are This method involves 3 stages:
products of multidisciplinary  The preproduction stage –
researches after ALM waned. the development of listening
 Community Language comprehension skills
Learning (CCL). This is an  Early production stage –
affectively-based method. usually marked with errors as
This reflects Carl Roger’s view students struggle with
of education in which learners language
in a classroom are regarded  Extending production –
as a “group” rather than a involving more complex
“class” in need of certain games, role-plays, open-
therapy and counselling. ended dialogs, discussions
 SUGGESTOPEDIA. This grew and extended small work.
from Bulgarian psychologist 6. COMMUNICATIVE LANGUAGE
Georgi Lozanov’s view that TEACHING (CLT) - the five features of
the human brain could CTL are:
process great quantities of  An emphasis on learning to
material if simply given the communicate through
right conditions for learning. interaction in the target
 The Silent Way. This method language
capitalized on discovery  The introduction of authentic
learning. It is based on the texts into the learning
following learning theories: situation
Learning is facilitated:  The provision of opportunities
 If the learner for learners to focus, not only
discovers or creates on language but on the
rather than learning process itself
remembers and  An enhancement of the
repeats what is to be learner’s own personal
learned experiences as important
 By accompanying contributing elements to
physical objects classroom learning
 By problem solving  An attempt to link classroom
involving the material language learning with
to be learned activation outside the
 Total Physical Response. This classroom
methods demands listening
PRINCIPLES RELATED TO COMMUNICATIVE
LANGUAGE TEACHING
1. LEARNER-CENTERED TEACHING – as
the name implies, the learner is the
centre of teaching in contrast to the
teacher as centre of teaching.
Learner-centred make use of:
 Techniques that focus on
learner’s needs, goals and
style
 Techniques that give some
control to the students
 Techniques that allow for
student’s sense of
competence and self-worth
2. COOPERATIVE LEARNING. Students
work together in pairs or in groups.
Team work is evident in choice of
techniques and in evaluating
progress.
3. INTERACTIVE LEARNING.Language
classes must be highly interactive.
Most likely to be found in interactive
language classes are:
 Doing a significant amount of
pair work and group work
 Receiving authentic language
in real world contexts
 Producing language for
genuine, meaningful
communication
 Performing classroom tasks
that prepare them for actual
language use out there
 Practicing oral
communication through the
give and take and spontaneity
of actual conversations
 Writing to and for real
audiences, not contrived ones
4. WHOLE LANGUAGE EDUCATION. This
emphasizes:
 A wholeness of language as
opposed to views
thatfragmented into
phonemes, graphemes,
morphemes and words
 The interaction and
interconnections among the
macroskills
 Importance of the written
code as natural and
developmental, just like the
oral code
5. CONTENT-CENTERED EDUCATION. It
is the study of language and subject
matter at the same time with the
form and sequence of language
presentation depending on content
material.
6. TASK-BASED LEARNING. Learning is
focused on tasks. The learning process
is a set of communicative tasks that
completion of which leads to the
realization of learning goals such as
communicative competence.
CHAPTER 8
THE TEACHING OF ARALING
PANLIPUNAN
Effective teaching of Araling Panlipunan
begins with a clear understanding of the
expected outcomes of the teaching of Araling
Panlipunan.
Lesson 1 : The Goals and Scope of Araling
Panlipunan (Social Studies)
Intended Outcomes of Araling Panlipunan as a
Course (Subject)
The K to 12 Curriculum Guide for Araling
Panlipunan developed by the Department of
Education States:
® tunguhin (goal) ng K to 12 Kurikulum ng
Araling Panlipunan ang makahubog ng
mamamayang mapanuri (analytical),
mapagmuni (creative), mapanagutan
(responsible), produktibo (productive),
makakalikasan (cares for environment),
makabansa (natinalistic) at makaao ( cares for
humanity) na may pambansa at
pandaigdigang pananaw (has natinal and
global awareness) at pagpapahalaga sa mga
usaping pangkasaysayan at panlipunan
(appreciation for current and social issues)
The Grade Level Standards and Subjects of
Araling Panlipunan make more specific the
key stage standards of Araling Panlipunan as a
course. With specific content per grade level,
the outcomes of Araling Panlipunan as a
whole become more specific, too.

® Indeed, it is social studies. This means that

whatever knowledge , skills and attitudes that
the Araling Panlipunan student acquires must
redound to the improvement of his/her
community – local, national and global
including natural enironment.

® All forms of “learning to know” , “learning to

do” , “learning to be” must lead to a
community of people living together
peacefully for that is the true essence of man
as a social being and as one meant to be
social.

The Key Stage Standard

The Araling Panlipunan Curriculum Guide

specified the outcomes of teaching Araling
Lesson 2: Guiding Principles in the Teaching
Panlipunan after each stage
of Araling Panlipunan

Effective teaching of Araling Panlipunan is

characterized asmeaningful,integrative, value-
based, challenging and active. These are the
key words in the guiding principles for Araling
Panlipunan teaching

Meaningful. Lesson is meaningful when:

-It is relevant and connected to students’

lives including prior experiences.

-It is taught with depth not just memorizing

isolated bits of information and superficial
content coverage for the test

-It challenges the student to employ life skills

like critical and creative thingking skills

-Lesson is learned by doing.

Active. Learning is”hands-on, minds-on,
hearts-on”. Learning is active when:
-Student discuss issues, solve problems make
decisions themselves
-Students interact with the teacher
-Students interact with the classmates
-Students interact with learning materials
Value-based. Lessons have both cognitive and
affective dimensions.Lessons are meant to
develop students with a mind and heart.
Araling Panlipunan teaching is value-based
when:
-Lessons make use f value-laden concerns and
issues where students expected to come ip
with informed and value-based decisions.
-AP lessons engage students in experiences
that develop them to become good citizens of
a democratic form of government.
-AP lessons balance the cerebral approach
with an emotional touch
Integrative. Araling Panlipunan teaching is
enriched by employing multidisciplinary
approach. By its very nature, Araling
Panlipunan as a subject consists of a number
of interrelated disciplines. Araling Panlipunan
teaching is integrative when:
-Lessons integrate other disciplines.
-Lessons connect the past, the present and
the future.
-Lessons consider students’ multiple
intellegences and learning styles.
-Lessons make use of cognitive skills used in
other disciplines such as interpreting data,
drawing conclusions.
Challenging. Araling Panlipunan teaching is
challenging when it requires real effort on he
part of students to learn. Araling Panlipunan
lessons are challenging when:
-They are not too easy to take for granted nor
too difficult to turn off the students.
-They inject novelty into exercises, so they are
different from usual and the familiar.
Lesson 3: Methods and Techniques in
Teaching Araling Panlipunan
Approaches in Teaching Araling
Panlipunan
The kK to 12 Curriculum Guide describes the
teaching approach in the teaching of araling
Panlipunan the following are
Contructivist approach. This approach is
based on the assumption that the students
come to class with entry knowledge and skills.
Collaborative learning. This is based on the
assumtion that students learn better when
they learn with others.
Experiental and contextualized learning. As
the name implies, it is learning beginning with
experience and ending in experience.
Experiental learning can be viewed as a cycle
consisting of five phases, all of which are
necessary:
- experiencing (an activity occurs)
- sharing or publishing (reactions and
observations are shared); determined)
- inferring or generalizing (principles are
derived); snd,
- applying (plans are made to use learning in
new situation).
Thematic method. As the name suggests,
learning revolves around a theme. The K to 12
Curriculum Guide for Araling Panlipunan
enumerates the following themes across the
Grades: 1) tao. Kapaligiran at lipunan; 2)
panahon, agtutuloy at pagbabago ; 3) kultura,
pananagutan at pagkabansa; 4) karapatan,
pananagutan at pagkamamamayan; 5)
kapangyarihan, awtoridad at pamamahala;
6)produksyon, distribusyon at pagkonsumo
and 7) ugnayang pangrehiyon at pangmundo.
Each theme should be accompanied by focus
questions.
Conceptual approach. It involves the process
of concept formation Concepts are “mental
constructions representing categories of
information that contain defining attributes”
(Walker & Advant, 1988)
For interactive teaching, the following
variations of the conceptual approach may e
employed:
Present all of the positive examples to the
students at once and have them determine
the essential attributes.
Present all of the positive and negative
examples to the students without labeling
them as such. Have them group the examples
into two categories and determine the
essential attributes.
Have the students define, identify the
eesential attributes of , and choose positive
examples for a cocept already learned in class.
Integrative approach. This approach is
anchored on the assumption that teaching
and learning are more meaningful and further
enriched if lesson is connected to other
disciplines (interdisciplinary) and is connected
to real life experiences (transdisciplinary).
For meaningful, active, value- based,
integrative and challenging Araling Panlipunan
teaching, folowing specific methods and
techniques are suggested:
Tri-question. This will enable the student to
robe into events. 3 question are asked: 1)
What happened? 2) Why did it happen? And
3) What are possible consequences?.
Moral dilemma method. In a moral dilemma a
person is torn between two actions. What ar
the crucial features of a moral dilemma? 1)
The person is required to do each of two
action; 2) The person can do each of the
actions ; 3) the person cannot do both of the
actions. 4) The person thus seems condemend
to moral failure; no matter what she does, she
will do something wrong.
Lesson indigenization. In indigenization,
concepts are explained using thought
patterns, materials of indigenous
communities.
Following techniques of indigenizing:
Citing examples from the local culture related
to the topic
Using indigenous knowledge – local
songs,stories,poem
Using indigenous aids such as artifacts
Incorporating community resources in
teaching – visit to scenic spots, inviting local
people as resource persons
Putiing up learning resource centers where
local artfacts are displayed
Discussing local problems and issues
Preserving local songs, dances and games
Using the local language in eaching
Participating in local celebrations (Abuso et al
TEEP 2002)
Using varied learning activities to cater to
students’ multiple intelligences and learning
styles.

The conduct survey or interview to gather

data, recording, organizing analyzing and
interpreting data to answer given problems is
Figure 16. “hands-on”, minds-on. Hearts-on” activity.
The teaching and learning of Araling
panlipunan is active if it engages students in
the learning process.

Service learning that onvolves community

projects that occur during class time falls
under the category of multidisciplinary
ontegration.The students learned their lesson
and at the same time served the community,
an effective way of inculcating service-
orientedness. It is service learning indeed.

CHAPTER 9
THE TEACHING OF EDUKASYON SA
PAGPAPAKATAO
Lesson 1: The Goals and scope of the
Teaching of Edukasyon sa Pagpapakatao
unawa, d) pagninilay,pagsangguni
e)pagpapasya at f) pagkilos and g) kabataang
makibahagi sa pagtatayo ng pamayanang
pinaiiral ang katotohanan, kalayaan,
katarungan at pagmamahal.

If you compare the number of hours spent for

junior high school curriculum in the 2013
The Learning Area Standard (Pamantayan sa
Enhanced Basic Education (known as K to 12)
Programa)
Edukasyon sa Pagpapakatao (Esp) is 2hours a
week only compared to other subjects. With The teaching of Edukasyon sa Pagpapakatao
just 2 hours alloted for teaching of esp, you has cogntive, behavioral (psychomotor) and
have to devote every minute seriously in affective dimensions
teaching EsP.

Intended outcomes of Edukasyon sa

Pagpapakatao as a Course (Subject)

Effective teaching of Edukasyon sa

Pagpapakatao begins with aclear
understanding of the expected outcomes.

The K to 12 Curriculum Guide for edukasyon

sa Pagpapakatao developed by the DepEd,
states:

-lilinangin at paunlarin ang pagkataong etikal

ng bawat mag aaral.

- Upang maipamalas ito, kailangang magtaglay

siya ng limang pangunahing kakayahan
(macroskills):
pagunawa,pagninilay,pagsangguni,pagpapasy
a at pagkilos.

This means that whatever knowledge , skills

and attitudes that Edukasyon sa
Pagpapakatao student acquires must
redound to the improvement of his/her
community local, national and global including
natural environment.
The Grade Level Standards and Themes of
The teachinng of Edukasyon sa Pagpapakatao Edukasyon sa Pagpapakatao
is expected to contribute to the development
The Grade level standards are more specific
of a) kabataang nagpapasya at kumikilos nang
than the key stage standards. Together with
mapanagutan tungo sa kabutihang panlahat,
the scope/content, they have to be aligned to
b) may pagkataong etikal, c) taglay ang pag-
the intended outcomes.

The Enhanced Basic Education Act of 2013
(R.A. 10533) states that the K to 12
Curriculum (that includes Edukasyon sa
Pagpapakatao) is developed based on the
principle of spiral progression.
Lesson 2: Guiding Principles in the Teaching
of Edukasyon sa Pagpapakatao
Guiding Principles in the Teaching of
Edukasyon sa Pagpapakatao
® Values are both taught and caught.
® Values cannot be seperated from cognitive
understanding although values and attitudes
relate to the affective dimension.
® At a young age, a child may not yet be
capable of understanding his/her true
personhood but can be taught to lead a
virtous life that early for him to develop good
character.
® Values education is about developing
virtues, good habit and dispositions which
lead students to responsible and mature
adulthood. Effective value education must
promote the development of virtue.
® Values education is concerned with
relationships.
® An effective values education takes place in
an atmosphere of respect , tolerance and
genuine understanding.
Lesson 3: Approaches , Methods and
Techniques in Edukasyon sa Pagpapakatao
Approaches in Teaching Edukasyon sa
Pagpapakatao
Here are six (6) more different approaches in
teaching Edukasyon sa Pagpapakatao in the
classroom:
® Values inculcation – instills desirable and
pre-chosen values to students;
®Moral development approach – is used
primarily to stimulate students to advance
their powers of moral reasoning through
series of increasingly advanced and complex
stages;
®Analysis approach – rests on helping
students develop logical thingking and using
scientific inquiry procedures in solving value
issues:
®Value clarification – helps students clarify
and actualize personal values;
® Action learning – develops student’s abilities
to act directly in personal and social situations
so that they might try out their personal
values: and
® Emotional-rational approach – attempts to
help students understand and adopt a
lifestyle based on care and consideration for
others as well as self.
CHA PTER 10
THE TEACHING OF MATHEMATICS
LESSON 1: THE NATURE OF MATH AND
GOALS OF MATH TEACHING
The Nature of Mathematics
Mathematics is the science of patterns and
relationships. Mathematics reveals hidden
patterns that help us understand the world
around us. Bertrand Russell (1872-1970)
claimed to be “the mother of all sciences”.
• Mathematics is a way of thingking
• Math is an art
• Mathematics is an art
• Mathematics is a language
• Mathematics is a discipline
According to the Math conceptual framework
contained in the K to 12 Curriculum Guide of
Deped, the twin goals of math teaching are
critical thingking and problem solving.
LESSON 2: GUIDING
PRINCIPLES/THEORIES AND TEACHING
APPROACHES AND METHODS IN THE
TEACHING OF MATH
Educational Theories on which math
Teaching is Grounded
The framework is supported by the following
underlying learning theories: a) experiential b)
reflective learning, c)constructivism, d)
cooperative learning, e) discovery and f)
inquiry-based learning.
• Experiental learning, as advocated by
David Kolb (1975), is a learning that occurs
making sense of direct everyday
experiences
• Situated learning, theorized by Lave and
Wenger (1990) , is learning in the same
context in which concepts and theories
are applied.
• Reflective learning refers to learning
that is facilitated by reflective thinking.
• Discovery learning takes place in
problem solving situations where the
learner draws on his/her own experience
and prior knowledge to solve a problem.
• Inquiry-based learning
Principles of Teaching Math
• Balance principle. The teaching of math
should be a balance of conceptual and
procedural approach. Marzano (2003) states
that it is ineffective to emphasize a high
degree of procedural proficiency without
developing conceptual knowledge.
Frei (2008) cites some features of the
balanced approach in Math teaching:
• Standards-based. Math teaching should
abide by the DepEd K to 12 Curriculum Guide
for Mathematics. It should follow the spiral
progression approach.
• Integrated. The real-life context of teaching
Math comes from integrating other subjects
into mathematics instuction.
• Engaging. When students are actively
engaged, they move towards successful
mastery of key concepts and meaningful
learning.
• Open to and practices differentiated
instruction.
• Makes use of problem-solving.One study
found out that children improved in overall
mathematical proficiency when they were
taught mathematics through problem-solving
strategies.
• Guided practice . Teacher and students do
things together, thus the “we do ” strategy.
• Makes use of manipulatives, games and
calculators.
• Assessment –driven and data instruction.
Instruction begins with clarifying the
outcomes of instruction.
• Three-tiered principle (J.Bruner). Teach
Math beginning with the enactive level
proceeding to the iconic level and finally to
the symbolic level.
• For effective math teaching, employ
experiential and situated learning,reflective
learning, constructivism, cooperative learning
and discovery and inquiry-based learning.
Teaching Methods
1.Problem-Solving
Steps of the problem-solving process.
• Understanding the problem .
• Planning and communicating a solution.
The following strategies can be employed:
• drawing a diagram
• drawing a table
• acting it out or using concrete materials
• guessing and checking
• creating an organized list
• looking for pattern
• Reflecting and generalizing.
• Extension. Students explore on the other
perhaps even simplier way of arriving at the
answer.
Other Techniques in Problem Solving
1.Obtain the answer by trial and error.
2.Use an aid,model or sketch.
3.Search for a pattern
4.Elimination strategy
2. Concept attainment strategy
This strategy allows the students to
discover the essential attributes of a concept.
It can enhance students’ skills in a) separating
important from unimportant information; b)
searching for patterns and making
generalizations; and c) defining and explaining
concepts.
3. Concept formative strategy
This strategy is used when you want the
students to make connections.
Steps:
a)Present a particular question or problem
b) Ask students to generate data relevant to
the questions or problem.
c)Ask students to label each group of data
with similar attributes.
d)Allow students to group data with similar
attributes
e)Have students explore relatioships between
and among the groups.
4.Direct instruction
This is the deductive method of teaching .
CHAPTER 11
THE TEACHING SCIENCE
LESSON 1:The Nature of Science and
Goals of Science Teaching
The Nature of Science
1) Science is a wonderful world.
2) Science is evidence-based.
3) Science has limits.
4) Science knowledge is inherently
uncertain.
5) This fundamental uncertainty makes
science a dynamic and expanding
body of knowledge.
6) Science is both a product and a
process.
7) As a field os study, science demands
eye keen for observing.
Learning Area Standard
This goal of scientific literacy for science
teaching is reflected in the learning
area/program standard.
Scientific attitudes and values that Sience
teaching wants to integrate are: 1) critical
problem solving, 2) innovation of beneficial
products, 3) environmental care, $)
conservation of esources, 5)enhancement of
integrity and wellness, 6) informed decision-
making and 7)discussions of relevant issues
that involve science,technology and
environment.
Science teaching is also expected to develop
in the students scientific attitudes and values
such as:
1.Beliefs. A scientist believes that everything
that happens in this world has a cause or
reason.
2.Curiosity. A scientist shows interest to dig
into the “why” of phenoma.
3.Objectivity. A scientist is objective.
4.Critical-mindedness. A scientist bases
suggestions and conclusions on evidence.
5.Open-mindedness. A scientist listens to and
respect the ideas of others.
6.Inventiveness. A scientist can generate new
and original ideas.
7.Risk-taking. A scientist is willing to take risks
but calculated risks.
8.Intellectual honesty. A scientist gives a
truthful report of observations.
9.Humility. A scientist is humble when he/she
admits not free from committing errors.
10.Responsibility. A scientist acitvely
participates in task .
Science teaching in the K to 12 Curriculum
intends to help form science students who
have making of a scientist and so one who is
scientifically literate: 1) equipped based
society 2) scientifically , technologically and
environmentally literate and productive
member of society; 3) critical problem solver;
4) responsible steward of nature;5) innovative
and creative citizen; 6) informed decision-
maker and 7) effective communicator.
LESSON 2:
THEORIES,APPROACHES,GUIDING
PRINCIPLES AND METHODS OF TEACHING
SCIENCE
Educational Theories on which Science
Teaching is Grounded
The framework is supported by the following
underlying learning
educationaltheories:a)constructivism, b)social
cognition, c)learning style theory d) brain
based learning.
Brain-based learning theory is another theory
on which Science teaching in K to 12
Curricukum is founded.Here are some brain-
based learning.
1. The brain is a parallel processor.
2. The search for meaning is innate.
3. The search for meaning occurs
through “patterning”.
4. Emotions are critical to patterning.
5. Learning is enhanced by a challenge
and inhibited by threat.
Guiding Principles in the Teaching of Science
1. Constructivist principle.
2. Discovery principle; learning by doing
principle.
3. Brain-based learning. Teach for
meaning.
4. Make students work together.
5. Consider multiple intelligencies and
learning styles.
Essential Features of Inquiry
1. Learner engages in scientifically-
oriented questions.
2. Learner gives priority to evidence in
responding to questions.
3. Learner formulates explanation from
evidence.
4. Learner connects explanation to
scientific evidence.
5. Learner communicates and justifies
explanation.
Different Levels of Inquiry in the Classroom
Structured – Teacher gives students problems
to investigate.
Guided – Teacher gives students the problem
or question and materials.
Open – Students determine the problems,
investigations, procedures and outcomes.
CHAPTER 12
THE TEACHING OF MUSIC and ARTS
THE LEGAL BASIS OF THE TEACHING OF MUSIC
and ARTS
It’s a declared policy of the state to “give
priority to education, science and technology,
arts, culture and sports to foster patriotism
and nationalism, accelerate social progress ,
and promote total human liberation and
development (Article II, Section 17)
The Goals/Intended Outcomes for the
Teaching of Music and Art
Both the Music and the Arts curricula focus on
the learner as recipient of the knowledge,
skills, and values necessary for artistic
expression and cultural literacy
Artistic expression it is people’s ways of
creatively expressing their values hopes and
concerns.
Cultural literacy it is the learners taking pride
in their own culture and actively enjoying it.
Guiding Principles , Approach,Methods of
Teaching Music and Art
As Music and Arts are performance– based
disciplines , effective learning occurs through
• active experience
• participation
• performance
• creative expression
• aesthetic valuation
• critical response
•interpretation
The principles that should guide the teaching
of Music and Arts
1. Student-centered
2. Spiral progression
3. Active
4. Multi-cultural
5. integrative
CHAPTER 13
THE TEACHING of
PHYSICALEDUCATION and HEALTH
LESSON 1: TEACHING PHYSICAL
EDUCATION
The Curricular Philosophy of the K to 12
PE Curriculum
Fitness and movement education content is
the core of the K to 12 PE Curriculum. It
includes value,knowledge skills and
experience in physical activity participation in
order to (1) achieve and maintain health-
related fitness, as well as (2) optimize health.
K to 12 PE Curriculum prioritizes the
following standards:
1. Habitual physical activity
participation.
2. Competence in movement and motor
skills reqisite to various physical
activity performances
3. Valuing physical activities.
4. Understanding various movement
concepts,principles,strategies and
tactics.
Physical Literacy or Physical Fitness?
We see “physical literacy” which
exemplified by a graduate who lives an
active life for fitness and lifelong health. In
the write up of the framework,the term is
health related-fitness.
Thefundamental and significant aspects of
physical literacy are:
• Everyone can be physically literate as it is
appropriate to each individual’s endowment.
• It is relevant and valuable at all stages and
ages of life.
• The concept embraces much more than
physical competence.
Five components of Health-Related Fitness
Being fit is defined not only by what kind of
activity you do,how long you do it, or at what
level of intensity.
• Cardiorespiratory endurance
• Muscular strength
• Muscular endurance
• Body composition
• Flexibility
Principles of Teaching PE, Approaches,
Methods
The Conceptual Framework for PE cites five
teaching approaches namely 1) activity-based,
2) developmentally appropriate, 3) standards-
based, 4) integrated and 5) inclusive for the
teaching of PE.
PE teaching is also standards-based.
The teaching of PE is also intergrated. It
connects to other disciplines
(multidisciplinary) and it connects to life
(transdiscplinary).
Types of Practice
1. Fixed Practice. These are sometimes
known as drills and invilves repeatedly
practising.
2. Massed practice. This is a continous
form of practice which is best for
simple skills.
3. Variable practice. This is used best for
open skills and invilves repeating a
skill in varying situations.
4. Distributed practice. Attempts at the
skill are divided up with intervals in
between to allow for rest and mental
rehersal.
Methods of Practice
Whole method – The skill is first
demonstrated and then practised as a
whole, from start to finish.
Part method – skill are practised in
isolation which is useful for complicated
and serial skills and is good for
maintaining.
Whole-part-whole method – this can be
very effective skills which have easily
which have distinguishable part.
Progressive part method –also known as
the chaining method aa the parts of a skill
are practised individually.
LESSON 2: TEACHING HEALTH
The legal basis of the teaching of
Health is found in the 1987 Philppine
Constitution, Article II and Article XIV
The intended outcome of teaching
Health can be coined in the phrase
“ahieve,sustain,promote lifelong
wellness”
According to the Health Curriculum
Guide of K to 12, Health should be
taught using developmentally
appropriate, learner-centered teaching
that include scaffolding on student
experience and prior learning,culture-
responsive scenarios and materials,
incorporating arts and music to impart
health messages: engaging learners in
meaningful games and cooperative
learning activities, value-based strategies
and differentiated instruction.
CHAPTER 14: THE
TEACHING OF
EDUKASYON
PANTAHANAN AT
PANGKABUHAYAN (EPP)
AND TEACHNOLOGY
AND LIVELIHOOD
EDUCATION (TLE)
EPP is the name of the subject in TLE from
Grades 4 to 6. English is used as medium
instruction in Grade 6 EPP.
EPP and TLE cover 4 areas – Agriculture and
Fisheries, ICT, Industrial Arts, Home
Economics.
The Legal Basis of the Teaching of EPP
and TLE
It a declared policy of the state to “give
priority to education, science and technology,
arts, culture and sports to foster patriotism
and nationalism, accelerate social progress,
and promote total human liberation and”
(1987 Philippine Constitution Article II,
Section 17).
RA 10647, an Act Strenthening the
Laddereized Interface Between Technical-
Vocational Education and Training in
 HigherEducation,which was signed into law on
November 21, 2014.
Key Stage Standards
Grades 4- The learner demonstrates an
6 understanding of the basic knowledge
and skills in enterpreneurship & ICT,
Agriculture, Home Economics, and
Industrial Arts toward the improvement
of personal life, family, and community.
The learner demonstrates an
Grade 7- understanding of the basic concepts of
10 selected TLE course in Home Economics,
Industrial Arts, Agriculture and Fishery
Arts and ICT competencies common to
Tle courses such as use of maintenance
of tools, observing, safety workplace,
mensuration and calculation, and
interpreting technical drawings: and
gains specialized knowledge and skills
atleast one TLE that would enable
him/her to obtain NCII
The learner demonstrates specialized
Grade technical skills that would enable
11-12 him/her obtain NC II.
Teaching Approaches, Methods and
Techniques
TLE experts of the Department of Education
cited the following in relation to teaching
approaches ,methods and teachniques-
Entrepreneurial learning is providing TLE
students with an entrepreneurial mindset.
Contextualized learning is learning in context
such as teaching entrepreneurship concepts
and the common competencies in the context
of the TLE specialization. It may also mean
internship,apprenticeship and on-the-jib-
training.
Experential learning is learning by doing,
learning by action, learning through
experience, by discovery and exploration. It is
clearly explained by following maxins:
“What I hear, I forget; what I see, I remember:
what I do, I understand” – Confucious
“ Tell me and I forget; teach me and I
remember; involve me and I will learn.” –
Benjamin Franklin
“ There is an intinate and necessary relation
between the process of actual experience and
education.” – Jhon Dewey
Authentic learning is making students learn
real-life tasks in real-world context.
Research distilled the essence of authentic
learning to the following elements:
1. Real world taks
2. Ill-defined problem- no single
solution; open to multiple
interpretations
3. Sustained investigation – problem is
not simplistic and so requires time for
investigation
4. Multiple sources – no clear cut
solution; problem requires a variety of
resources.
5. Collaboration – problem resolution
calls for collaborative work of all
concerned
6. Reflection – authentic activities make
students reflect on their choices and
on their learning
7. Interdisciplinary assessment –
assessment is not only done at the
end nor is it merely a paper-pencil
test: assessment is seamlessly woven
into the learning process and is
adirect real-world task assessment of
what was learned
 8. Interdisciplinary perspective –
resolution of real-life problem calls for
interdisciplinary approach
9. Polished product – authentic learning
ends with a valuable and useful
product
10. Multiple interpretations and
outcomes – authentic activities
welcome diverse interpretations and
competing solutions.
Integrative learning TLE teaching makes use
real-world problems and real-world tasks.
Constructivist TLE learning mean TLE teachers
facilitate learning by encouraging TLE students
to engage inquiry such as questioning
procedures
Direct Method of Instruction
These are the steps:
1. Teacher demonstrates. –“Watch me
and listen to me”
2. Student demonstrates with
scaffolding from teacher. –‘Lets do it
together”
3. When student can do the process by
himself/herself, student
demonstrates the skill or process. –
‘Do it as I watch”
4. Teacher gives more opportunity for
practice for skill mastery.
5. Teacher assess to determine skill
mastery by all students.
Gagne’s Nine Events of Instruction
An application of Robert Gagne’s (1985) nine
steps of instruction aids the students in the
learning process.
1. Gaining attention ensures that
students will give their attention.
2. Informing learners of the objective
part of creating an environment
conducive for learning is explaining to
them what they are supposed to lern
from the course, what they are
expected to demonstrate as evidence
of learning at the end of instruction.
3. Stimulating recall of prior learning, we
said that students have entry
knowledge and skills and that what
they are about to learn becomes
more interesting and easier to learn if
a connection between what they
already know,
4. Presenting the material is the actually
the presentation of the day’s lesson.
5. Providing guidance for learning, coach
your students on how to learn the
skill.
6. After having provided them the
guidance they need to learn, elecit
performance. Make the learners do
something with the newknowledge or
skill learned.
7. For your feedback to work, it must be
specific.
8. Assessing
performance/assessinglearning to
determine if learning target set at the
beginning of the class was realized.
9. Enhancing retention and transfer,
thisyou can do by reviewing the
lesson and by providing oppurtunity
to students for more practice and
additional materials and transfer of
learning.