UNIT I

INTRODUCTION TO TEACHING APPROACHES AND METHODS

INTRODUCTION

OBJECTIVESLEARNING OUTCOMES

At the end of the unit, the students are should be able to:
1. dDifferentiate approaches and techniques;
2. iIdentify the suited methods and teaching approaches in teaching P.E. and Health

MOTIVATION

Activity 1: ACTIVATING YOUR PRIOR KNOWLEDGE

Write a word or phrase that comes into mind on the following words:
1. MTB- MLE-
_____________________________________________________________
2. Spiral progression-
______________________________________________________
3. Collaborative-
__________________________________________________________
4. Inclusive-
_______________________________________________________________
5. Integrative-
_____________________________________________________________

READ

Activity 2. EXPANDING YOUR KNOWLEDGE

Meaning of Approach, Methods, and Techniques

Approach The term approach is a set of assumptions that define beliefs and
theories about the nature of the learner and the process of learning. Method A method is
an overall plan for a systematic presentation of a lesson based upon a selected approach
(Brown, 1994). Some authors call it design.
 Techniques are specific activities manifested in the classroom that are consistent
with a method therefore in harmony with an approach as well (Brown, 1994). Techniques
are referred to also as a task or activity.

Different Approaches in Teaching in K to 12

1. Learner- centered. In a learner- centered instruction, choice of teaching method
and technique has the learner as the primary consideration.- his/ her nature,
his/her innate faculties or abilities, how she/ he learns, his/ her developmental
stage, multiple intelligences, learning styles, needs, concerns, interests, feelings,
home, and educational background.
2. Inclusive. This means that no student is excluded from the circle of learners.
Everyone is “in”. Teaching for all students regardless of origin, socio- economic
background, gender, ability, and nationality. No “teacher favorites”, no outcast,
no promdi. In an inclusive classroom, everyone feels he/she belongs. If you are in
an inclusive approach you are truly learner- centered.
3. Developmentally appropriate. The tasks required of students are within their
developmental stages. You will not expect formal operation thinking of
kindergarten children who, according to Piaget’s cognitive theory, are only in
their pre- operational developmental stage. Observing developmental
appropriateness is another way of expressing learner- centeredness.
4. 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 lesson to the students’ daily experiences.
You make your teaching relevant when what you teach answers their questions
and their concerns. There is no place for meaningless “mile-wide-inch-deep-
teaching”. No teaching-to-test. This does not mean, however, no more test. It is
teaching only for the test that is meaninglessmeaningless test that is referred to
here and therefore you have to avoid it by all means.
5. Research- based. Your teaching approach is more interesting, updated, more
convincing, and persuasive if it is informed by research. Integrating research
findings in your lesson keeps your teaching fresh. You get the latest information
from your research or from researches of others that enrich your teaching. You
apply methods of teachings, which have been proven to be effective. If your
approach is not research- based, you may end up teaching a subject using the
same method and the same examples again and again.
6. Culture- sensitive. If your approach is culture- sensitive, you are mindful of the
diversity of cultures in your classroom. You employ a teaching approach that is
anchored on respect for cultural diversity. 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 interacting with others and
the larger community. You are able tocan look at their work, their responses from
 various perspectives not only from yours. 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.
7. Contextualized and global. You make teaching more meaningful by putting your
lesson in a context. This context may be local, national, and global. Considering
the development stages of learners, the context to which the lessons in Grade 1
are connected may be local, becoming national in Grade 4 and global in Grade 6
and beyond. Contextualized teaching means exerting effort to extend learning
beyond the classroom into relevant contexts in the real world. It also entails an
effort to bring outside-the-classroom realities of academic contexts into the
classroom (Bresford, 2008). A contextualized teaching approach is realized also
when you indigenize and localize your lessons. The Enhanced Basic Education
Act of 2003 (K to 12 Law) allows schools to localize and indigenize the K to 12
curriculumcurricula. This is in support of a contextualized approach. For
Indigenous Peoples (IPs), the context of your teaching is indigenous culture. This
means that you use your students’ indigenous thought patterns, practices,
materials, and local celebrations to concretize lessons.
8. 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 (knowledge that students already know prior tobefore
your teaching). This prior knowledge is called schema. All students who come to
class have prior knowledge or schema. This is contrary to the tabula rasa of John
Locke that claims that students’ minds are a blank stateslate. Students learn when
you help them connect lessons to their prior knowledge. Students make sense of
what they are taught according to their current conceptions. Much of what they
learn are those that are connected to their prior knowledge (These processes are
what Piaget termed assimilation and accommodation). In constructivist teaching,
it is the students who construct knowledge and meaning for themselves with
teachers’ scaffolding, not teachers constructing knowledge and meaning for the
students.
9. Inquiry- based and reflective. For an 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 an 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. From your own perspective as a teacher,
reflective teaching is thinking over your teaching practice- why you do it,
analyzing which worked and which didn’t work and how to improve on your
current practice. It is a process of self- observation, and self- evaluation. Most
 conscientious reflective teaching on your part redounds to better learning for your
students.
10. 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, completing a task, or creating a product. It may be
a collaboration of two to make a dyad or triad or tetrad or a group. This may also
include teacher teaching in collaboration with other teachers like team teaching.
11. Integrative. An integrative approach can be intradisciplinary, interdisciplinary, or
transdisciplinary. The integrative approach is intradisciplinary when the
integration is within the discipline. Integrative teaching can be integrating skills
within the subjects like the macro skills listening, speaking, reading, writing, and
viewing in the language subjects (Mother Tongue, Filipino, and English).
Interdisciplinary integration happens when traditionally separate subjects are
brought together so that students can grasp a more authentic understanding of a
subject under study. Students demonstrates interdisciplinary understanding when
they can bring together concepts and methods from two or more disciplines
established areas of expertise in order to explain a phenomenon, solve a problem,
create a product, or raise a new question. Transdisciplinary integration is
integrating your lessons with real life. You do this when you cite real real-life
applications of your lesson. You also do transdisciplinary integration when you
indigenize or localize your lesson.
12. Spiral progression approach. To follow a spiral progression 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 depth.
Spiral The spiral progression approach is also interdisciplinary. This enables
students to explore connections among the sciences and the branches of math.
13. MTB- MLE- based. MTB- MLE means Mother Tongue- based- Multilingual
Education. In MTB- MLE, teaching is done in more than one language beginning
with the Mother Tongue. The Mother Tongue is used as a medium of instruction
from K to 3 in addition to it being taught as a subject from Grades 1 to 3. The use
of the Mother as a medium of instruction eliminates the problem on of the
language barrier in the early grades. With the use of the Mother Tongue as a
language of instruction, it has been observed that classes have become more
interactive. Children are now asking questions, reciting, and actively participating
in in in-class activities. As RA 10533 states, Mother Tongue- Based Multilingual
Education (MTB-MLE) “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 and indirect methods- methods of teaching can be direct or indirect. The
direct method is a teacher- dominated. You lecture immediately on what you
 want the students to learn without necessarily involving them in the process. 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 the indirect method, you synthesize what have been shared to connect
loose ends and give a whole picture of the past class proceedings and ideas shared
before you lead them to the drawing of generalizations and conclusions. As a
teacher who is expected to know more than the student, you add to what your
students shared. You must have a significant input. It is important that youYou
must supplement the information given by the students. These are essential in the
drawing of valid conclusions. In the 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- methods of teaching can also be grouped into
a deductive or inductive method. In the deductive method, you begin your lesson
with a generalization, a rule, a definition, and 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.

The contrast of deductive and direct instruction and inductive and indirect
instruction is summarized below:
Deductive and Direct Instruction
Begins with the abstract, rule, definition, generalization, unknown and ends with
experience, examples, details, known
Abstract, rule, definition, Experience, examples,
Generalization, unknown details, known

Inductive and Indirect Instruction

Begins with the concrete, experience, examples, details, known, and ends with
rule, definition, generalization, or conclusion.
Experience, examples, Abstract, rule, definition,
Details, known generalization, unknown

REFLECT

SYNTHESIZING YOUR KNOWLEDGE

Activity # 1
Choose the letter of the correct answer. Write your answer on the space before the
number.

___________ 1. Direct instruction helps students master ___________.

a. problem- solving c. basic skills
b. conceptual information d. self- discipline

___________ 2. Which of the following topics would require the use of direct
instruction?
a. Re- igniting the passion for teaching
b. Bike maintenance and repair
c. The Urgency of the K to 12 Curriculum
d. The Constitutionality of the “pork barrel”
___________ 3. When you begin your lesson with the guiding principles on
curriculum development, which method do you use?
a. Direct
b. Indirect
c. Indirect provided you give examples
d. Direct and indirect
___________ 4. The Mother- Tongue- Based Multilingual Education (MTB-
MLE) is ___________ in method since it starts from the known to
the unknown.
a. inductive
b. deductive
c. inductive first then deductive
d. deductive first then inductive
___________ 5. If you haven’t mastered content yet, it is best to go ___________
in method.
a. inductive
b. deductive
c. inductive first then deductive
d. deductive first then inductive
___________ 6. The role of the teacher in direct instruction is more of a
___________.
a. coach c. facilitator
b. lecturer d. proctor
___________ 7. Which does the teacher do in the inductive method?
a. coaches c. lectures
b. facilitates d. assesses
___________ 8. Which is the last step of the direct instructional model? The
teacher should ___________.
a. demonstrate the skill correctly
b. provided guided practice
c. attend to skill transfer
d. review the objectives given in the introduction

RESPOND

Activity # 2: Scenario-Based Assessment

Identify the different approaches described in teaching K to 12.

1. All people are of equal value and consequently, all educational settings should
make high- quality, balanced provisions to help all learners achieve their full
potential.
2. The teacher asks students to research on community issues; introduces math
concepts in a practical, mechanical context, and creates opportunities for IP
students to learn in relation toabout their cultures.
3. Work against discrimination.
4. Teachers meet young children where they are and are given challenging and
achievable learning goals.
5. The teacher takes into consideration the needs of the learners.
6. Students are responsible for one another’s learning as well as their own.
7. Learners learn best when they build knowledge based on their experiences
rather than through passively receiving information.
8. A teacher is aware that cultural differences and similarities exist and have an
affect effect on values, learning, and behavior.
9. Learning is extended, reinforced, and broadened each time a concept is
revisited.
10. Teaching begins with the child’s language.

Activity #3

1. Categorize the different approaches in teaching K to 12 under these four groups-

learner- centered, interactive and collaborative, inquiry- based, and
integrative. Were you able to classify all the teaching approaches under these
four big groups? If not, would you propose a the fifth group? Which one?
2. What additional explanation can you give to the integrative approach? Are there
other ways of applying the integrative approach?
 3. Why is the deductive method said to be teaching by proceeding from the
unknown to the known, while the inductive method is teaching from the know to
unknown. ? What are is meant by the words “known” and “unknown”?
4. Which method would be best for a beginning teacher- deductive and direct or
inductive and indirect? Why?
SUMMARY

UNIT II
THE TEACHING OF PHYSICAL EDUCATION AND HEALTH

OBJECTIVES

At the end of the unit, the students are able to:

1. Discuss the legal basis of teaching Physical Education;
2. Identify the learning outcomes of Physical Education;
3. Enumerate the standards and learning strands in teaching Physical Education;
4. Analyze the principles of teaching Physical Education; and
5. Identify the types of practice and best methods in teaching Physical Education.

Physical Education and Health belong to four separate subjects considered as one-
MAPEH. Each has a separate Curriculum Guide with distinct goals but similar in
standards, competencies and content. That is why they are discussed together here.

ACTIVATING YOUR PRIOR KNOWLEDGE

What do you think? Read each statement then write TRUE or FALSE.

___________ 1. The teaching of PE in the K to 12 Curriculum is dominated by

sports aimed at athletic achievement.
___________ 2. In the K to 12 Curriculum, health- related fitness and physical
activities are the points of emphasis in the teaching of PE.
___________ 3. The teaching of PE is meant to help form a graduate who lives an
active life for fitness and health in his/ her prime years.
___________ 4. In the K to 12 PE, there are no dances, only games.
___________ 5. The motto of PE teaching in the K to 12 Curriculum is “Move to
 learn; Learn to move.”
___________ 6. Physical fitness includes assessment through fitness tests and
records.
___________ 7. PE discusses four learning strands/ big topics.
___________ 8. The teaching of PE looks forward to students influencing their
families, their school and the community to achieve and
maintain health- related fitness.

EXPANDING YOUR KNOWLEDGE

Legal Basis of the Teaching PE and Health

It is 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).
Likewise, Article XIV on education, science and technology, arts, culture and
sports of Philippine Constitution supports the teaching of Physical Education and Health
in the curriculum to wit:
The State recognizes the vital role of the youth in nation -building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well- being
(Sec. 13).
The State shall protect and promote the right to health of the people and instill
health consciousness among them (Sec. 15).
The State shall protect and advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and harmony of nature (Sec. 16).
The State shall 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 (Sec. 17).
The total human liberation mentioned in Section 17 is not possible if people are
not healthy. The teaching of PE and Health is, therefore, important.

Teaching Physical Education

Physical Education adopts both fitness and movement curriculum models. The
program is based on the principle “Move to Learn, Learn to Move.” It is anchored on the
context of legal and philosophical underpinnings in consonance with the intention of
Article IV, Section 19 of the Philippine Constitution, which mandates that:
 The state shall promote physical education and encourage sports programs,
league competitions, and amateur sports, including training for international
competitions, to foster self- discipline, teamwork, and excellence for the development of
healthy and alert citizenry. All educational institutions shall undertake regular sports
activities throughout the country in cooperation with athletic clubs and other sectors.

Curricular Philosophy of Physical Education

The curricular philosophy of the PE education emphasizes active participation in

a balanced variety of physical movement activities for fitness and health.

Fitness and movement education content is the core of the K to 12 PE Curriculum. It

includes values, knowledge, skills and experiences in physical activity participation in order to
(1) to achieve and maintain health- related fitness (HRF) as well as (2) optimize health. In
particular, it hopes to instill an understanding of why HRF is important so that the learner can
translate HRF knowledge into action. Thus, self- management is an important skill. In addition,
this curriculum recognizes the view that fitness and health physical activity (PA) behaviors must
take the family and other environmental settings (e.g. school, community and larger society)
into consideration. This curricular orientation is a paradigm shift from the previous sports-
dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while learn
to move embodies the learning of skills, and techniques and acquisition of understanding that
are requisites to participation in a variety of physical activities that include exercise, games,
sports, dance and recreation.

DepEd’s K to 12 Basic Education Program: December, 2013

Physical Education Conceptual Framework

The PE curriculum is arranged according to learning strands. Each learning strand

reflects the content standards, performance standards, and learning competencies.
In general, the PE curriculum covers the major education elements such as values
formation as well as knowledge and skills acquisition. It is basically linked to the aims
and goals of basic education. Like other learning areas, it is formatted to clearly show the
alignment of content, content standards, performance standards, and learning
competencies. It defines student expectations at different grade levels and it serves as a
basis for planning and continuous improvement of physical instructional program.
Physical Education Learning Outcomes

The K to 12 PE Curriculum develops the students’ skills in accessing,

synthesizing and evaluating information, making informed decisions, enhancing and
advocating their own and others’ fitness and health. The knowledge, understanding and
skills underpin the competence, confidence and commitment required of all students to
live an active life for fitness and health.

Physical Education Curriculum Strands

The PE Curriculum standards give emphasis to the development of the 21 st

century skills among students. These include skills in accessing, synthesizing and
evaluating information, making informed decisions, enhancing and advocating their own
and others’ fitness health.

PE Curriculum Standards
Habitual physical activity participation to achieve and maintain health-
1
enhancing levels of fitness.
 Competence in movement and motor skills, requisite to various physical activity
2
performances
Valuing physical activities for enjoyment, challenge, social interaction, and
3
career opportunities.
Understanding various movement concepts, principles, strategies, and tactics as
4
they apply to the learning of physical activity.
DepEd’s K to 12 Basic Education Program: December, 2013

Physical Education Learning Strands

The program has five learning strands:

1. Body management, which includes body awareness, space awareness,

qualities and relationships of movements and how they are used dynamically
in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor
skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead- up and indigenous games; as
well as individual, dual and team sports in competitive and recreational
settings.
4. Rhythm and dances include rhythmical movement patterns; the promotion
and appreciation of Philippine folk dance, indigenous and traditional dances
as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records,
interpreting, planning and implementing appropriate programs that support
fitness and health goals.

Standards for Teaching PE

The learner demonstrates understanding of the concept of physical fitness and

physical activity in achieving, sustaining and promoting an active life for fitness.

Key Stage Standards

Kindergarten- Grade 3 Grades 4- 6

The learner demonstrates understanding of The learner demonstrates understanding of
movement concepts and skills in principles in movement and fitness for
preparation for active participation in active participation in various physical
various physical activities. activities.
Grade Level Standards

Grades 1-3 Grades 4-6

The learner demonstrates understanding of
body awareness, space awareness, qualities
of effort and movement relationships
through participation in enjoyable physical
activities.
The learner demonstrates understanding of
the importance of physical activity and
physical fitness through participation in
and assessment of physical activities.

Principles of Teaching PE

The Conceptual Framework for PE cites five (5) teaching approaches namely: 1.)
activity- based, 2.) developmentally appropriate, 3.) standards- based, 4.) integrated, and
5.) inclusive for the teaching of PE.
PE is a movement or physical skill- dominated subject. It is unthinkable to have a
PE class without the students actively involved in the learning process. It makes use of
developmentally appropriate approach in the sense that PE teachers teach the
movement or skills that the appropriate to the students’ developmental stages. For
instance, all the strands- body management, movement skills, physical fitness, games and
sports and rhythms and dance are taught from K to 3 but not all are now taught from
Grades 4-6.
PE teaching is also standard- based. The minimum standards that students
should be able to demonstrate at the end of the year are explicitly stated in the document
called Curriculum Guide.
Direct instruction through a demonstration method is most appropriate in the
teaching of PE. The subject is skill- dominated one.
The teaching of PE is also integrated. It connects to other disciplines
(multidisciplinary) and it connects to life (transdisciplinary). Lessons integrate all the
types of intelligences given by H. Gardner and all the learning styles too.
The teaching of PE is inclusive. It is all for students. Nobody is excluded. There
used to be an “adapted” PE for those who can’t be in regular PE classes.

Types of Practices
 There are four types of practice, which can all be used, in different situations and
dependent on the skill being learned:

1. Fixed practice. These are sometimes known as drills and involve repeatedly
practicing a whole skill in order to strengthen the motor program. This type of
practice is best with discrete, closed skills.
2. Massed practice. This is a continuous form of practice, which is best for simple
skills. An example would be a rally badminton where the learners must repeatedly
perform drop shots. This causes fatigue and therefore simulates the late stages of
the game.
3. Variable practice. This is used best for open skills and involves repeating a skill
in varying situations. For example, shooting practice in football, where the coach
may set up drills and alter the starting position and involvement of the defenders.
This helps to builds up schema to use in game situations.
4. Distributed practice. Attempts at the skill are divided up with intervals in
between to allow for rest and mental rehearsal. This is best used in difficult,
dangerous or fatiguing skills and with young or lowly motivated individuals.

Methods of Practice

Certain skills are best taught in different ways depending on the learner and the
skill in question:

1. Whole method. The skill is first demonstrated and then practiced as a whole,
from start to finish. It helps the learner to get a feel for the skill, timings and end
product. It is best used for fast skills which cannot easily be separated into sub-
parts, such as javelin throw. It is unsuitable for people with low attention spans,
complex or dangerous skills.
2. Part method. The parts of the skill are practiced in isolation, which is useful for
complicated and serial skills and is good for maintaining motivation and focusing
on specific elements of the skill. It is possible, however, that the transfer of skills
from parts to a whole may not be effective and it may also reduce the kinesthetic
awareness (feel) for the full skill.
3. Whole- part- whole method. The whole skill is first demonstrated and practiced
before being broken down into the constituent parts to practice the individual
elements and improve on these, before putting the whole skill back together. This
can be very effective in skills, which have easily distinguishable parts, where the
whole skill together is complex. A good example is swimming, where the learner
would practice the whole stroke, then isolate a weak component, such as the kick
and use a float in the hands to ensure using only the legs, before putting the whole
 stroke together. This gives the performer a sense of the whole skill before they
break it down to improve on the weak aspects of the performance. As with the
part method, this may affect the transfer of the skill from parts to the whole.
4. Progressive part method. This is sometimes also known as the chaining
method, as the parts of a skill are practiced individually, in order, before being
linked together and expanded. For example in the triple jump, the hop will be
practiced and learnt; the skip is then practiced and learnt. The two are linked
together. Finally, the jump will be learnt individually and then tagged on the end
of the skip. This is a slow process but allows weaknesses to be targeted and for
the performer to understand the relationship of the sub- routines.

SYNTHESIZING YOUR KNOWLEDGE

Activity # 1

Identify the types or methods of practice being described. Choose the letter of the correct
answer from the box below. Write your answer on the space before the number.

___________ 1. This is sometimes also known as the chaining method, as the

parts of a skill are practiced individually, in order, before being
linked together and expanded.
___________ 2. Attempts at the skill are divided up with intervals in between to
allow for rest and mental rehearsal.
___________ 3. These are sometimes known as drills and involve repeatedly
practicing a whole skill in order to strengthen the motor
program
___________ 4. The skill is first demonstrated and then practiced as a whole,
from start to finish.
___________ 5. The whole skill is first demonstrated and practiced before being
broken down into the constituent parts to practice the individual
elements and improve on these, before putting the whole skill
back together.
___________ 6. The parts of the skill are practiced in isolation, which is useful
for complicated and serial skills and is good for maintaining
motivation and focusing on specific elements of the skill.
___________ 7. This is used best for open skills and involves repeating a skill in
varying situations.
___________ 8. This is a continuous form of practice, which is best for simple
skills.

a. Fixed Practice e. Whole Method

b. Massed Practice f. Part Method
c. Variable Practice g. Whole- part- whole Method
d. Distributed Practice h. Progressive part Method
Activity # 2

Answer the following questions:

1. What is your understanding of the tenet “ Move to learn, learn to move.”

2. Describe the curriculum standards of the K to 12 of Physical Education.
3. Walk- through the nature, structure, and component of the PE Curriculum and
describe the significance of PE as a component of Basic Education Program.

Activity # 3

1. Design a concept map to illustrate your understanding of the structure and

contents of the K to 12 PE Curriculum. Discuss the flow of your ideas in diagram.