OTHER

APPROACHES
1. BLENDED LEARNING
 a learning that is facilitated by the
effective combination of different modes
of delivery, models of teaching and styles
of learning, and is based on transparent
communication amongst all parties
involved with a course.
 is also described as “integrated learning”,
“hybrid learning”, “multi-method learning”. “It
combines classroom learning, mobile learning
and on-line learning.”
2. REFLECTIVE TEACHING
 Students/teachers learn through an analysis and
evaluation of past experience.
GUIDELINES FOR THE EFFECTIVE
USE OF REFLECTIVE TEACHING/
LEARNING
1. Allocate sufficient time for reflection.
2. Schedule a short briefing activity so as to recapture
the experience and think about it.
3. The teacher serves as the facilitator and guide in
developing the skills in analyzing a past learning
experience.
4. Encourage the students recount the experience to
others, thereby strengthening the insights gained.
5. Attend to feelings especially the positive and pleasant
ones.
6. Evaluate the experience in the light of the learner’s
intent.
STRATEGIES
1. Self- analysis

-a reflective students/ teacher is able to keep a

record of his/her success or failure in employing a
strategy, problems and issues confronted and
significance of learning events that occurred.
2. Writing journals

A journal entry includes:

 A descriptive of the teaching / learning event

 Outcomes of the events

 Value or worthiness of the outcomes

 Causes of the success or failure

3. Keeping a Portfolio

-a portfolio is a very personal document which

includes frank, honest and on-the-spot account
of experience.
3. METACOGNITIVE
APPROACH
 the prefix “meta” means beyond.

 metacognitive approach is an approach that goes

beyond cognition. It is an approach that makes
our students thinks about their thinking.
4. CONSTRUCTIVIST
APPROACH
 is anchored on the belief that every individual
construct and reconstructs meanings depending
on the past experiences.
 Constructivists view learning as an active process
that result from self-constructed meaning. A
meaningful connection is established between
prior knowledge and the present learning activity.
INSTRUCTIONAL
CHARACTERISTICS
1. Teaching is not considered as merely transmitting
knowledge and information such as facts, concepts
and principles but rather as providing students with
relevant experience from which they construct their
own meaning.

2. Constructivism is anchored on the assumption that

“the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners can
build up the same meaning out of one situation.
3. The instructional materials include learning
activities and events rather fixed documents (law,
principles) that almost always are learned
unquestioned and simply recalled.

4. The teacher’s role is to facilitate learning by

providing opportunities for a stimulating dialogue
so that meanings could evolve and be constructed.

5. Lessons are activity-centered in order for them to

experience or gain personal knowledge through
active involvement.
GUIDELINES FOR ITS
EFFECTIVE USE
1. Encourage students to take their own initiative in
undertaking a learning activity.

2. Respect and accept the student‘s own ideas.

3. Ask the students to recall past experiences,

analyze and see a connection with the new
learning event.
5. INTEGRATED
APPROACH
 interdisciplinary,
intradisciplinary and

transdisciplinary.
 Intradisciplinary approach is observed when
teachers integrated the subdisciplines within a
subject a subject area.
 Interdisciplinary teaching is done when a
teacher teach science concepts in teaching
reading skills in language and when teacher
teach concepts in Araling Panlipunan in
teaching reading and writing skills in Filipino.
Also called Content- Based Instruction (CBI).
 Transdisciplinary approach to integration,
teachers organize curriculum around students’
question and concerns.
PROBLEM-BASED LEARNING (PBI)

 It is the learning that results from the process

of working toward the understanding of the
resolution of a problem.
3 steps in Planning Project-based curriculum
1. Teachers and students select topic of study based
on students’ interests, curriculum standards, and
local resources.
2. The teacher finds out what the students already
know and helps them generate questions to
explore. The teacher also provides resources for
students and opportunities to work in the field.
3. Students share their work with others in a
culminating activity. Students display the results
of their exploration and review and evaluate the
project.
THANK YOU!!!!! 