1.

MAR

18

Chapter 7: The Teaching of the Language Subjects

Chapter 7: The Teaching of the Language Subjects

Summary:

“First Year Education Students are characterized by no concerns, Student

Teachers by increased concerns, beginning Teachers by survival concerns and
Experienced Teachers by self-concerns” an idea that best suit the teachers and all
the ongoing education students.

When we are planning or if we are taking this kind of course, we must be

acquainted of the consequences and of course the hardship that we are going to
encounter just to survive and learn.

As a future teacher, you must be acquainted with subject areas that you are you
are going to teach and not in the sense that when you are already teaching, that is
when you cram to learn each subject areas. This chapter will educate us about the
subject areas and the teaching of the language subjects.

Lesson 1: Mother Tongue-Based Multilingual Education (MTB-MLE)

Mother Tongue-Based Multilingual Education is education in several languages

based on the mother tongue. The beginning language of teaching mother tongue,
termed as language 1 (L1). This leads to the learning of a second language, called
Language 2 (L2) and a third language called Language 3. In the Philippines, Language
1 may differ across the country.
What is meant by mother tongue? Section 4 of the Implementing Rules and
Regulations of Republic Act 10533, otherwise known as the Enhance Education Act of
2013 defines Mother Tongue as “the language or languages first learned by a child,
whom he/she identified as exclusive language user by others, which he/she knows best,
or uses most.”

Guiding Principles for Teaching and Learning in MTB-MLE

Effective language learning proceeds from the known to unknown. This

means that you begin with what the learners know and used what they know to learn
what they do not yet know. This is building on what students know and gradually
proceeding to the unknown.

Language learning, and all other kinds of learning for that matter, is an active
process. Learners must be actively involved in the learning process in order to learn.
To learn to speak, read and write a particular language, learners must speak, read and
write the language. There is no other way to learn a language except to speak, read and
write the language.

Successful language learning focuses on meaning, accuracy and fluency not

either fluency or meaning or accuracy but both meaning, accuracy and fluency.

The Department of Education, however, claims that they have overwhelming

evidences from national and international researches that tell us that children who were
first taught in their mother tongue learned a second language faster and better than
children who were not taught in their mother tongue. Children who were first taught in
the mother tongue performed much better than those who were not first taught in the
mother tongue.

Lesson 2: The Teaching of Filipino Language.

The end goal of the k-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 learning Area/ Program Standard (Pamantayan ng Programa) This
describes the intended outcomes that are expected to be realized in the teaching of
Filipino as a subject in the entire K-12 Curriculum.

The intended Outcomes of the learning area/program standard Naipamamalas

ng mag-aaral ang kakayahang komunikatibo, replektibo/mapanuring pag-iisip at
pagpapahalagang pampanitikan sa pamamagitan ng iba’t ibang babasahin at
teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi
at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa
daigdig.

Lesson 3: The Teaching of English language in the K-12 Curriculum.

The end goals of English Language Teaching are as follows:

Communicative competence. Is the student’s ability to understand and use

language appropriately and correctly to communicate in authentic situations.
 Multi-literacies. It implies that the text is not the only way to communicate. Text
is combined with sounds and images.

The learning standard area of English teaching states that “The learner
demonstrates mastery of basic skills in the English Language Arts, communicates
appropriately, fluently and orally and writes for a variety of purposes in different social
and academic context at his/her level while carrying out real life tasks as necessary to
cope with the demands of a functionally literate and competent, local, national and
global citizen.”

Lesson 4: Communicative Competence: The Goal of Language Teaching (Mother

– tongue, Filipino, English)

Communicative Competence is the learner’s ability to understand and use

language appropriately to communicate in authentic (rather than simulated) social and
school environments.

Four Aspects of Communicative Competence. Michael Canale and Merrill

Swain (1980) identified four components of Communicative Competence and these are:

1. Grammatical competence
 Is concerned with mastery of the linguistic code (verbal or non- verbal) which includes vocabulary
knowledge as well as knowledge of morphology, syntactic, semantic, phonetic, and orthographic
rules.

2. Sociolinguistic competence
 This refers to possession of knowledge and skills for appropriate language use in a social context. In
hymes, Sociolinguistic competence is knowledge of rules and conventions that underlie the
appropriate comprehension and language use in different linguistic and sociocultural contexts.

3. Discourse competence
 This is so-called interactional competence that includes textual and rhetorical competence. This
concerns the selection, sequencing, and arrangement of words, structures and utterances to achieve
a unified spoken or written text. ( Celce-Murcia et al. 1995:13)

4. Strategic competence
 This refer to “ a speaker ability to adopt his/her use of verbal or non-verbal language to compensate
for communication problems caused by the speaker’s lack of understanding of proper grammar that
used or insufficient knowledge of social behavioral and communication gaps.
 Lesson 5: The Principles of Language Learning

1. Cognitive Principle
a. Anticipation of Reward- Learners are motivated to perform by the thought of a reward, tangible or
intangible, long or short-term.
b. Meaningful Learning- Providing a realistic context to use language is thought to lead to better long
term retention, as opposed to rote learning.
c. Automaticity- This is subconscious processing of language for fluency.
d. Strategic Investment- Success in learning is dependent on the time and effort learners spend in
mastering the language.
e. Intrinsic Motivation- The most potent learning “rewards” to enhance performance are those that
stem from the needs, want and desires within the learner (Brown, 1994).

2. Linguistic Principle
a. Native Language Effect- A learner’s native language creates both facilitating and interfering effects
on learning.
b. Communicative Competence- Fluency and use are just as important as accuracy and usage.
c. Interlanguage- In second language learning, learners manifest a systematic progression of
acquisition of sounds and words and structures and discourse features.

3. Socio-affective Domain
a. Language-Culture Connection- Learning a language also involves learning a complex system of
cultural customs, values and ways of thinking, feeling or acting (Brown, 2000).
b. Self-Confidence- This is self-esteem or “I can do it” principle.
c. Risk- Taking- Students who are self-confident take risks and accomplish more.
d. Language Ego- “the identity a person develops in reference to the language he or she speaks” –
Alexander Guiora

Lesson 6: Approaches, Methods and activities in Language Teaching.

History of methods of Language Teaching.

Nothing is taken as gospel; nothing is thrown out of court without being

put to the test. This “test” may always change its mechanics, but the fact remains
that the changing winds and shifting sands of time and research are turning the
desert into a longed-for oasis.” (Brown, 2004)

Grammar translation method The Characters are:

 Classes are taught in the mother tongue with a little active use of target language.
 Much vocabulary is taught in the form of lists of isolated words.
 Long elaborate explanations of the intricacies of grammar are given.
 Grammar provides the rules for putting words together and instruction often focuses on
the form and inflection of words.

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 carefully traded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes.
 Grammar was taught inductively.

Audio-lingual Method
 New material is presented in dialog form.
 There is dependence on mimicry, memorization of set phrases and over learning.
 Structures are sequenced by means of contrastive analysis and taught at one time.
 Structural patterns are taught using repetitive drills.
 There is little or no grammatical explanation. Grammar is taught by inductive analogy
rather than deductive explanation.

The Designer Methods

1. Community Language Learning. This is an effectively-based method. This reflects

Carl Rogers’ view of education in which learners in a classroom are regarded as a
“group” rather than a “class” in need of certain therapy and counselling.
b. Suggestopedia. This grew from Bulgarian psychologist Georgi Lozanov’s view that the human brain
could process great quantities of material if simply given the right conditions for learning, among
which are state of relaxation and giving over of control to the teacher.

c. The Silent Way. This method capitalized on discovery learning. If the learner discovers or creates
rather than remembers and repeats what is to be learned. By accompanying physical objects and by
problem solving involving the material to be learned (Richards and Rodgers, 1986)

Total Physical Response

 This method demands listening and acting. The teacher is the ‘director’ and the students are the
‘actors’ (Asher, 1977)

The Natural Method

 In this method it is believed that learners would be benefited if production is delayed until
speech emerges.
 Communicative Language Teaching
 The primary goal of CLT is for students to acquire proficiency through pragmatic uses of
the target language in speaking, listening, reading and writing. To make that happen,
teachers make informed use of authentic materials and contexts.

Reflection

In this chapter, I have learned the changes that occurred in the new curriculum
and their goals and aims.

As a future teacher, three years from now, I must be already acquainted with the
subject areas that I am going to partake, and not in the sense that when I’m already
teaching I will then rush to study all of those subjects in just one toss.

Just like the idea “First Year Education Students are characterized by no
concerns, Student Teachers by increased concerns, beginning Teachers by
survival concerns and Experienced Teachers by self-concerns”. This statement
strikes me and left me a realization that, if I take this course, I should take this seriously.
Even though I am still in the process of educating myself to become an effective teacher
someday, I have to study more about the ideas that will then show up in the k-12
program because how can I teach my students on things that I’m not even informed
with.

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2.
MAR

18
 Chapter 6: Instructional Planning and Development
Chapter 6: Instructional Planning and Development

Summary:

Chapter 6 is a content talk about the process of instructional planning. Before the
modern curriculum was implemented here in the Philippines, there exist first the
standard way of teaching which involves the following steps:

1. Select a topic from the curriculum.

2. Design the instructional activities.
3. Design and give assessment
4. Give grade or feedback
5. Move on to new topic

But then, researches have concluded that this standard way of teaching does not
result to more and effective graduates. Therefore there was a big development and
changes that occured which involves the following steps:

1. Select standards that the students need to know.

2. Design an assessment through which students will have an opportunity to demonstrate those things.
3. Decide learning opportunities that will allow students to learn those things and plan appropriate
instruction to assure that each student has adequate opportunities to learn.
4. Use data from the assessment to give feedback, reteach or move on to next topic.

After the standard way of teaching was changed, different curriculum was
introduced and one of those is the Outcomes – Based Education. One of the features of
OBE is “design down”. This means that in OBE, you determine first the targets of the
learning outcomes before you design instruction and Understanding by Design
Backward design Like OBE, the first step in UbD is “identifying results”. This is
composed of three stages. Stage 1: Desired Results. Stage 2: Assessment
Evidence and Stage 3: Learning Plan.

In instructional planning and development there are important points to

remember, and these are:

1. Our daily teaching-learning is supposed to contribute to the realization of the vision

statement of the DepEd.
2. If you belong in a private institution, bear in mind the vision-mission statement of your
school in addition to that of DepEd’s vision and mission statement.
3. Consider too the Philippine Qualifications Framework (PQF), the framework issued
through Executive Order No. 83 by the office of the president on October 1, 2012.
4. These Grade 10 and 12 qualifications laid down in the PQF flow into the standards that
are contained in the Curriculum Guide for K to 12. These standards are in different
levels– learning area standards, key stage standards and grade level standards.
5. Our instructional planning is supposed to begin with a study of the K to 12 Curriculum
Guide for the
6. Which instructional plan you are going to prepare depends on what your school
requires.
7. Apply all the principles of teaching and learning that you have learned in Principles of
Teaching 1 and the research—based instructional strategies discussed in Chapter 4. As
you plan instruction you should also be guided by the same guiding principles upon
which the K to 12 Curriculum Guide was developed.
8. Always begin with end in mind.
9. Do assessments to ensure learning
10. Give your students opportunity to assess themselves.
11. You teach two knowledge; declarative and procedural knowledge.
12. Don’t forget that part of instructional planning is utilization of assessment results.
These important points can help us to construct a firm and an effective plan that
will help us to achieve our intended outcomes that will result to skill and knowledge-
oriented students.

Reflection:

In this chapter, I have learned that before the BEC and K-12 Curriculum, there
exist several programs that are used to be a guide and an experiment to other
institutions. And also I have learned that there are also some important guidelines when
planning and creating an instructional plan.

Planning and developing a new program is not an easy task. In an unintended

way, I heard a conversation between two teachers, the other one was appointed to be a
curriculum director but she refuse it because she said that it is no easy job and because
of health risk. So I guess, even teachers who know a lot can also get a hard time.

In the near future and when time comes, I will always remember these key
points to build an effective plan and not just something that is plain and boring.
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3.
MAR

17

Chapter 5: Research - Based Teaching and Learning in the 21st

Century
Chapter 5: Research - Based Teaching and Learning in the 21st Century

Summary:

Research-based teaching means that the learners, teachers and the curriculum
apply research- based approach in the learning- teaching process with an open
outcome.

The demands of the 21st century are solving problems flexibly, thinking critically
and creatively, using knowledge and skills in new situations, collaboration and
communication skills and technology literacy.

There are nine categories of instructional strategies that are needed to consider
in the field of teaching and in the process of this approach.

The first category is the 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. 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 students’ needs and should be criterion reference. As a teacher, you
should engage students in feedback process.

Reinforcing effort and providing recognition. Enhance students’ understanding of

the relationship between effort and achievement by addressing students’ attitudes and
beliefs about learning. Provide students with abstract tokens of recognition or praise for
their accomplishments related to the attainment of a goal. Teach students that success
is within their control because it comes as a result of their effort and not because of
other people or of luck and, of course, provide praise that is specific and aligned with
expected performance and behaviors
 Cooperative learning. Provide students with opportunities to interact with one
another in ways that enable their learning. Learning atmosphere is more favorable when
students work together rather than compete and work against one another.

Cues, questions and advance organizers. Enhance students’ ability to retrieve,

use and organize what they already know about the topic.Use explicit clues. This can be
done by giving preview of what is to be learned perhaps with the use of pictures, by
explaining the learning outcomes of the lesson/unit and providing a list of guide
questions that they should be able to answer at the end of the lesson. Ask inferential
questions, not fact questions and make use of advance organizers. This is meant to
give the students what they are expected to learn before the real teaching-learning
takes place.

In this category, there are four formats involved

namely the expository, narrative, skimming, and graphic.

The first format, expository advance organizer, describes in written or verbal form
the new content the students are about to learn. A narrative advance organizer presents
lesson in a story form to make relevant connection to the lesson. Skimming is when the
teacher provides the learners with the opportunity to skim over the information that is
about to be introduced, focusing on highlighted information. Graphic Organizersare
used as a method of presenting information in the visual realm. They are efficient
because they highlight and focus on just the important aspects and they also show
relationships between necessary information. Graphic Organizers take on a plethora of
avenues and looks, but the two most utilized are Venn Diagrams and Concept Mapping.

Non-linguistic representation. This enhances the student’s ability to represent

and elaborate on knowledge using mental images. In a research, it was concluded that
18% are auditory learners, 32% are visual learners, 25% are tactile learners, and 25%
are kinesthetic learners. There are many ways to teach non-linguistic representation for
more effective and informational way of teaching. One of those is graphic organizer, a
visual display that demonstrates relationships between facts, concepts or ideas. Making
Physical models and Manipulative, manipulative are physical tools of teaching that
engage students visually and physically with objects. Generating Mental
Pictures, mental Pictures are the representations of the physical world in a present’s
mind. Creating Pictures, Illustrations and Pictographs by hand or on a computer is an
opportunity for personalized learning. And lastly, engaging students in kinesthetic
activity, 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. Enhance student’s ability to synthesize information
and organize it in a way that captures the main idea and supporting details. When we
talk about summarizing, it is how we take larger selections of text and reduce them to
their bare essentials: the gist, the key ideas, the main points that are worth noting and
remembering. Note Taking is the practice of writing down pieces of information in a
systematic way.

Assigning homework and providing practice. Extend the learning opportunities for
students to practice, review and apply knowledge. Enhance student’s ability to reach the
expected level of proficiency for a skill or process. To ensure that homework
works, 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.

Identifying similarities and difference. Enhance students’ understanding of and

ability to use knowledge by engaging them in a mental process that involves identifying
ways in which items are alike and objectives. Comparing is showing similarities and
differences. Classifying is the process of organizing groups and labeling them according
to their similarities. Creating metaphors is 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 and creator analogies is the process of
identifying relationships between pairs of concepts or between relationships.

The last category is generating and testing hypotheses. Enhance students’

understanding of and ability to use knowledge by engaging them in a mental process
that involve making and testing hypotheses. When students generate and test
hypotheses they actually applied principles learned. They deepen their understanding of
the principles upon which they base their hypotheses. Generating and testing
hypotheses can be also applied in problem solving. The process of generating and
testing hypotheses can also apply in investigation process. In all of these instances
where the students are asked to generate hypotheses, the students are made to explain
why they should forward such hypotheses. To help students learn for mastery the
teacher must ensure mastery by seeing to it that he/she creates a positive learning
atmosphere develops through understanding of the lesson not only memory or recall
and that he/she gives opportunities to students to extend and apply their learning.

Reflection:

In this chapter, I have learned that there are many approaches that are really
effective when it comes to the field of teaching and one of those is the research-based
approach. As a student and a future teacher, this approach is really a big deal because
through this approach I can leap faster into discovering things faster and more effective
than those with the approach that includes spoon feeding.

On my own observation, out of 30 students in a classroom, half are willing to

search to answer thing on their own through any means of research and I am one of
those. Research also says that one way of an effective and faster learning is letting the
students to learn on their own just like what some of our teachers do to us.

But of course, there are some pros and cons in this kind of approach. First is that
it is time consuming. Base on a real experience, one of my teacher did not accept our
papers in a certain subject because the information in there are not intact and not
complete plus, all the reference are all coming from the internet. She wanted us to find
other information to some of the new and old books in the library, which in the other
hand is good because we were able to discover that we can actually make use of the
old books of our dear old library, but it took us a week to compile such information
before she finally approved it.

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4.
MAR

17

Chapter 4: Problem-based Learning and Project-based Learning

Chapter 4: Problem-based Learning and Project-based Learning

In this chapter, the main discourse is all about the Problem-Based Learning and
the Project-Based learning. Of course in discussing this chapter, we have to smooth
things out. Let’s first discuss Problem-Based Learning (PBL).

So what is PBL? Problem Based Learning is an approach that challenges

students to learn through engagement in a real problem. It uses an inquiry model or a
problem-solving model. Students learn about a subject through the experience of
solving an open-ended problem found in trigger material.
 Problem-based learning (PBL) is a format that simultaneously develops both
problem solving strategies and disciplinary knowledge bases and skills by placing
students in the active role of problem-solvers confronted with an ill-structured situation
that simulates the kind of problems they are likely to face as future managers in
complex organizations.

Here are some reminders for PBL to Work:

 The problem must be designed in such a a way that different appropriate solutions may
apply.
 The problem must be a real-world scenario.
 The problem must be relevant to the students and must be developmentally
appropriate.
 Guidelines must be set on how the team will work together and the expected dates of
completion.
 Teacher gives guidance but does not give answers to students.
 Students must be given reasonable amount of time to do the work.
 Teachers make clear how the performance will be assessed.

And the next approach in this chapter is the Project- Based Learning
(PrBL/PjBL). What is Project-based Learning?
Project-based learning (PBL) is a student-centered pedagogy that involves a
dynamic classroom approach in which it is believed that students acquire a deeper
knowledge through active exploration of real-world challenges and problems. Students
learn about a subject by working for an extended period of time to investigate and
respond to a complex question, challenge, or problem.

It focuses on a production model. As the name implies involves a project which

involves a complex task and some form of student presentation and/or creating an
actual product.

Students can do Project-based Learning by defining the purpose of creating end

product, identifying their audience, doing research on the topic, designing the product,
implementing the design, solving the problems that arise and finally coming up with
product.

The two approaches that are discussed earlier are linked to each other and are
related to other approaches namely the inquiry-based, collaborative, research-based,
interactive and constructivist.

Reflection:
 In this chapter, I have learned that a student best learn if they are finding ways to
come up with a solution in a given problem. These approaches are related to other
approaches like the research-based, inquiry-based, the collaborative, interactive and
constructivist.

Also I have learned that one hobby of our mind is to come up with a problem,
which is odd but definitely true, then finding ways to solve it. But I realized that even
though a human being such as me has an odd hobby, I find it useful and intriguing
because having a human to be curious to find something or to solve something, is very
rare. Nowadays, few people are curious on how to be significant and reliable.
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5.
MAR

17

Chapter 3: Constructivist Teaching: Interactive, Collaborative,

Integrative, and Inquiry-Based
Chapter 3: Constructivist Teaching: Interactive, Collaborative, Integrative, and
Inquiry-Based

Summary:

Constructivist teaching is based on the belief that learning occurs as 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.
Constructivist teaching should have authentic activities and real-world environments,
multiple perspectives, wholistic, integrative, self-directed learners and meaningful
learning.
According to Vygotsky's (1998) “Social learning theory states that we learn from
others. No one has the monopoly of the truth. Then it must be good to listen to others'
perspectives in our search for answers, in our search for truth.”

Nobody in this world really has or really knows what the truth is or where the idea
really came from. We need the idea of others in order to come up with a better idea.
This quote will lead us to interactive teaching.
 Interactive teaching is a two way process, first, we have the teacher, second, are
the other learner in the class. Interactive teaching, the word interactive reminds us of
people with whom the learner interacts in order to learn. The interaction can be
collaborative and so we have collaborative teaching and learning.

The teachers task in Interactive learning is that he/she should asks specific, non-
intimidating feedback questions and HOTS questions, make the focus of interaction
clear. The learning outcomes are the bases of interaction. The questions that guide the
interaction are based on your intended learning targets or outcomes. Create the climax
favorable for genuine interaction. No sarcastic remarks. Take time to listen to student’s
response. You must not mistake their silence for ignorance or for lack of interest. Do
less talk to students talk more. Learn to "decrease" so student "increase". The more
"dumb" the teacher the better for the student. Avoid being a non-stop talker. What is
worst is posing question and answering them by you.

If we have the interactive learning, or the sharing of ideas, this learning will take
us to collaborative learning.

Collaborative learning an educational approach to teaching and learning that

involves groups of students working together to solve a problem, completes a task, or
creates a product.

For collaborative teaching to work, the teacher must begin with the conviction
that every student can share something with the attainment of a goal, structure tasks in
such a way that the group goal cannot be realize without collaborating, make the goal
clear to all, ensure the guidelines on procedures are clear especially on how their
performance is assessed and must make clear that at the end of the activity, the have to
reflect together.

And in interactive and collaborative learning and teaching sprouts the integrative
learning and the inquiry-based learning.

Integrative teaching is putting together separate discipline to make whole. This

affirms the “boundary less” of disciplines. There is no demarcation lines among
disciplines taught.

Inquiry-based teaching constructivist teaching is also inquiry-based. This is

teaching that is focused on inquiry or question. It espouses investigation, exploration,
search, quest, research, pursuit, and study.
 One of the 16 Habits of Mind are questioning and posing problems. Effective
problem solvers know how to ask questions to fill in the gaps between what they know
and what don’t know.

Reflection:

In this chapter, I have learned that I have to integrate different strategic ways in
order to build an effective and reliable thinking ability for my students.

Of course, in learning, no one really knows the truth. Like what Vygotsky said, no
one has the monopoly of truth. In order to gain wisdom, one has to seek the knowledge
of others. Approaches, such as the integrative, interactive, collaborative and inquiry-
based, all results to an exchanging of idea process. This approaches all needs
interaction.

I have learned that these approaches can mold students that are active when it
comes to interaction with others in order to gain information.

I can use these approaches someday to build an effective group of learners that
could somehow help build a significant community.

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6.
MAR

17

Chapter 2: Teaching Approaches and Methods

Chapter 2: Teaching Approaches and Methods

Summary:

“A Thousand Teachers, A Thousand Methods”, this proverb from the Chinese

best suit this chapter.
 In this world of ours, there are thousands, not just thousands but billions, of
teachers who are there to share their hidden knowledge. But in order for them to impart
that to their students, they must possess the qualities and skills that a good teacher
should. Aside from that, they must acquire the methods, strategies, approaches and
techniques that are needed to have an interactive atmosphere inside and outside the
school.

But let us keep in mind that there are many kinds of methodologies that are
available to use and always remember that students vary from each other. As a mentor,
don’t stick to only one kind of method, approach and technique. In order to find the one
that suits your class, you must apply all that you have learned in the presence of
methods, approaches and techniques.

Approach is a set of assumptions that define beliefs and theories about the
nature of the learner and the process of learning which is translated into the classroom.
Method (design) is an overall plan for systematic presentation of a lesson based upon a
selected approach. It implies an orderly logical arrangement of steps. It is more
procedural. Techniques are the specific activities manifested in the classroom that are
consistent with a method and therefore in harmony with an approach as well. It is a well-
defined procedure used to accomplish a specific activity or task.

In today’s curriculum which is the K to 12 or Kindergarten to Grade 12 of

schooling process, there are approaches that are introduced to make this curriculum
and the interaction more effective and will enhance more the collaborative and thinking
skills of the learners and also their ability to deal with different situations.

Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:

The DepEd shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
(a)The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b)The curriculum shall be relevant, responsive and researched- based;
(c)The curriculum shall be culture-sensitive;
(d)The curriculum shall be contextualized and global;
(e)The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative
(f) The curriculum shall adhere to the principles and framework of the Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level
(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
context.

There are many methods that exist but there are two pairs of methods that are
common to us.

Direct and Indirect Method. The direct method is teacher-dominated. You lecture
immediately on what you want the students to learn without necessarily involving them
in the 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 or conclusions.

Deductive and 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 the inductive method, you begin your lesson with examples, with what is
known, with the concrete and with details. You end with the students giving the
generalization, abstraction or conclusion.

Although there are a lot of methods, approaches and techniques that a teacher
can apply, there is no such thing as the best or the perfect one. All you can do is do the
experimentation process wherein you are going to apply different methods to and
discover the skills of the learners. You can’t just apply one kind, but you have to apply
all in order to come up with your intended results.

Reflection:

In this chapter of the Principles of Teaching, I have learned that there sorts of
methods and approaches. I thought that there are only limited editions of those. But
because of this, I have another collection of methodologies that I can use in my
teaching experience.

Frankly speaking, in Principles of Teaching One, I did not learn anything at all.
Although that time, I was expecting something that great and that I will going to learn a
lot, but it’s quite disappointing. She was respected in the school I am in right now but I
did not learn a thing. Well, I’m glad those months were over and now I’m in another
chapter of my schooling process and everything is going well. I have now understood
some of the terms that I can’t comprehend way back in the first semester.
 When I’m reporting in class, I was able to apply some of the approaches that this
chapter has imparted to me and to others especially when I’m reporting in literature,
which is one of my major subjects. I was able to impart knowledge and learning to my
classmate in a different way. In a way that they will not be bored, instead, they were
excited, intrigued and enjoyed the activities I prepared for them.

But why is it that some of the teachers tends to ask if “…what method or strategy
will you use?” it’s kind of disappointing. A teacher once asked me that. “Well, there is no
best method or strategy. Probably, I’ll use the experimentation process because,
whether I like it or not, my students will vary just like this class. They don’t have same
brains so; I’ll just apply it all to see if what the result is. I can’t just stick to one method
that will not work. No, that always not works. Just like when you’re going to a battle, it is
not suited that you only have one plan, you should have at least three back up plans.” I
answered.
Posted 17th March 2017 by love mae batalla

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7.
MAR

17

Chapter 1: Outcomes Based Education

Chapter 1: Outcomes Based Education

Summary:

In this chapter of the Principles of Teaching, the main discourse is all about the
Outcomes Based Education. In studying this chapter, there are certain parts that are
considered relevant to the learners.

“Outcomes Based Education is an education that is anchored and focused on

outcomes. It is a student-centered approach to education that focuses on the intended
learning outcomes resulting from instruction. It is concerned with planning instruction
that is focused on outcomes, choosing the methodology that leads to the intended
outcomes and an assessment process that determines the attainment of intended
outcomes.”

In Outcomes Based Education, the learning focuses on the students and on the
outcomes that should jive with the planned or aimed result that the students should
possess in the end. Outcomes does not talk about the learning that they acquire that
can be seen on papers, rather, outcomes are the results of the performance of the
learners after they finish the course or graduated, thus, outcomes based education is
more on skills and competencies.

Reflection:

I have learned that there is this so called outcomes based education. And I think
that it is a great thing that in this kind of curriculum, there is a focus on the performance
of us students that will result to competent and effective graduates.

I always thought that the basis of the results that proves whether I did great or the
other way around are the things, the facts, the ideas and the discussion that are written
in one sense. But because of the introduction of this kind of curriculum, I have come to
my senses that, in the end, paper works are just the material that makes learning and
the schooling process more challenging but the real battle comes when I graduate.
Performance will be the basis of all.

Because of OBE, I will study hard and focus on my studies in order for me to
have a competent skill in the end. So that I can prove to myself that paper works will not
be the only basis of how far I can go. I want to challenge myself to transform my old self
into a competent and an effective one once I finished my chosen field.

But why is it that, in the end, OBE was replaced? Is there any gaps or leakages
that are found when it was tested? Or is it effective but just needs improvement?