GROUP 1

PRESENTATIONS

PRINCIPLES OF TEACHING
 LESSONS
Flipped
Direct Instructions
1 Presenter: Maricar Garcia 2 Classrooms
Presenter: Benedict Bobotioc

Differentiated Instruction
3 Kinesthetic Learning
Presenter: Bill Elentorio 4 Presenter: Diana Ramos
 1
Direct Instructions

Maricar Garcia
DIRECT INSTRUCTION
 DIRECT INSTRUCTION

is where teachers use explicit

teaching techniques to teach a
specific skill to their students.

This type of instruction is teacher-

directed, where a teacher typically
stands at the front of a room and
presents information.
Example of Direct
Announcements
Instruction
Modules / Unit Introduction

Description

Modeling of Assignments

Lectures
Why Direct Instruction is Important?

Direct Instruction is important because it allows for more

interaction. Students are able to ask more questions and
request assistance. They are also able to discuss their
interests, enabling me to add those to my lessons.
• All children can be taught.
• All children can improve academically and in terms of self-image.
• All teachers can succeed if provided with adequate training and
materials.
• Low performers and disadvantaged learners must be taught at a
faster rate than typically occurs if they are to catch up to their
higher-performing peers.
• All details of instruction must be controlled to minimize the chance
of students’ misinterpreting the information being taught and to
maximize the reinforcing effect of instruction.
All students can learn when All teachers can be successful,
taught correctly, regardless of given effective materials
history and background. presentation techniques.
 6 FUNCTIONS OR STEPS OF
DIRECT INSTRUCTION

INTRODUCTION
/ REVIEW

DEVELOPMENT

GUIDE
PRACTICE
INDIPENDENT
PRACTICE

CLOSURE
EVALUATION /
REVIEW
 I. INTRODUCTION / REVIEW

• Gain the student’s attention

• At this stage, the students are ‘informed’ as to
what the learning goal or outcome is for the
lesson and why it is important or relevant.
 II. DEVELOPMENT

• The teacher models the behavior (knowledge or

skill) that students are ultimately expected to
demonstrate.
• The teacher checks for understanding by asking key
questions relative to what is to be learned or by
eliciting questions from students.
 III. GUIDED PRACTICE

Teacher can offer assistance to students who

have not yet mastered the material and who
may need more ‘direct instruction’ from the
teacher
 IV. CLOSURE

Bring the whole lesson to a ‘conclusion’ and

allows the teacher to recap what was
covered in the lesson.
 V. INDIPENDENT PRACTICE

Gives the students the repetitions they

need to integrate the new information or
skills with previous knowledge or skills.

1. UNITIZATION 2. AUTOMATICITY

Students are putting the skills Students are successful

they’ve learned together and use and rapid.
them in a new situations.
 VI. EVALUATION / REVIEW

Provides the necessary feedback to

both the teacher and the students and
can be used to determine whether
expected learning outcomes have been
met or must revisited in future lesson.
Maricar Garcia
 2
Flipped Classrooms

Benedict Bobotioc
• Flipped Classroom is a teaching strategy that
reverses the traditional learning environment by
delivering instructional content, outside of the
classroom. It moves activities like project,
assignment, homework, etc. into the class.
 Learning Culture: In flipped model, class
Flexible Environment: In flipped time is shifting to discuss more in-depth
classroom teacher need to create flexible about each topic. More over, flipped
learning environment by providing classroom changes the traditional
opportunities for student to choose when learning culture into learner centered
and where they want to learn. class. As a result students are actively
involved in knowledge construction

F L

Intentional Content: Flipped learning

I P
requires intentional content. Means, in Professional Educator: The role of a
flipped model, the teachers determine professional educator is even more
what they need to teach and what important in a flipped classroom than in
materials students should handle on their traditional one.
own.
ADVANTAGES AND DISANVANTAGES
 ADVANTAGES
• Opportunities for teacher
to teach (through video)
and then clarify (the next
day in person);

• Improve student access to

content, potential for
family support, emphasis
on student, self-direction,
ongoing access to content
for all students (review,
student absences, etc.)
 DISADVANTAGES
• Significant 'front end'
work by the teacher;
• Need for technology and
bandwidth for all
students;
• Increased screen time;
• Not engaging for all
students;
• Not all 'homes' are
equally supportive for
students.
 3
Kinesthetic
Learning
Bill Elentorio
 4
Differentiated Instruction

Diana San Juan

 Branches of Differentiated
Instruction

● Content
● Process
● Product
● Effect
Let’s go in depth!

Content Process
Adapting content to students’ Individualized,
interests, age, academic pairing, small
readiness, and language groups, whole
proficiency level. groups.

Product Effect
Videos/photos, writing, Safe environment, students
oral presentation, graphic are free to make mistakes,
organizers, projects. students feel accepted,
positive feedback.
 LESSONS

Inquiry-based Learning UDL

5 Presenter: Eliz Javier 6 Presenter: Hazzle Cueto

Personalized Montessori
7 Learning
Presenter: Judy Ann Tibay 8 Presenter: Adolf Mao
 5
Inquiry-based Learning

Eliz Javier
What is Inquiry-based Learning?

● Founded on the proven system called ‘Moore’s deductive method’ of instruction

that was pioneered by Robert L. Moore in Texas in 1911
● Approach to learning that emphasizes the student’s role in the learning process.
● A learning and teaching method that prioritizes student questions, ideas and
analyses.
● Uses different approaches to learning, including small-group discussion and
guided learning
● Helps students “how to think” instead of “what to think”
Types of Inquiry-based Learning
● Confirmation Inquiry
➢ Teacher gives students a question, its answer and the method of reaching this
answer. The goal is to build investigation and critical-thinking skills, learning
how the specific method works.
● Structured Inquiry
➢ Teacher give students an open /essential question and an investigation
method, guide them through specific activities, resources, and assessments.
They must use the method to craft an evidence-backed conclusion
● Guided Inquiry
➢ The teacher introduces topics or an open question. Typically in groups, they design
investigation methods and select their own resources to research their answers in order
to reach a conclusion.
● Open Inquiry
➢ Teacher give students time and support. They design or pose original
questions, investigate through their own methods, select their own resources
and eventually present their results to discuss with their classmates.
Steps to Inquiry-based Learning
1. Orientation/Observation (Orient)
2. Question/Conceptualize (Ask)
3. Investigation (Investigate)
4. Conclusion (Create)

5. Discussion/Sharing (Discuss / Reflect)

Benefits
● Improved student engagement
● Greater student mastery
● Improved knowledge retention
● Deeper understanding of students
● Works in Almost Any Classroom
● Offers Differentiated Instruction
Role of Teacher

1. Spark the students’ curiosity

2. Begin the inquiry process
3. Demonstrate How to Participate
4. Promote and guide focused dialogue and discussion among students
5. Lead students between small-group and whole-classroom discussions;
determine the transition
6. Pay attention to discussions and clarify misconceptions
 6
Universal Design for
Learning (UDL)
Hazzle Cueto
Universal Design
for Learning
What
is
UDL?
Inspiration for UDL

• UDL is a set of principles for development

that gives all students an equal
opportunities to learn
• It provides outlines for creating
instructional goals, methods, materials, and
assessments that work for everyone and can
be adjusted based on needs.
Why Universal Design for Learning?

The purpose of UDL is to meet the

needs of all students in an
inclusive classroom. Students are
vastly diverse—in what they learn,
how they learn, and why they learn.
Principles of Universal Design for
Learning
1. Multiple means of Representation
UDL recommends offering information
in more than one format.

2. Multiple means of Action and Expression

UDL suggests giving kids more than one
way to interact with the material and to
show what they’ve learned.
3. Multiple means of Engagement
UDL encourages teachers to look for
multiple ways to motivate students.
Universal Design
for Learning
Guidelines
Summary
• The implications of UDL in the classroom will give
all students access to the content. The content
must be presented in various format to activate
different parts of the brain that helps student
learn. Technology is a very flexible tool that
allows teachers to present information in various
formats to engage students. Student can use
technology to help access the content or use it as
a tool to demonstrate their knowledge of the
content. In order to become an effective teacher
that reaches and give all students the opportunity
to learn the UDL methods must be used to activate
all parts of the brain.
References
• Walden UDL PPT (UDL by Alicia Roberts)
• UDL NOW by Katie Novak
• UDL At A Glance by CAST
• Foundations of Special and Inclusive Education
• UDL in Action by Whitney H. Rapp

Repoter: JENNIFER HAZZLE C.

CUETO
 7
Personalized Learning

Judy Ann Tibay

What is Personalized
Learning ?
Personalized learning is an
educational approach that aims
to customize learning for each
student’s strengths, needs,
skills, and interests.

Each student gets a learning

plan that’s based on what
they know and how they learn
best.
 The best way, for each
HOW DOES PERSONALIZED LEARNING WORKS ? learner, is delivery of
information in such a way
. Personalized learning that the learner is able to
centers around the acquire the new information
task of connecting a easily. This could be the
learner’s previous type of material (video, text,
knowledge, This is done by using or interactive games, for
experiences, and the existing knowledge example), the time spent,
that the teacher has of the amount of material
abilities with training
the student. The covered in each session,
materials that will link teacher understands
that understanding with and the order in which new
how best to connect the information is explained.
new information learner’s previous
This will vary for each
experiences and
learner, as everyone has
abilities to the new
information, building different learning styles
links between
existing knowledge and
new information.
WHY IS PERSONALIZED LEARNING IS IMPORTANT ?
Unlike traditional learning By taking data related to
where students are a learner’s previous
grouped together by age experience and linking
and apparent ability, taught that to new concepts,
and tested, and then told
personalized learning
to move on, personalized
Strengths Weakness results in a more
learning allows students to
complete understanding
master the material before
moving on to the next of new concepts, better
subject, thus increasing engagement, and
the chances of each knowledge retention is
s
student havingThreats
the improved. In short,
knowledge, skills and personalized learning
abilities mastered. makes learning more
effective.
 BENEFITS OF PERSONALIZED LEARNING

Saves time
Increased motivation

Increases engagement
Improves learning results

Improves knowledge retention

EXAMPLES OF PERSONALIZED
LEARNING

One-on-one Tutoring

Mentoring

Online course providers

Search engines
 How to create a personalized learning plan?

Assess

Determine the goals and skills needed for each specific role

Create a generic learning plan

Map learning modalities

Modify learning plans for individuals according to their specific

preferences

Utilize assessments to track learning

Review and scale

CONCLUSION

Making learning personalized has a great impact on learning outcomes. When new
concepts are linked to a person's previous experience, it results in better understanding,
and learning becomes more effective.

The general goal is to make individual learning needs the primary consideration in
important educational and instructional decisions, rather than what might be preferred,
more convenient, or logistically easier for teachers and schools.
 8
Montessori

Adolf Mao
MONTESSORİ METHOD
Created by Maria Montessori (1870- 1952)
Presented by: Adolf Mao D. Subrado
MARİA MONTESSORİ (1870- 1952)
-- ITALİAN EDUCATOR
-- THE FİRST WOMAN MEDİCİNE STUDENT OF HER TİME
-- WORKED WİTH DİSABLED, ALSO HEALTHY CHİLDREN
--OPENED HER FIRST SCHOOL FOR CHILDREN OF LOW-
INCOME WORKERS IN AN APARTMENT BUILDING IN ROME
IN 1907. THE SCHOOL WAS CALLED “CASA DEI BAMBINI”,
HOME FOR CHILDREN.
THE MONTESSORİ METHOD

- CHİLD-CENTRED ALTERNATİVE EDUCATİONAL

METHOD
BASED ON PIAGET'S STAGES OF COGNITIVE
DEVELOPMENT (19./20. CENTURY)

- SELF-DİRECTED METHOD

- MONTESSORI DEVELOPED SPECIFIC MATERIALS,

TECHNIQUES AND CLASSROOM AREAS FOR THE
CHİLDREN

- SELF CORRECTİON
-MONTESSORI OBSERVED THAT CHILDREN
SHOWED EPISODES OF DEEP CONCENTRATION
AND MULTIPLE REPETITIONS OF THE SAME
ACTIVITY.
-GIVEN FREE CHOICE, KIDS SHOWED MORE
INTEREST IN PRACTICAL ACTIVITIES AND THE
MATERIALS THAN NORMAL TOYS, SWEETS OR
OTHER REWARDS.
-OVER TIME SPONTANEOUS SELF-DISCIPLINE
EMERGED.
-MONTESSORI CONCLUDED THAT WORKING
INDEPENDENTLY CHILDREN SEEMED TO
REACH NEW LEVELS OF AUTONOMY AND
BECOME SELF-MOTIVATED LEARNERS.
THE FIVE PRINCIPLES
OF THE MONTESSORI METHOD

Principle 1: Respect for the Child

-major principle underlying the entire Montessori method.
-Respect is shown for children by not interrupting their
concentration.
-Teachers model respect for all students as well as
peaceful conflict resolution, and must learn to observe
without judgement.

Principle 2: The Absorbent Mind

-based on the principle that, simply by living, children are
constantly learning from the world around them.
-Through their senses children constantly absorb
information from their world. They then make sense of it
because they are thinking beings.
THE FIVE PRINCIPLES
OF THE MONTESSORI METHOD
Principle 3: Sensitive Periods
-believes there are certain periods during which children
are more ready to learn certain skills.
-These are known as sensitive periods, and last only as
long as is necessary for the child to acquire the skills.

Principle 4: The Prepared Environment

-suggests that children learn best in an environment that
has been prepared to enable them to do things for
themselves.
-Teachers should prepare the learning environment by
making materials and experiences available to children in
an orderly and independent way.

Principle 5: Auto education

-Auto education, or self-education, is the concept that
children are capable of educating themselves.
-teachers provide the environment, the inspiration, the
guidance and the encouragement for children to educate
themselves.
THE GOAL: TO GROW
CHILDREN TO BECOME
INDEPENDENT AND
RESPONSIBLE ADULTS WHO
SHARE A LOVE FOR
LEARNING.
"ALL THE APPARATUS MUST BE
METICULOUSLY IN ORDER, BEAUTIFUL AND
SHINY, IN PERFECT CONDITION. NOTHING
MUST BE MISSING, SO THAT TO THE CHILD IT
ALWAYS SEEMS NEW, COMPLETE AND READY
FOR USE.”
CURRİCULUM AREAS…
1. PRACTİCAL LİFE…
2. SENSORİAL..
3. CULTURAL..
4. SCİENCE..
5. LANGUAGE..
6. MATH..
IN A MONTESSORİ KİNDERGARTEN….☺
THE PROS OF MONTESSORI EDUCATION

 An emphasis on hands-on independent

learning
 Enhanced social interaction

 Independence is a mainstay

 A cultivated love for learning

 Inclusive of special needs

THE CONS OF MONTESSORI EDUCATION

 It can be expensive
 It’s not accessible to everyone

 Curriculum may be too loose for some

 Independence isn’t everything

 The open-ended structure of the classroom can

be intimidating for some
NOTABLE MONTESSORIANS
 Alexander Graham Bell (inventor, and supporter of Montessori
education)
 Jeff Bezos (founder of Amazon)
 David Blaine (magician)
 Eric Cornell PhD (physicist, winner of The Nobel Prize in Physics)
 Thomas Edison (inventor and early supporter of Montessori
education)
 Anne Hathaway (Academy Award winning actress)
 Beyonce Knowles (R&B singer)
 Lea Salonga (recording artist, award-winning stage and screen actress
and singer)
 Bill Gates He is a co-founder of Microsoft, along with his late childhood
friend Paul Allen.
 Taylor Swift (award-winning recording artist and actress)
SOURCES:

HTTP://EN.WİKİPEDİA.ORG/WİKİ/MONTESSORİ_M
ETHOD

HTTP://WWW.İNFED.ORG/THİNKERS/ET-
MONT.HTM

MONTESSORİ HANDBOOK

MONTESSORİ PADAGOGY INFORMATİON FROM A

MONTESSOR KİNDERGARDEN
 LESSONS

VAK Teaching Expeditionary Learning

9 Presenter: Marrence Cenir 10 Presenter: Nioresa Mandario

Game-based Learning Problem Solving

11 Project-based Learning
Presenter: Ronette Moceros
12 Presenter: Reinalene Diesta
 9
VAK Teaching

Marrence Cenir
VAK TEACHING
MARRENCE M. CEÑIR
 What is vak teaching?

The VAK is a combination of different learning styles,very effective and

aceeptable. V-visual A-auditory K- Kinesthetic
 Why is vak important for teacher?

• The Visual-Auditory-Kinesthetic learning styles model, usually abbreviated to

VAK, provides a simple way to explain and understand your own learning
style, and the learning styles of others. Most importantly, it helps you to
design learning methods and experiences that match people's preferences.
Visual teaching
 Visual teaching
• One of the most effective and useful approaches is visual
teaching (or visual learning). As the name suggests, visual
teaching relies on visually presenting information to help
students grasp new concepts, connect ideas, and practice
critical thinking.
 Visual learners

• Visual learners need to associate ideas, concepts, data and

other information with images and techniques.
 Characteristics
• Observes rather than talking or acting
• Not very distractible
• Notices details
• Memorizes by seeing graphics or pictures
• Enjoys advance planning
• Struggles with verbal instructions
Typically has good handwriting and is a good speller
 Teaching strategies
• Seat your visual learners close to the front, where they can see the
presenter clearly
• Include meaningful visual aids to support your verbal instruction
• Use colors to cue important information
• Encourage note taking
 Learning Strategies

• Recopy notes while studying. This can be done several times if necessary.
• Visualise the information or how to solve a problem
• Look at the words, visualise the words in your mind, repeat them to yourself.
 Auditory learners
• Auditory learning is a learning style in which a person learns
through listening. Auditory learners need to hear what is being said
in order to understand and may have difficulty with written
instructions.
 Characteristics
• Observes rather than talking or acting
• Not very distractible
• Notices details
• Memorizes by seeing graphics or pictures
• Enjoys advance planning
• Struggles with verbal instructions
• Typically has good handwriting and is a good speller
 Teaching strategies
• Seat your visual learners close to the front, where they can see the
presenter clearly
• Include meaningful visual aids to support your verbal instruction
• Use colors to cue important information
• Encourage note taking
 Learning strategies
• Repeat facts or information aloud while studying
• Explain or teach information to others
• Brainstorm or study aloud with others
• Say words inside your head to remember them
 Kinesthetic learners
• Kinesthetic learning is a learning style in which learning takes
place by the student carrying out a physical activity, rather
than listening to a lecture or watching a demonstration.
 Characteristics
• Frequently in motion- shaking legs, drumming fingers, etc.
• Often touches people while talking
• Enjoys solving problems by physically working through them
• Will try new things, is very outgoing
• Reading and spelling not a priority
 Teaching strategies
• Seat them towards the back of the room so their motion does not
distract others
• Have frequent movement breaks
• Incorporate role play into your instruction
• Use models and real objects for visual aids and pass them around to
the students
 Learning strategies
• Take frequent breaks when studying to get up and move around
• Pace back and forth while studying
• Eliminate distracting objects from your desk
• Draw information while learning it
 Note:

Learning style is the way learners prefer to learn. Recognizing

it is the way to improve your quality of learning
Thank you
God Bless
 10
Expeditionary Learning

Nioresa Mandario
 “LEARNING BY DOING”
• school reform model that emphasizes high achievement
through active learning, character growth, and teamwork.
• Places strong focus on student responsibility
• Learning in this model includes multiple content areas so that
students can see how problem-solving can happen in the real
world–ideally, their own worlds
❑ Transformative
❑Innovative
❑Rigorous
❑Conditional
❑Unconventional
“There is more to us than we know. If we can be made to see it, perhaps
for the rest of our lives we will be unwilling to settle for less.”
— Kurt Hahn
❑ Father of Expeditionary Learning
❑Born on 1886 in Germany
❑Hahn loved to read and learn, but he hated school.
❑Had a vision of creating a school that designed to help
kids discover their interests and passions, not just prepare
them for tests. And it would be a school devoted to
character development.
❑Living through World War I got Hahn thinking again about
the purpose of school.

❑“He felt the project of education should be to develop

young people who were ready to be citizens in a new kind
of world,”

❑In the classrooms of the Gordonstoun School in 1934

Scotland, Kurt Khan first applied the principles of a curriculum
that placed equal emphasis on development of character,
leadership and a sense of service with intellectual studies.
“I would rather, entrust the lowering of a life-boat in mid-Atlantic to a sail-
trained octogenarian than to a young sea technician who is competently
trained in the modern way but has never been sprayed by salt water.”
-Lawrence Holt, Co-founder ,Outward Bound
OUTWARD BOUND
➢ Started on 1941 in Abordovey, Wales

➢ Founded by Lawrence Holt & Kurt Khan

➢ a one-month course that would foster “physical fitness, enterprise,

tenacity and compassion among British youth.

➢ Outward Bound principles, teach the hard, technical skills necessary

for survival, but also teach the relevant skills necessary for life.
• Approach to learning makes standards come alive
for students by connecting to real learning to real
world issues and needs.

• Learning expeditions are challenging

interdisciplinary, real world projects and in depth
studies that act as the primary curriculum units in
education of EL schools
• Teachers use strategies and techniques to lift up big ideas
and help students become active and collaborative
learners; to make connections; find patterns, to see event
in the different perspectives, to experiment, to go beyond
given information and to develop empathy and
compassion for events, people and subjects.

• Capturing student thinking and learning through inquiry,

problem solving and critical thinking sets high expectation
for student engagements.
• EL Education believes that assessment practices
should motivate students to become leaders of their
own learning
• Students track their progress towards standard based
learning, set goals, and reflect on growth and
challenges
• Students and teachers regularly reflect on and
analyze a variety of data to inform instruction and
identify areas of growth
• The whole school is involved in establishing a
culture of respect, responsibility, courage and
kindness

• Teachers, staffs, administrators and students are

intentional in their commitment in fostering
citizenship and working to become ethical people
who contribute to a better world.
• Schools are guided by a cohesive school vision
focused on student engagement and assessment.

• Leadership is fostered at all levels and with all

stakeholders to promote continuous improvement
❑Learning happens best with challenge, emotion and
proper support.

❑A teachers primary task is to help students overcome their

fears and help them discover they can do more.
❑Time is given to foster curiosity,
experiment and make observations.
❑Learning takes place individually and as a group.

❑Every EL SCHOOLS encourages both children and adults

to become more increasingly for directing their own
personal and collaborative learning
❑Both students' and teachers' ideas are respected.

❑Older students mentor younger ones and students

feel physically and emotionally safe
❑Students learn from their failures and
celebrate successes.
❑Education involves the integration of group
and individual learning experiences.
• Students learn about their own communities and
cultures, as well as others, to increase their overall
learning experience.
❑The cultivation of a direct and respectful
relationship with the natural world is
important
❑Students and teachers are given time to
explore their own observations and connect
their thoughts
• Service Projects are used to teach students the
strength of service to one another and their
community.
"We are crew, not passengers."
 11
Game-Based Learning
Project-Based Learning
Ronette Moceros
At the end of this lesson;

1. Identify the use of Game-Based learning and Project-Based learning

2. Understand the Principles of Game-Based learning

3. Who is Project-Based learning meant for.

GAME-BASED
LEARNING
(GBL)
a teaching method that uses the power of
games to define and support learning
outcomes.
GBL TOOLS
ADVANTAGE OF USING GBL
It allows children to develop an emotional
connection to learning and subject matter.

It gives them the chance to get feedback and practice.

 PRINCIPLES OF GBL
Problem-Based Learning 1

4
 PRINCIPLES OF GBL
Problem-Based Learning 1

Learning By Doing 2

4
 PRINCIPLES OF GBL
Problem-Based Learning 1

Learning By Doing 2

Informative Feedback 3

4
 PRINCIPLES OF GBL
Problem-Based Learning 1

Learning By Doing 2

Informative Feedback 3

Progressive Growth 4
PROJECT-BASED
LEARNING (PBL)
is an instructional approach designed to give
students the opportunity to develop knowledge
and skills through engaging projects set around
challenges and problems they may face in the real
world.
WHY USE
PBL?
1

WHY USE PBL?

1 2

WHY USE PBL?

1 2
3

WHY USE PBL?

1 2 3

4 STUDENT
ENGAGEMENT

WHY USE PBL?

PBL FOR WHO?
Any student.
Most effective on certain type of
students – “at risk”.
Questions?
 12
Problem Solving

Reinalene Diesta
Problem-
Solving
IS A STRATEGY THAT EMPLOYS SCIENTIFIC
METHOD IN SEARCHING FOR
INFORMATION.
The learners are expose to different
lessons in problem solving involving
real-life problems. By doing problem-
solving activities, the learners are
exposed to some practical situations
or issues that are important to them
and to their community.
 LESSONS
Laboratory & Research
Inductive & Deductive
13 Presenter: Keanu Nido 14 Method
Presenter: Danicel Ramirez

Blooms Taxonomy of Learning &

15 Lecture Discussion
Presenter: Milanie Velasquez 16 Revised Taxonomy of Learning
Presenter: Jomel Maglalang
 13
Inductive & Deductive

Keanu Nido
 INDUCTIVE
• Inductive teaching is more on student centered. Student need to learn new
things and gain knowledge by themselves.
Example
- Give student a sample of a poem with shapes
- Don’t tell the student what are we going to learn at the start. Student will read the poem and find the
shapes.
- Teacher focuses students’ comment towards the shapes
- Use concrete object around the classroom as a sample and help them to recognize the shapes
 INDUCTIVE TEACHING

ADVANTAGES DISADVANTAGES
• Rules learner that discover themselves • Students may hypothesis the wrong
are more meaningful and memorable. rules
• It can place heavy demands on
• Students are more actively involve in teachers in planning a lesson.
the learning process
• Time and energy spent working out
• Students will have greater self reliance rules may mislead students into
and autonomy believing that rules are the objective
language learning
 DEDUCTIVE
• Deductive teaching is more on teacher centered. This is a method
that only teacher are speaking and student are listening.

Example
- Teacher teach everything and give some handouts to students
 DEDUCTIVE TEACHING

ADVANTAGES DISADVANTAGES
• Straight to the point, timing saving and • They may not have sufficient meta
many rules can be quickly explained. language or may not be able to
Allowing more time to practice understand the concepts involve
• It respects the intelligence and • Explanation is seldom as memorable
as other forms of presentation
maturity of many students
• Grammar explanation encourages a
• It confirm many students’ expectations teacher-fronted, transmission style
about classroom learning classroom.
 DIFFERENCES

INDUCTIVE DEDUCTIVE
• Student centered • Teacher centered
• Discovery method • Verification method
• Slow process • Fast process
• Implicit • Explicit
• Practice theory • Theory to practice
 14
Laboratory & Research
Method
Danicel Ramirez
• - this methods of teaching science and it forms an integral part
of effective science in teaching.
SCIENTIFIC METHOD- is defined as he principles and procedures
for the systematic pursuit of knowledge involving recognition and
formulation of problem, the collection of data through
observation and experiment, and the formulation and testing of
hyphotesis.
Two major types of laboratory methods.

• -Situations where the students work in the

laboratory,
• - Demonstration
 MAJOR GOALS OF LABORATORY WORKS
• Teaching manuals and observational skills relevant to the
subject.
• Improving understanding methods of scientific inquiry.
• Developing problem solving and doing skills.
CORRECT METHODS OF TEACHING IN LABORATORY
• 1. Self preparation
• 2. Right explanation
• 3. Starting experiments.
• 4. Handling instruments
• 5. Explaining observations
• 6. Writing reports
• 7. Lab safety
 ADVANTAGES OF LABORATORY
METHODS
• Students learn by doing and come in contact with raw data or
materials in teaching learning process.
• Develops the power of observation and reasoning.
• - Develops the scientific attitudes.
- Gives an understanding of what research is how to apply the
scientific method.
- Gives training in organizing data gathered from real materials
object and how these objects are manipulated to attain the
objectives.
- Since students come in contact with real life situations, it can
be a preparation for solving real life problems.
 DISADVANTAGES OF SCIENTIFIC METHOD
• Uneconomical way of learning in time and materials.
• Does not give much training in verbal expression and when
the same equipment is used most of time, it is use becomes
mechanical used without much thinking anymore.
 SOME LABORATORY TEACHING METHODS
• Students learn by their own efforts.
• Demonstration methods
• Slide booklets show process-complex procedure, and
complicated apparatus.
• tape booklets for methods of calculating
• Wall charts
• Video recording
• Computers simulate
 RESEARCH METHODS
• Various methods have been used to gather information about
teaching .
• The most common fall into the following categories,
systematic observation, case study, and ethnography, survey
techniques, commentaries, concept mapping and narratives.
 THREE KINDS OF APPROACHES ON RESEARCH
METHOD
• QUALITATIVE- collecting and analyzing non-numerical
data.(text, video ,audio) to understand concepts, opinions, or
experiences. It can be used to gather in depth- insights into a
problem or generate new ideas for research.
• commonly used in the humanities, and social science in
subjects such as anthropology, sociology, education, health
science, history.etc.
• - QUANTITATIVE- is the opposite of qualitative research it is the
process of collecting and analyzing numerical data. It can be
used to find patterns and averages make predictions, test
casual relationships, and generalize results to wider
populations.
• is widely used in the natural and social sciences, biology,
chemistry, economics, psychology, marketing etc.
• MIXED- Is a research approach whereby bore searchers collect
and analyze both quantitative and qualitative data within the
same study.
THANK YOU
 15
Lecture Discussion

Milanie Velasquez
 16
Blooms Taxonomy of Learning
& Revised Taxonomy of
Learning
Jomel Maglalang