Teaching Approaches

Instructional Planning Made Easy
• The Department of Education (2016), defined instructional planning as planning, developing,

evaluating, and managing the instructional process of teaching and learning.
Basic Questions to be Considered:
1. What should be taught?
2. How should I taught?
3. How should instruction and student learning be assessed?
“Teachers should be familiar with the curriculum”
Types of Instructional Planning
1. Long-Ranged Instructional Planning
Involves planning for the whole school year. In doing this, it is important for teachers to do the
curriculum mapping. Beal and Bolick (2013), defined curriculum mapping as the process of
determining when to teach a topic or concept.
• Which lessons should be allotted more time and emphasis?
• How could social studies be integrated with other subjects or with holidays and
celebrations throughout the school year?
2. Unit Planning
A unit is a major division of the year-long plan. It is a cluster of related lessons organized
around a central topic, theme, issue, or problem and developed in a logical sequence (Beak
and Bolick, 2013; Ellis, 2010). It can be designed for any length of time, some ranging for just a
week while others cover a whole quarter.
In planning a unit, Beal and Bolick (2013) recommended taking into account the following
elements and processes:
Unit Title rationale resources
Time allotment goals evaluation procedure
List of topics objectives
Target students teaching strategies
3. Lesson Planning
A lesson plan is a teacher's plan for teaching a lesson. Its purpose is to outline the
"programme" for a single lesson. It helps the teacher in both planning and executing the
lesson.
Newly-hired teachers must prepare a Daily Lesson Plan (DLP) during their first year, while
those with at least one year of teaching experience are expected to roll out a Daily Lesson Log
(DLL). The table shows the definition of the DLP and the DLL based on DepEd Order No. 42. s.
2016.
Parts of a Lesson Plan
Lesson Objective
• Lesson Objectives are the specific and measurable knowledge, skill and character that a topic
is meant for the teacher to impart on the learners.
SMART
• From the definition, you can note that the components of lesson objectives are three –
knowledge, skill and character(Cognitive, Psychomotor, Affective)
Components of Lesson Objective
1. Audience – Who are expected to complete or perform the learning
2. Behavior – Refers to the expected competency from the learners after completing the activity.
Examples of a Well-Written objective

• By the end of the period, students are expected to explain (behavior) the Malthusian
Theory.
• After reading the module, students will be able to make a timeline (behavior) of the
French Revolution.
• Matapos and aralin, ang mga mag-aaral ay inaasahang natatalakay ang naging
kontribusyon ng mga philosophe sa kasalukuyang panahon.
3. Condition – Refers to the circumstances in which learners must complete the activity. (There
may be times when a condition is not necessary, but always check to see if it’s appropriate to
add one.)
Examples of Condition:
• Matapos basahin ang kwento, ang mga mag-aaral ay inaasahang nakakasusulat ng
isang repleksyon.
• Given the list of words, students will be able to identify which describes a knight.
4. Degree – How well do they have to accomplish the activity? Is there a degree of accuracy or a
time limit? (There may be times when a degree is not necessary, but always check to see if it is
appropriate to add one.)
Example of Degree:
• Matapos ang aralin, ang mga mag-aaral ay inaasahang natutukoy ang kabisera ng mga
bansang Asyano na may 90% kawastuhan.
Domains of Learning
Learning objectives can be categorized into three domains of learning. The cognitive domain,
affective domain, psychomotor domain.
1. Cognitive Domain
Learning objectives can be categorized into three domains of learning. The cognitive domain,
affective domain, psychomotor domain. This taxonomy of learning formulated by Benjamin
Bloom in 1956 is used in structuring learning objectives and it has become the foundation of
designing a curriculum and classroom activities in all educational institutions in the world.
2. Affective Domain
The affective domain was first described in 1964 and is attributed to David Krathwohl as the
primary author. This domain is concerned with our values, feelings, enthusiasm, motivations,
and attitudes. Like the cognitive domain, affective objectives are also divided into a hierarchy.
Psychomotor Domain
Traditionally, psychomotor objectives refer to activities where gross and fine muscles are used for
expressing or interpreting information or concepts. Psychomotor objectives also refer to the physical
and reflex actions, and interpretative movement, either natural or automatic reflexes. After the
publication of the cognitive domain in 1956, and the affective domain in 1964, the psychomotor
domain was conceptualized in the 1970s. One is that of E.J Simpson in 1972 and the other form R.H
Dave, in 1970.
Five Levels of Skills according to R.H Dave (1970)

For us to be able to write psychomotor objectives easier, the following sets of verbs might be of help.
1. Imitation: follow, replicate, trace, reproduce, copy, repeat, adhere
2. Manipulation: build, act, recreate, perform, implement, execute, build
3. Precision: complete, demonstrate, master, perform, show, calibrate, control, execute
4. Articulation: combine, coordinate, develop, modify, integrate, calibrate, control
5. Naturalization: invent, specify, develop, design
The psychomotor domain according to Simpson (1972)
Simpson, includes physical movement, coordination, and use of motor skills areas in his model. The
mastery of these skills requires practice and is measured in terms of speed, procedures, precision or
techniques. Like Dave’s model, psychomotor skills of Simpson, also ranges from simple to more
complex tasks. As illustrated in the following table.
Teaching Approaches in Secondary Social Studies
Teaching Approach – Set of principles, beliefs, ideas about the nature of teaching and learning which is
translated into the classroom.
Approaches in the K-12 Curriculum

RA 10533 Enhanced Basic Education Act of 2013
• Learner-Centered – learning styles, interests, feelings, needs, activities

• Inclusive – everyone is included should participate, no exclusion from the circle of
learning
• Developmentally Appropriate – tasks are within the developmental stage of the child.
• Responsive and Relevant – Meaningful, concrete examples, relate to real-life situations,
no to mile-wide-inch-deep teaching
• Research Based – Integrated research findings, avoid using the same method over and
over again
• Culture Sensitive – unique, stories, values, diversities
• Deductive – Abstract rule > specifics
• Demonstration Method – teacher shows how to manipulate/perform something
Direct instructional method

1. Anticipatory Set
2. Objective and Purpose
3. Input
4. Modeling
5. Checking for Understanding
6. Guided practice
7. Independent practice
Teaching Techniques
Personal Style of teaching is carrying out the procedure of teaching.
Teaching Strategy
Methods of teaching a problem or task or modes of operation for achieving a particular task. Set of
discussions on what activities to be done to achieve the learning activity
• Reflective Strategies – Process that enables an individual to learn from their own experiences.
• Metacognitive Processes – Students are trained to become aware of and control their learning.
• Metacognitive Strategies
1. Plan what strategy to use to meet your goals
2. Decide what resources are needed
3. Monitor their own progress
4. Evaluate their progress
Example 1: Group Activity

• Teaching Approach • Teaching Strategy
Constructivism Roleplay, poster making, tableau
• Teaching Method
4As Method Example 3:
• Teaching Technique • Teaching Approach
Role Play Social Reconstructionism
• Teaching Strategy • Teaching Method
Think, pair, share, or peer evaluation Inquiry-Based
• Teaching Technique
Example 2: Project Proposal
• Teaching Approach • Teaching Strategy
Multiple Intelligences Brainstorming
• Teaching Method
Interdisciplinary
• Teaching Technique

Teaching Approaches

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Instructional Planning Made Easy

• The Department of Education (2016), defined instructional planning as planning, developing,

Examples of a Well-Written objective

Five Levels of Skills according to R.H Dave (1970)

Approaches in the K-12 Curriculum

• Learner-Centered – learning styles, interests, feelings, needs, activities

Direct instructional method

Example 1: Group Activity

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