1

Republic of the Philippines

University of Eastern Philippines
PEDRO REBADULLA MEMORIAL CAMPUS
Catubig Northern Samar
EDUCATION DEPARTMENT

SSC 2-TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

Building Bridges across Social Sciences Discipline-Makabayan as

a Core Learning Area

Prepared by:

RUBEN ESTOS MUNCADA, LPT

 2

TABLE OF CONTENTS

Teacher’s Prayer
Dedication
Acknowledgement
Characteristics of a Teacher
Code of Ethics for Professional teachers
Revised Taxonomy of Objectives
Approaches
Methodologies
Strategies
Techniques
Graphic Organizers
 3

TEACHER’S PRAYER

Lord, let me just what they need. If they need someone to trust, let me be
trustworthy. If they need sympathy, let me sympathize. If the need love, let me love
in full measure

And let me be not anger easily, Lord but let me be just. Permit my justice to be
tempered in Your mercy. When I stand before them, Lord, let me look strong and
good and honest and loving.

And let me be loving as I look to them. Help me to counsel the anxious, crack the
covering of the sky, temper the rambunctious with a gentle attitude.

Permit me to teach only the truth. Help me to inspire them so that learning will not
case at the classroom door.

Let the lesson they learn make their lives fruitful and happy. And, Lord, let me
bring them to You. Teach them through me to love You. Finally, permit me to the
lessons they teach, Amen.
 4

Characteristics of
A Teacher
 5

Characteristics
of a Teacher

Personality is the sum of one’s personal characteristics. It is one’s identity. Teachers, more than any other
professional are more momentarily subjected to scrutiny, to the minuets detail and observation by those they
associate with. Teachers are judged more strictly than other professionals. The personality they project determines
the impression they make upon students and colleagues. Their poise, bearing, manner of dressing and facial
expressions have an impact on their interaction with students.

Personality maybe described as authoritarian, weak, dynamic, or magnetic. Teachers’ personality must be
natural and genuine, that is devoid of pretences and artificially. They must be consistent, true and authentic.

Here are personal qualities of a teacher that are worth mentioning:

 Resourceful. Full of initiative and good at problem-solving especially in difficult situations.

 Intelligent. The ability to learn facts and skills and apply them, especially when this ability is highly
developed.
 Considerate. Mindful of the needs, wishes, and feeling of others
 Buoyancy. The ability to recover quickly from disappointment or failure, cheerfulness or optimism.
 Objectivity- the ability to perceive or describe something without being influence by personal emotions or
prejudices.
 Drive. Showing an ability to think, learn or respond quickly.
 Dominance. Control or command wielded over others, prime importance, effectiveness, or prominence.
 Attractive. Pleasing in appearance or manner.

 3
Environment. Starts on time and comfortable seating. Creates favorable conditions for presenting content
and good view of presenter and screen walking in and out.
 Body Language Style. Relaxed, poise, good posture, makes points to people, moving around, and use
physical movements and gestures to support eye contact shifting.
 Speaking Style. Easy to listen to, pauses, and can be easily heard and understood while using style.
 Technology. Handles glitches laser pointer movement, and demonstrates familiarity with all equipment and in
front of the screen.
 Focus. Key issues, main ideas, sticks to topic and generate recurring references to major points.
 Interaction. Establishes a connection with the students repeats responses, asks good suggestion to the
audience through questions, comments, and questions other participation.
 Adaptable. Reflecting on personal experiences and making necessary adjustment to teaching based on
emerging situations.
 Agreeable. Pleasant to communicate with and willing to interact with students.
 Caring. Being sensitive to individual needs and understanding students’ differences in learning styles and
other personal background issues.
 Enthusiasm. Showing passion or interest in teaching and students.
 Expectations. Challenging students to achieve high.
 Fairness. Maintaining consistent standards, rewarding or punishing students based on policy and behaviors
 Friendliness. Easy-going, outgoing, like friends, friendship.
 6

 Honesty. Telling students the truth about their strengths and weaknesses, and admitting mistakes and
correcting them.
 Humor. Interesting, funny, making class enjoyable
 Patient. Showing patience to students of different learning speed, being responsive to students’ questions,
and responding to students’ request of slowing down.
 Respectful. Respecting students of different achievement levels and backgrounds.
 Responsibility. Coming to class well prepared, good organization of materials and activities and being
available to students after class.
 7

Code of Ethics for Professional

Teacher

Code of Ethics for

Professional Teacher
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine
Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223 as amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
 8

Preamble

Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as
technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe,
and practice this set of ethical and moral principles, standards, and values.

Article I:
Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers
in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool,
primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or
administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.

Article II:
The Teacher and the State

7
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is trustee of the cultural
and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to
elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and
for all duly constituted authorities, and promote obedience to the laws of the state

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall
take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be
physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and
shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material
from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to
follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his
researches and investigations; provided that, if the results are inimical to the declared policies of the State, they
shall be brought to the proper authorities for appropriate remedial action.

Article III
The Teacher and the Community
 9

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the
best service by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and
dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much
less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local
customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work
and accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his positions
and influence to proselyte others.

Article IV
A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning
a decent living.

Article V
The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and
faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one
another.
 10

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of
others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and
other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall
not divulge to anyone documents which has not been officially released, or remove records from files without
permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible
evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in
writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of
selection on the basis of merit and competence; provided, further, that all qualified candidates are given the
opportunity to be considered.

Article VI
The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry
them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
11under oath to competent authority.
anonymity. However, if there are valid charges, he should present such

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a
different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in
which case, the teacher shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and the welfare of learners who’s right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming
full knowledge of employment terms and conditions.

Article VII
School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified
administration, responsible leadership and enlightened directions.
 11

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for
cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the termsand conditions of
their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII
The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the
subject or grades he handles, provided that such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and
shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
13
exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the
teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the
learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX
The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to
merit their confidence and respect.
 12

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of
learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism

Article X
The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it
does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of
his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial
venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise
official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they
shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers
cooperatives may participate in the distribution and sale of such commodities.

Article XI

The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with
dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all
relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality

15 which could serve as a model worthy of
emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of
men and nations

Article XII
Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the
erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as
a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836
 13

Revised Taxonomy
Of Objectives
Types of Objectives
Cognitive
Affective
Psychomotor

Cognitive Domain

Lorin Anderson, a former student of Bloom, along with David Krathwohl, one of Boom's original partners,
revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with
perhaps the two most prominent ones being, 1) changing the names in the six categories from nun to verb forms,
 14

and 2) slightly rearranging them (Anderson, Krathwol, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock,
2000; Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate.

Here is the hierarchy of revised taxonomy of cognitive domain :

The levels are described as follows:

Bloom’s Definition Verbs

 Choose  Quote
Remembering- Exhibit memory  Define  Recall
of previously learned material by  Distinguish  Relate
recalling facts, terms basic  Cite  Reproduce
concepts and answers.  Give example  Review
 Group  Select
 Find  Show
 How  Spell
 Know  Tell
 Label  Underline
 List  What
 Locate  When
 Match  Where
 Memorize  Which
 Name  Who
 Omit  Why

Understanding-  Classify  Interpret

Demonstrate understanding of  Compare  Outline
facts and ideas by comparing,  Contrast  Relate
translating, interpreting, giving  Discuss  Rephrase
descriptions, and stating main  Describe  Restate
idea.  Demonstrate  Retell
 Explain  Reorganize
 Extend  Show
 Give main idea  Summarize
 Identify  Translate
 Illustrate
 Infer
Applying- Solve problems to new  Apply  Manipulate
situations by applying acquired  Build  Operate
 Choose  Sequence
 Exhibit  Change Show
 Illustrate  Collect
 Calculate  Demonstrate
 Make  Dramatize
 Practice  Use
 Draw
 15

 Adapt

Bloom’s Definition Verbs

knowledge, facts, techniques and  Construct  Mode
rules in a different way.  Develop  Organize
 Experiment with  Plan
 Identify  Select
 Interview  Solve
 Make use of  Utilize

Analyzing- Examine and break  Analyze  Inference

information into parts by  Assume  Inquire
identifying motives or causes.  Categorize  Inspect
Make inferences and find  Classify  Investigate
evidence to support  Compare  List
generalizations.  Conclusion  Motive
 Contrast  Probe
 Criticize  Relationships
 Detect  Research
 Diagram  Separate
 Discover  Sift
 Discriminate  Simplify
 Dissect  Survey
 Distinguish  Take part in
 Divide  Test for
 Examine  Theme
 Function

Evaluating- Present and defend  Agree  Criticize

opinions by making judgements  Appraise  Decide
about Information, validity of  Assess  Deduct
ideas, or quality of work based  Award  Defend
on a set of criteria.  Compare  Determine
 Conclude  Disprove
 Justify  Estimate
 Criteria  Evaluate
 Explain
 Importance
 Influence
 Interpret
 Judge

Bloom’s Definition Verbs

 Justify  Rate
 Mark  Recommended
 Measure  Rule on
 Opinion  Select
 Perceive  Support
 Prioritize  Value
 Prove
Creating- Compile information  Act  Improve
together in a different way by  Adapt  Infer
combining elements in a new  Appraise  Invent
pattern or proposing alternative  Assemble  Make up
solutions.  Argue  Maximize
 Blend  Measure
 Build  Minimize
 Change  Modify
 Combine  Original
 16

 Compare  Originate
 Compile  Organize
 Compose  Plan
 Construct  Predict
 Create  Prioritize
 Delete  Propose
 Defend  Revise
 Design  Set up
 Develop  Solution
 Devise  Solve
 Discuss  Suppose
 Elaborate  Rank
 Estimate  Recommend
 Forecast  Reject
 Formulate  Tell why
 Happen  Test
 Imagine  Theory

Whichever taxonomy you prefer, there are key verbs for each level you can use when writing cognitive
objectives.

Example of Questions for Each Level

Remember

 Who? What? Where? When? How?

 Describe:_______.
 What is _______?

Understand

 Re-tell ________ in your own words.

 What is the main idea of ________?
 What differences exist between _____ and _____?
 Write a brief outline.

Apply

 How is _____ an example of _____?

 How is _____ related to _____?
 Why is _____ significant?
 Describe an example of when ____ happens.

Analyze

 What are the parts of ________?

 Classify this according to ________.
 Create an outline/concept map of ________.
 Provide evidence that _____ is correct.

Evaluate

 Compare and contrast _____ to _____.

 Select the best product.
 Critique the play.
 Judge the following in these merits: ___________.
 17

Create

 Organize the following: ________.

 Predict what will happen next.
 What solutions would you suggest for ________?
 How would you design a new ________?

Affective Domain

Affective objectives are designed to change an individual's attitude, choices, and relationships.

Example:

Given the opportunity to work in a team with several people of different races, the student will demonstrate a
positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by
non-team members.

Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment (indicating affect)
from lowest to highest.

The levels are described as follows:

23
Here are key verbs for each level you can use when writing affective objectives:

Definitions Verbs
Receiving- Awareness,  Ask  Points to
willingness to learn, selected  Choose  Select
attention.  Describe  Site
 Follow  Erects
 Give  Replies
 Holds  Uses
 Locate
 Name
 18

Responding- Active  Answers  Perform

participation on the part of the  Assists  Practice
learners. Attends and reacts to  Aid  Presents
a particular phenomenon.  Complies  Read
Learning outcomes may  Conforms  Recite
emphasize compliance in  Discuss  Report
responding (motivation)  Greet  Select
 Help  Tell
 Label  Write

Valuing- The worth or value a  Complete  Join

person attaches to a particular  Demonstrate  Justify
object, phenomenon, or  Differentiate  Propose
behavior. This ranges from  Explain  Report
simple acceptance to the more  Follow  Select
complex state of commitment.  Forms  Shares
 Initiates  Studies
 Invites  Work

Organization- Organizes values  Adhere  Generalizes

into priorities by contrasting  Alter  Identify
different values, resolving  Arranges  Integrate
 Combines  Modify
 Compare

Definitions Verbs
conflicts between them, and  Complete  Order
creating a unique value system.  Defend  Organizes
The emphasis is on comparing,  Explain  Prepare
relating, and synthesizing values.  Formulate  Relate
 Synthesizes

Characterization of Values- Has a  Acts  Proposes

value system that control their  Discriminate  Qualifies
behavior. The behavior is  Display  Questions
pervasive, consistently,  Influences  Revises
predictable, and most importantly,  Listen  Serve
characteristic of the learner.  Modify  Solve
 Perform  Verify
 Practices

Psychomotor Domain

The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision, distance, procedure, or
techniques in execution. The seven major categories are listed from the simplest behavior to the most complex.
 19

Simpson (1972) built this taxonomy on the work of Bloom and others:

Simpson’s Psychomotor Action Verbs

Domain Definitions
Perception- The ability to  Chooses  Detects
use sensory cues to guide  Describes  Differentiate
motor activity. This ranges

Simpson’s Psychomotor Domain Definitions Action Verbs

From sensory simulation, through cues selection.  Distinguishes  Relate
 Identifies  Select
 Isolate
Set- Readiness to act. Mental, physical, and emotional  Begin  React
dispositions that make one respond in a certain way to a  Display  Show
situation.  Explain  State
 Moves  Volunteer
 Proceed
Guided Responses- First attempts at a physical skill. Trial  Copies  React
and error coupled with practice lead to better performance.  Traces  Reproduce
 Follows  Responds

Mechanism- The intermediate stage in learning a physical  Assembles  Manipulates

skill. Responses are habitual with a medium level of  Calibrates  Measures
assurance and proficiency.  Constructs  Mends
 Dismantles  Mixes
 Displays  Organizers
 Fasten  Sketches
 Fixes
 Grinds
Complex Overt Response - Complex movements are  Assembles  Displays
possible with a  Calibrates  Fasten
 Constructs  Fixes
 Dismantles
minimum of wasted effort and a high level of assurance they will be  Manipulates Note: The Key Words
successful.  Measures are the same as
 Mends Mechanism, but will

 Mixes have adverbs or

 Organizers adjectives that indicate

 Sketches that the performance is

quicker, and better.
Adaptation- Movements can be modified for special situations.  Adapts  Rearrange
 Alters  Reorganizes
 Changes  Revises

Origination - New movements can be created for special  Arranges  Designs

 20

situations.  Builds  Initiate

 Combines  Make
 Composes  Originates
 Constructs
 Creates

Dave (1970) developed this taxonomy:

 Imitation - Observing and copying someone else.

 Manipulation - Guided via instruction to perform a skill.
 Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of the
original source.
 Articulation - Two or more skills combined, sequenced, and performed consistently.
 Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease. The
performance is automatic with little physical or mental exertionS

Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including involuntary
responses and learned capabilities:

 Reflex movements - Automatic reactions.

 Basic fundamental movement - Simple movements that can build to more complex sets of movements.
 Perceptual - Environmental cues that allow one to adjust movements.
 Physical activities - Things requiring endurance, strength, vigor, and agility.
 Skilled movements - Activities where a level of efficiency is achieved.

Here are key verbs for each level you can use when writing psychomotor objectives:

Key Verbs for the Psychomotor Domain

 bend  grinds  organizes
 calibrates  handle  perform (skillfully)
 constructs  heats  reach
 differentiate (by  manipulates  relax
touch)  measures  shorten
 dismantles  mends  sketches
 displays  mixes  stretch
 fastens  operate  write
 fixes
 grasp
 21

How To Write Instructional Objectives

Instructional objectives should specify four main things:

 Audience - Who? Who is this aimed at?

 Behavior - What? What do you expect them to be able to do? This should be an overt,
observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it,
hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
 Condition - How? Under what circumstances will the learning occur? What will the student be
given or already be expected to know to accomplish the learning?
 Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%),
do you want them to respond correctly 80% of the time, etc. A common (and totally non-
scientific) setting is 80% of the time.

This is often called the ABCD's of objectives, a nice mnemonic aid!

Tip: Never use the word understand in an objective. It is too vague, and does not specify a
measurable behavior.

Examples of Well-written Objectives

Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree
of Mastery (D). Note that many objectives actually put the condition first.

Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in
standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one
end to the other) steadily, without falling off, and within a six second time span."

Cognitive (comprehension level) - "Given examples and non-examples of constructivist activities in a

college classroom, the student will be able to accurately identify the constructivist examples and explain
why each example is or isn't a constructivist activity in 20 words or less."

Cognitive (application level) - "Given a sentence written in the past or present tense, the student will
be able to re-write the sentence in future tense with no errors in tense
29 or tense contradiction (i.e., I will
see her yesterday.)."

Cognitive (creation/synthesis level) - "Given two cartoon characters of the student's choice, the
student will be able to list five major personality traits of each of the two characters, combine these
traits (either by melding traits together, multiplying together complimentary traits, or negating opposing
traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a
cartoon that illustrates three to five of the major personality traits of the composite character."

Affective - "Given the opportunity to work in a team with several people of different races, the student
will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a
checklist utilized/completed by non-team members."
22
 23

Approaches

Approach refers to the choosing and defining the content discipline to be taught through the big ideas or
persuasive ideas against the traditional practice.

 It is more of the point of view of how facts and topics under a discipline should be deal with.
 It is using the contents as means of reading the student to disorder the law and principles of
generalization that govern a particular subject of discipline.

Types of Teaching Approaches

4a’s Approach
This approach includes the activity, analysis, the abstraction & the application of the lesson learned.

A Direct/Traditional Approach
Is most commonly used as beginning instruction for a new subject or skill. For example, an elementary
teacher explaining basic sentence structures may want to begin by explaining what a period is, what it
looks like, and where it goes in relation to the sentence. Teachers using this method must be cognizant of
their students’ abilities to pay attention for long stretches.

Inclusive Teaching Approach

Enables all students, whatever their circumstances, to enjoy the fullest possible learning experience and
to achieve their potential by not advantaging or disadvantaging some students over others.

Large Group Teaching Approach

Involves class sizes of 25 or more students, often in a big lecture hall setting. However, one teacher’s
definition of a ‘large’ group may be very different from another’s.

Active Learning Approach

Is an approach based on activities that encourage students to take an active, engaged part in the learning
process.

Hands-On/Inquiry, Student-Centered Approach

Hands-on lesson plans are often developed as “experiments,” such as multi-day (or -week) projects or
various “learning centers” throughout the classroom. For example, an elementary science teacher might use
a hands-on hypothesis-experiment lesson to explain soil erosion, allowing students to see and experience the
changes rather than reading about them from a book.

Despite the engagement, hands-on lessons can also be somewhat chaotic. Without having a set of learning
points, experiment-based lesson plans can make it more difficult to ensure that all students are taking away
the same points from a

lesson. Teachers using an inquiry-based method must be extraordinarily organized and plan lessons far in
advance to plan for the extensive work that it takes to implement longer learning activities. Here are some
other pros and cons to inquiry-based teaching:
 24

Pros

Students are constantly engaged in their learning. Students must be more responsible for their education
Hands-on lessons are more memorable and can be incorporated with past lessons. Feedback on student
progress and engagement is instant and in-the-moment.
32

Cons
Classroom management with many hands-on lessons will be difficult. Planning lessons and preparing
materials in advance is more necessary. All-important learning fundamentals may not be covered in the
process. Transferring from hands-on to traditional teaching in a given lesson can be difficult.

Direct/Traditional, Teacher-Centered Approach

The direct or traditional method of teaching has long been the standard model. In this method, the
teacher acts as an anchor, hitting all the points of a specific lesson, while students listen and respond to
the lecture. It is the teacher’s responsibility in this model to keep the student’s attention and convey the
main learning points of the lesson.

Object-Based Learning

Using objects in teaching not only helps students to understand their subject but also develops academic
and transferable skills such as team work and communication, analytical research skills, practical
observation and drawing skills. It can also trigger innovative dissertation topics.

Small Group Teaching Is Discussion- Or Activity-Based

Relies heavily on the interaction of the students as opposed to a one-way presentation of material to be
learned (the traditional lecture).

The Direct/Traditional Model

Is excellent for those who need to hear or read a lesson to learn, but it is not usually the most conducive
method for verbal learners. It also usually requires note-taking, a skill often not developed until later in life
(teacher-centered lessons are for this reason very popular in adult education, particularly at colleges and
universities).

Collaborative/Cooperative, Shared-Centered

Collaborative and cooperative teaching can be a great way to get students to interact with their peers and
their instructors. Cooperative lesson plans include projects that involve group work, partner learning, or
teacher-student work. This method can be extremely beneficial for struggling students; it also gives the
teacher the ability to identify and target students that need extra attention.

However, not all students respond positively to group work; in fact, early elementary teachers often find
that enforcing positive group skills can be more difficult than ensuring a project is completed. Secondly,
having a one-on-one teacher-to-student experience may mean devoting less time to other students.
Additionally, those students that truly do need extra attention sometimes feel singled out, leading to anxiety in
the classroom.
 25

Metacognitive Approach

The prefix “meta” means beyond. Therefore a metacognitive approach is an approach that goes beyond
cognition. It is an approach that makes students think about their thinking. It has something to do with students
monitoring their own cognitive process as they are engage in their cognitive task.

An example is making our students conscious of their thought processes while they are thinking.
It is allowing our students to think aloud.

Constructivist Approach

Constructivist view learning as an active process that 34

results from self-constructed meanings. A
meaningful connection is established between prior knowledge and the present learning activity.

Students are expected to construct knowledge and meaning out of what they are thought by
connecting them the prior experience.

Banking Approach

Teacher’s deposits knowledge into empty minds of the students for students to commit to memory.

Collaborative Approach

Will welcome group work, team work, partnerships, group discussion.

Individualistic Approach

Will want individual students working by themselves.

Research-Based Approach

As the name implies teaching and learning are anchored on research findings. Time is spent on
analyzing and solving problems.

Whole Child Approach

The learning process itself takes into account not only the academic needs of the learners, but also their
emotional, creative, Psychological, Spiritual and developmental needs.

Integrated Teaching Approach

Makes the teacher connects what he/she teaches to the other lessons of the same subject (interdisciplinary)
or connects his/her lessons with other subjects thus making his/her approaches interdisciplinary and
multidisciplinary.

Disciplinal Approach

Limits of the teacher to discussing his/her lessons within the boundary of his/her subjects.
26
 27

Methodologies

Method is synonymous to procedure, the procedure employed to accomplish the lesson objectives.
 In made of procedure, specially an orderly or systematic mode; a way of doing something especially in academic
with definite plan; am established way of doing anything or the means or manner in which something is to be
presented or taught.
 As applied to the classroom teaching, method is a series of related or progressive acts performance by the
teacher and the students to accomplish the general and specific aims of the lesson.

Types of Teaching Methodologies

The Lecture Method

Lecture method is the most commonly used method of teaching science. It is a teacher- controlled &
information centered approach in which the teacher works as a sole-resource in classroom instruction,

Class Discussion

Encourage students to learn from one another and to articulate course content in their own words. While
generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help
students learn and motivate them to complete homework and to prepare for class

Recitation Oral Questions

These sections provide students with an opportunity to receive additional instruction on confusing subject matter
or receive personal assistance with problems or questions assigned as homework in the lecture section.

Discussion Groups

A discussion group is a group of individuals with similar interest who gather either formally or informally to
bring up ideas, solve problems or give comments. The major approaches are in person, via conference call
or website.

Lecture-demonstration

Interactive Lecture Demonstrations use three steps in which students: Predict the outcome of the
demonstration. Individually, and then with a partner, students explain to each other which of a set of
possible outcomes is most likely to occur.

Presentation by A Panel of Instructors or Students

A presentation is the process of presenting a topic to an audience. It is typically a demonstration,

introduction, lecture, or speech meant to inform, persuade, or build good will.

Student Reports by Individuals

Aims to provide students with information in a direct way and in uninterrupted manner.

Student-Group Reports by Committees from The Class

This method takes time to unfold, so should be used only when the concepts under discussion warrant the
time
 28

Debate (Informal) On Current Issues by Students from Class

A formal discussion on a particular topic in a public meeting or legislative assembly, in which opposing
arguments are put forward.

Class Discussions Conducted by A Student or Student Committee

Class discussions can be utilized in seminar and lecture courses, and their variety allows instructors to fit
particular strategies to class needs. This flexibility stems largely from grounding in Vygotskyian social learning
theory, which emphasizes knowledge and conceptual gain through peer-to-peer dialogue.

Forums

Its mission is to offer in-depth reporting and long-form feature stories, breaking news coverage, product
information, and community content in a unified and cohesive manner.

Bulletin boards

Bulletin board is a surface intended for the posting of public messages, for example, to advertise items wanted
or for sale, announce events, or provide information. Bulletin boards are often made of a material such as cork
to facilitate addition and removal of messages, as well as writing surface such as blackboard.

Socratic Method

The Socratic Method, also can be known as maieutics, method of elenchus, elenctic method, or Socratic
debate, is a form of cooperative argumentative dialogue between individuals, based on asking and answering
questions to stimulate critical thinking and to draw out ideas and underlying presumptions.

Choral Speaking

A choral speaking is defined as a group of people narrating a poem or a dramatic piece.

Textbook Assignments

Assignment materials to create or expand an open textbook38as an open pedagogy project in your
classroom.

Journals

Writing in journals can be a powerful strategy for students to respond to literature, gain writing fluency,
dialogue in writing with another student or the teacher, or write in the content areas. While journaling is a
form of writing in its own right, students can also freely generate ideas for other types of writing as they
journal.

Crossword Puzzles

Crossword puzzles are word games where clues lead the player to solve for words in horizontal and vertical
boxes within a grid.

Vocabulary Drills

Vocabulary Drills helps students learn how to approach new words and to become more comfortable with the
language - freeing them to explore new words and their meanings. Vocabulary study is contextualized with
both narrative and expository passages.
 29

Diaries

A diary is a record (originally in handwritten format) with discrete entries arranged by date reporting on what
has happened over the course of a day or other period. A personal diary may include a person's
experiences, and/or thoughts or feelings, including comments on current events outside the writer's direct
experience.

Required Term Paper

A term paper is a research paper written by students over an academic term, accounting for a large part of a
grade. Term papers are generally intended to describe an event, a concept, or argue a point.

Panel Discussion

A panel discussion, or simply a panel, involves a group of people gathered to discuss a topic in front of an
audience, typically at scientific, business or academic conferences, fan conventions, and on television shows.

Use of Pre-test

A preliminary test administered to determine a student's baseline knowledge or preparedness for an

educational experience or course of study.

Gaming and Simulation

Gaming is the act of playing games, as in: Legalized gambling, playing games of chance for money, often
referred to in law as "gaming"; Playing a role-playing game, in which players assume fictional roles;

Flash Cards

Flashcards lets you study text-based Quizlet study sets on the Quizlet website just as you would real
flashcards. Getting started. Open a set and select Flashcards to start a study session. Definitions are shown
first by default.

Interviews

An interview is a conversation where questions are asked and answers are given. In common parlance, the
word "interview" refers to a one-on-one conversation with one person acting in the role of the interviewer and
the other in the role of the interviewee.

Models

A three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale

than the original.

Music

Music is an art form and cultural activity whose medium is sound organized in time. The common elements
of music are pitch rhythm dynamics (loudness and softness), and the sonic qualities of timbre and texture
(which are sometimes termed the "color" of a musical sound)

Field trips

A field trip or excursion is a journey by a group of people to a place away from their normal environment.

Drama, Role Playing

 30

The acting out of the part of a particular person or character, for example as a technique in training or
psychotherapy.

Quiz Down Gaming

An educational game is a game designed to teach humans about a specific subject and to teach them a skill.
As educators, governments, and parents realize the psychological need and benefits of gaming have on
learning, this educational tool has become mainstream

Problem Solving or Case Studies

A case study is a research method involving an up-close, in-depth, and detailed examination of a subject of
study (the case), as well as its related contextual conditions

Puppets

A puppet is an object, often resembling a human, animal or mythical figure that is animated or manipulated
by a person called a puppeteer. The puppeteer uses movements of their hands, arms, or control devices
such as rods or strings to move the body, head, limbs, and in some cases the mouth and eyes of the puppet.

Use of chalkboard by instructor as aid in teaching

Blackboard (also known as a chalkboard) is a reusable writing surface on which text or drawings are made with
sticks of calcium sulfate or calcium carbonate, known, when used for this purpose, as chalk. Blackboards were
originally made of smooth, thin sheets of black or dark grey slate stone.

Use of diagrams, tables, graphs, and charts by instructor in teaching

A diagram is a symbolic representation of information according to some visualization technique. Diagrams

have been used since ancient times, but became more prevalent during the Enlightenment.

Use of exhibits and displays by instructor

Provides attractive & eye-catching trade show displays, booths and exhibits

Use of Filmstrips

A filmstrip is a spooled roll of 35 mm positive film with approximately thirty to fifty images arranged in sequential
order. Like 16 mm film, a filmstrip was inserted vertically down in front of the projector aperture, rather than
horizontally as in a slide projector.

Use of motion pictures, educational films, videotapes

Videotape is magnetic tape used for storing video and usually sound in addition. Information stored can be in
the form of either an analog signal or digital signal. Videotape is used in both video tape recorders (VTRs) or,
more commonly, videocassette recorders (VCRs) and camcorders

Use of recordings

Sound recording and reproduction is an electrical, mechanical, electronic, or digital inscription and re-creation of
sound waves, such as spoken voice, singing, instrumental music, or sound effects. The two

main classes of sound recording technology are analog recording and digital recording.

Story telling
 31

Storytelling describes the social and cultural activity of sharing stories, sometimes with improvisation,
theatrics, or embellishment. Every culture has its own stories or narratives, which are shared as a means of
entertainment, education, cultural preservation or instilling moral values.

Surveys

To ask (many people) a question or a series of questions in order to gather information about what most
people do or think about something.: to look at and examine all parts of (something): to measure and
examine (an area of land)

Tutorial: students assigned to other students for assistance, peer teaching

A tutorial is a method of transferring knowledge and may be used as a part of a learning process. More
interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the
information to complete a certain task.

Oral Reports

The standard oral report consists of an introduction ("tell the audience what you are going to tell them"), a
main body ("tell them"), and a conclusion ("tell them what you have told them").

Workbooks

Workbooks are usually filled with practice problems, where the answers can be written directly in the book.
Advantages. Workbooks are often

used in schools for younger students, either in middle school or elementary school.

Construction of Scrapbooks

Scrapbooking is a method of preserving, presenting, arranging personal and family history in the form of a book, box,
and card. Typical memorabilia include photographs, printed media, and artwork. Scrapbook albums are often
decorated and frequently contain extensive journaling.

Time lines

A timeline is a display of a list of events in chronological order. It is typically a graphic design showing a long bar
labelled with dates alongside itself and usually events. Timelines can use any time scale, depending on the subject
and data. Most timelines use a linear scale, in which a unit of distance is equal to a set amount...

Mock ups

A model or replica of a machine or structure, used for instructional or experimental purposes.

Project Method

It is a purposeful bit of experience carried to completion in its natural setting.

Type-Study Method

It is the detailed study of topic for the interpretation of other topics of similar nature.

Supervised Study Method

The pupils study under the supervision of the teacher where both the weak and bright pupils are coached
accordingly.
 32

Laboratory Method

The pupils learn through observation and actual practice.

Teacher Centered Methods

Here the teacher casts himself/herself in the role of being a master of the subject matter. The teacher is
looked upon by the learners as an expert or an authority. Learners on the other hand are presumed to be
passive and copious recipients of knowledge from the teacher. Examples of such methods are expository or
lecture methods - which require little or no involvement of learners in the teaching process. It is also for this
lack of involvement of the learners in what they are taught, that such methods are called “closed-ended”.

Learner-Centered Methods

In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. In the
words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so that in his classroom
extends rather than constricts his intellectual horizons”. The teacher also learns new things everyday which
he/she didn’t know in the process of teaching. The teacher, “becomes a resource rather than an authority”.
Examples of learner-centered methods are discussion method, discovery or inquiry based approach and the
Hill’s model of learning through discussion (LTD).

Content-Focused Methods

In this category of methods, both the teacher and the learners have to fit into the content that is taught.
Generally, this means the information and skills to be taught are regarded as sacrosanct or very important. A
lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot
alter or become critical of anything to do with the content. An example of a method which subordinates the

interests of the teacher and learners to the content is the programmed learning approach.

Interactive/Participative Methods

These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do
now given the situation of learners and the teacher. They require a participatory understanding of varied
domains and factors.

Specific Teaching Methods

We can now consider a number of specific methods which can be drawn from in the course of classroom
instruction. It is however, important to note that the choice of any form of methods should not be arbitrary, but
needs to be governed by the criteria we have already examined. At the same time each method is not fool-
proof, but has its own advantages and disadvantages. That is why I would recommend the use of
complementary methods rather than one method.

Brainstorming

The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is particularly a
good way of getting bright ideas. It differs from the buzz group’s discussion in that the focus is on generating as
many ideas as possible without judging them. In this technique, all ideas are given equal credence.

Participants are encouraged to let ideas flow freely, building on and improving from previous ideas. No idea,
however crazy, should be rejected. These ideas are listed exactly as they are expressed on a board or flipchart,
or written on bits of paper. The combination of swiftly generated ideas usually leads to a very animated and
energizing session. Even the more reserved participants should
 33

feel bold enough to contribute. The purpose of listing responses is to collect existing experiences and
thoughts.

It is useful to collect answers to questions when you expect much repetition in the responses.

After a brainstorm session, the ideas can be discussed further and evaluated, for example listing the best
options in a systematic way. Ideas can be grouped and analyzed so that they belong to the group rather
than individuals. Unlike a buzz session, a brainstorm session can work well with a large group and usually
takes less time. It isbest to limit the time for plenary brainstorms, as you might lose the attention of some
participants.

Role Plays

In role plays, participants use their own experiences to play a real life situation. When done well, role plays
increase the participant’s self-confidence, give them the opportunity to understand or even feel empathy for
other people’s viewpoints or roles, and usually end with practical answers, solutions or guidelines.

Role plays are useful for exploring and improving interviewing techniques and examining the complexities
and potential conflicts of group meetings. They help participants to consolidate different lessons in one
setting and are good energizers.

However, role plays can be time-consuming and their success depends on the willingness of participants to
take active part. Some trainees may feel a role play is too exposing, threatening or embarrassing. This
reluctance may be overcome at the outset by careful explanation of the objectives and the outcome. Some
role plays can generate strong emotions amongst the participants. It is therefore essential that a role

play is followed by a thorough debriefing. This provides the opportunity for the trainer and the participants to
raise and assess new issues.

Deductive Method

Deduction- Is the process of solving a problem by applying to the problem or difficulty a generalization already
formed. It is the process of thought starting from general going to particular.

Steps of the deductive Method

1. Statement of the problem.

2. Generalization
3. Inference
4. Verification
When to use Deductive Method

- To teach students to delay judgement until truth is proven and not to judge even in the face of seeming
certainty.
- To master difficulties by utilizing truth established by others.
- To remedy or overcome the tendency to jump to conclusions at once.

Inductive Method

Method of solving a problem from the particular to the general. Trough the inductive procedure, one may arrive
at a fact, a principle. Truth, or generalization.
 34

It helps students discover important rules or truths for themselves through careful observation of enough
specific examples that will support the generalization.

Steps of the Inductive Method

1. Preparation

a. apperception
b. motivation
c. statement of the aim
2. Presentation

3. Comparison and abstraction

4. Generalization

5. Application
 35

50

Strategies

Teaching Strategies is the process maneuvering of the plan or tactic of instruction that gives sense of direction
to the teacher at all levels. In other words, strategy is a plan accompanied by careful application of a method for
obtaining the objectives for weaning results in the teaching. These are also called presentation techniques.

The teaching strategy is a method used to deliver information in the classroom, online or in some other
medium. Effective teaching strategies help to activate student’s curiosity about a class topic, engage students in
learning, develop critical thinking skills, keep students on task and in general enable and enhance the learning of
course content.
 36

Types of Strategies

A. Cooperative Learning

Students learn effectively when they’re working together. Plan activities that require students to work
together and learn from one another. In the process, they’ll also learn critical thinking skills, communication skills,
problem solving skills, and more.

B. Experiential Learning

Students learn by doing, so create experiences for them to see the concepts in action. Let them practice
the concepts in a safe environment. Then, they should reflect on the experience and discuss what they learned
from it. Activities that you could do for experiential learning include games, experiments, or simulations.

C. Alphabet Brainstorm

This brainstorming exercise is a quick way to generate students’ thoughts, measure prior knowledge, or
check learning.

D. Analyzing Images

Lead students in a critical analysis of an image that enhances their observational, interpretive, and critical
thinking skills.

E. Annotating and Paraphrasing Sources

Teach students to carefully read material by having them underline key words, write margin notes, and
summarize main ideas

F. Anticipation Guides

Get students thinking about the ideas and themes that they’ll encounter in a unit or a text.

G. Assigning Roles for Group Work

Barometer: Taking a Stand on Controversial Issues

Structure an active class discussion in which students express their opinions by standing along a continuum.

H. Big Paper: Building a Silent Conversation

Students have a written conversation with peers and use silence as a tool to explore a topic in depth.

I. Bio-poem: Connecting Identity and Poetry

Students clarify aspects of their identity or the identity of a historical or literary figure by writing poems that
focus on deeper elements of personal makeup like experiences, relationships, hopes, and interests.

J. Café Conversations

Students practice perspective-taking by representing the point of view of an assigned personality in a small-
group discussion.
52
K. Character Charts

Provide students with a graphic tool to record and organize information about characters in a text.

L. Chunking

Help students approach challenging texts by breaking down content into manageable piece.
 37

M. Cooperative learning: The Jigsaw

Cooperative learning gives students the opportunity to work with others and see different points of view.
Research shows that students learn more effectively when working together rather than apart, and it is also
known to improve self-confidence in students. The jigsaw technique is especially effective because each
student is responsible for one another’s learning, and students find out really quick that each group member
has something equally important to contribute to the group in order to make the task a successful one.
Students are exposed to and use many skills throughout this strategy: Communication, problem-solving
skills, cognition, and critical thinking -- all of which are essential for a successful academic career.

N. Inquiry-Based Instruction

Inquiry-based learning implies involving students in the learning process so they will have a deeper
understanding of what they are learning. We are born with the instinct to inquire -- as babies we use our
senses to make connections to our surroundings. Inquiry-based learning strategies are used to engage
students to learn by asking questions, investigating, exploring, and reporting what they see. This process
leads students to a deeper understanding of the content that they are learning, which helps them be able to
apply these concepts they are learning in new situations. In order for our students to be able to be

successful in the 21st century, they need to be able to answer complex questions and develop solutions for
these problems. The Inquiry-based learning strategy is a great tool to do just that.

O. Differentiated Instruction: Learning Stations

Differentiated instruction strategies allow teachers to engage each student by accommodating to their specific
learning style. According to Howard Gardner’s Multiple Intelligence Theory, every person has a different mind,
and therefore each person learns and understands information differently. Differentiating instruction offers a
way to meet all students’ needs. One helpful strategy to differentiate instruction is learning stations. Learning
stations can easily be designed to enable students with diverse learning needs. Teachers can set up each
station where students will be able to complete the same task, but at the level and style that is specifically
designed for them.

P. Graphic Organizers

Graphic organizers are a simple and effective tool to help students brainstorm and organize their thoughts and
ideas in a visual presentation. Simply put, they help students organize information so it is easier for them to
comprehend. Graphic organizers can be used for any lesson; to structure writing, brainstorming, planning,
problem solving, or decision-making. The most popular organizers are the Venn diagram, concept map, KWL
chart, and T Chart.

Q. Utilizing Technology in the Classroom

Integrating technology into the classroom is a great way to empower students to stay connected in this
technological era. Technology-rich lessons have been found to keep students motivated and engaged longer.
Some examples of utilizing technology in the classroom is to create web-based lessons or a Web quest,
multimedia presentations

such as a video, animation, or some type of graphic, utilizing a tablet or an iPad, taking your class on a
virtual field trip, participating in an online research project, or even54creating a class website. Any of these
technology integration strategies will have a positive impact on student learning.
 38

R. Modeling

After telling students what to do, it’s important to show them exactly how to do it. Model how you expect them
to complete an assignment, so they understand what they’re supposed to do. This will help your students
who are visual learners, too.

S. Feedback

Students don’t always know if they’re doing a good job without you telling them so. Regularly provide written
or verbal feedback for individual or group assignments.

Also, it can be beneficial to turn the tables sometimes. Let the students provide you feedback to tell you how
you’re doing, too.

T. Student-Led Classroom

When students get to be the teacher for the day, they learn things that they wouldn’t have learned otherwise.
You could have students team teach or work in groups to teach a new topic. You’ll find that other students
will learn from their peers’ unique take on the subjects, too.

U. Lectures

Lectures are used when introducing a topic, defining an issue presenting a dilemma, explaining a process,
and in summarizing key points. These are well-prepared oral presentations on a given topic by a teacher or
a reporter.

V. Inquiry-Guided Instruction

By asking questions and working together to solve the problems, students get to be involved in the learning
process. The class can work together to determine the answer and report it. As students do the work to discover
the answers on their own, they remember the concepts better and more fully.

W. Lesson Objective Transparency

Rather than letting your students figure out what they should be learning on their own, just tell them. Clearly
state your lesson goals or objectives. You could announce it in class or write it on the board. Just make it
simple and clear for all of your students to understand. Then, they know what they’re working towards and
what they should know by the end of the class.
 39

56

Techniques

Techniques. These are the specific ways of implementing strategy of teaching. Teachers may use same strategy in
teaching a lesson and follow the same steps but they will differ in their techniques of doing it. On the whole, it can be
stated that approach is theoretical, strategy is procedural, and techniques is implementation.
 40

A. Demonstration
The demonstration is an instructional strategy which explains by concrete means a concept, a fact, or
problem. These sorts of activities may involve the use of living specimens, models, objects, charts, slides,
pictures and/or pieces of equipment.

B. Discovery
This method calls for teaching strategies that establish conditions, which make discovery possible. The
student is provided with freedom and resources to find things out for him or herself rather than having them
explained to him by the teacher. The discovery method employs controlled procedures to lead to predicted
results.

C. Gaming
The simulation of economic, historical, political and social problems and issues through the playing of
realistic games is another method of involving the student in the teaching-learning process. Realism,
authentic simulation, decision-making, and derivation of generalizations are key concepts in
gaming. Gaming requires decision-making, so vital to the realities of the content of the social
disciplines. A game, however, must be an integral part of the subject
matter; it is not an end in itself. It is not just a good-times adventure, a play or a substitute for thinking.
D. Inquiry
A method by which a student, alone or working with others attempts to solve problems and develops
concepts and skills by observing, stating the problems, hypothesizing, testing the hypothesis, and concluding
58
or generalizing.

E. Think Pair Share

Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem
or answer a question about an assigned reading. This strategy requires students to

(1) Think individually about a topic or answer to a question; and

(2) Share ideas with classmates. Discussing with a partner maximizes participation, focuses attention and
engages students in comprehending the reading material.

F. Case Study

Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has
proven to be an effective way of both disseminating and integrating knowledge. The case method is an
instructional strategy that engages students in active discussion about issues and problems inherent in
practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role
playing ambiguous or controversial scenarios.

G. Journal Writing

Journal writing is an excellent form of self-expression. Journals are a way students can process their
thoughts, feelings, opinions, and emotions on paper. In this article you will learn how to incorporate

journal writing into the classroom, as well as a few guidelines students should follow when keeping a class
journal.
 41

H. Lecture
The lecture method refers to the clarification or explanation of a major idea. It is a form of exposition,
which makes extensive use of narrative and description. Lecturing is often considered the most effective
and efficient method of presenting the same information to a large group of students. This method
requires the teacher to do the talking (telling) and the students to do the listening.

Readiness for learning from the lecture method includes a repertoire of the following “learning to learn”
skills:
The ability to focus on the business at hand through consciously screening out unrelated distractions; Skill
in “active”, “reconstructive” listening - i.e., alertly decoding the lecturer's expressed ideas through
associating, relating, accepting, rejecting, analyzing, speculating, and connecting them to previously
learned materials;
Writing in note form (i.e., abbreviated clauses, phrases, key-words) the dominant ideas and important
facts;
Translating and converting the information into synonymous and analogous terms for multiple-retrieval
storage; and
Systemically and periodically modifying, amending, reviewing, and synthesizing lecture notes for
reinforcement, reorganization, and categorization into the larger context as the course develops. (Newton,
1983 p. 20)

I. Recitation
The recitation method requires an interaction between the students and the teacher. It is a method, which
requires preparation on the part of all involved. This strategy allows the teacher to raise questions which
keep the students actively involved in interpretation, criticism,
supplementation and application of the material previously studied. Recitation is viewed as a means to
60 part of the students.
promote critical, creative, reflective, and analytical thinking on the

J. Role-playing
This strategy places students in a situation where they must see and defend a viewpoint different from
their own. Role-playing can be combined with problem stories, problem pictures, and dramatization to
make effective social situations in which students develop values and understandings.

K. Simulation
In simulations, a real environment is reproduced as accurately as possible. This type of instruction
provides the students with experiences within the framework of the school which they will, at some time,
be exposed to in the real world. It is particularly useful in teaching vocational courses and the social
sciences.

L. Socio-drama
The socio-drama is a type of role-playing which deals with social problems. Only the general plot of a
socio-drama is preplanned. The actors experience the situation they are role-playing in the very creative
sense in that they make up the plot as they go along. In this situation, students bring past experiences to
a new problem.
 42

M. Flipped Classroom (Inverting your class)

The Flipped Classroom Model basically involves encouraging students to prepare for the lesson
before class. Thus, the class becomes a dynamic environment in which students elaborate on what they
have already studied. Students prepare a topic at home so

that the class the next day can be devoted to answering any questions they have about the topic. This
allows students to go beyond their normal boundaries and explore their natural curiosity.

N. Design Thinking (Case Method)

This technique is based on resolving real-life cases through group analysis, brainstorming, innovation
and creative ideas. Although “Design Thinking” is a structured method, in practice it can be quite messy
as some cases may have no possible solution.

However, the Case Method prepares students for the real world and arouses their curiosity,
analytical skills and creativity. This technique is often used in popular MBA or Masters Classes to analyze
real cases experienced by companies in the past.

O. Self-learning:

Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to force
students to memorize large reams of text that they will either begrudgingly recall or instantly forget. The
key is to let students focus on exploring an area which interests them and learn about it for themselves.

P. Gamification:

Learning through the use of games is one of the teaching methods that has already been explored
especially in elementary and preschool education. By using games, students learn without even
realizing. Therefore, learning through play or ‘Gamification ‘is a learning technique that can be very
effective at any age. It is also a very useful technique to keep students motivated.

The teacher should design projects that are appropriate for their students, taking into account their age and
knowledge, while making them attractive enough to provide extra motivation. One idea may be to encourage
62 to test themselves and see who gets a
students to on a certain topic. Students can challenge their peers
higher score. In this way, students can enjoy the competition with peers while also having fun and learning.

Q. Social Media:

Students today are always connected to their social network and so will need little motivation to get them
engaged with social media in the classroom. The ways you can use teaching methods are quite varied as
there are hundreds of social networks and possibilities.

A good example is the initiative carried out by the Brazilian Academy of Languages “Red Ballon”,
which encouraged students to review the tweets of their favorite artists and correct grammatical errors that
they committed in an effort to improve their English language skills!
 43

R. Free Online Learning Tools:

There is an array of free online learning tools available which teachers can use to encourage engagement,
participation and a sense of fun into the classroom. Teachers can create an interactive and dynamic
classroom environment using, for example, online quizzes to test student’s knowledge.

References

Pedagogical content Knowledge for educator (TPCK). New York: Routledge, 2008.
Author, David H., Frank Levy, Richard J. Murnane. “The Skill Content of Recent Technological Change: An
Empirical Exploration. “ Quarterly Journal of Economics, no. 118 (2003): 1279-1334.

Partnership for 21st century skills. American Management Association Critical skills survey. Survey,
Tucson: P. 21, 2010.
Project Tomorrow. Unleashing the Future: Educators “Speaks Up” About the use of Emerging
Technologies for learning,. Project Tomorrow, 2010.
US Department Of Education. National Education Technology Plan. Washington D.C.:
Office of Education Technology, 2010.

Dwyer, Carol A. (2007), America’s Challenge: Effective Teachers For at-risk schools and students,
National Comprehensive center For teacher Quality
National Summary: 2007 state Teacher Policy Yearbook: Progress on teacher quality, national Council On
teacher Quality.
 44

Graphic
Organizers

Graphic organizers are essential tools of learning. These are visual and graphic display that depicts the
relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes
referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept
diagrams.

Graphic Organizers guide learners thinking as they fill in and build upon visual map or diagram. Some of the most
effective visual learning strategies for students and are applied across the curriculum to enhance learning and
understanding of subject matter content.
 45

1. Pie Graph

If the task involves showing divisions with a group, use a pie chart. Example: Draw a pie chart to show the
percentage of users of the applications in surfing the internet.

2. Semantic Feature Analysis Charts

66
Use semantic feature analysis chart if the task is comparing characteristics among a group of items.
Example: Fill out a semantic feature analysis chart to compare and contrast the care needed for various
pets.
 46

3. PMI Diagram

If the task involves analyzing the plusses, minuses, and implications of a decision or an action use a PMI Chart.

4. KWHL Diagram

If the task involves analyzing and organizing what you know and what you want to learn about a topic,
use a KWHL chart. K stands for what you already KNOW about the subject. W stands for what you
WANT to learn. H stands for figuring out HOW you can learn more about the topic. L stands for what you
LEARN as you read. Example: Fill out a KWHL chart before, during and after you read about a topic.
 47

5. T CHART

If the task involves analyzing or comparing with two aspects of the topic, use a T chart. Exaample: Fill out a T
chart to evaluate the pros and cons associated with a decision.

6. Y-CHART

If the task involves analyzing and organizing with respect to three qualities, use a Y Chart. Example: Fill
out the Y chart to describe what you know about animal, including what its look like, what its sounds like,
and what it feels like. Or a describe a character in a book, including what the character looks like, sounds
like, and how the character feel
 48

7. Venn Diagram

If the task involves examining the similarities and differences between two or three items, use a venn diagram .

8. Decision Making Diagrams

If the task is making a decision, use this graphic organizer to enumerate possible alternatives and pros
and cons of each. Example: Fill out a decision making diagram to help decide which elective courses
you’d like to take next quarter.
 49

9. Cycle of Events

If the topic involves a recurring cycle of events, with no beginning and no end, use a cyclic graphic organizer.
Example: Documenting the stages in the lifecycle of an animal

74

10. Continuum/Timeline
If the topic has definite beginning and ending points, and number of divisions or sequences in between,
use a continuum/ timeline.
 50

11. Clock

If the topic involves a clock-like cycle, use a clock diagram organizer. Example topic: Recording the events in a
typical school day or making clock to summarize story.

12. Spider

If the topic involves investigating attributes associated with a single topic, and then obtaining more details
on each of these ideas, use a spider diagram as your graphic organizer. This is like the star graphic
organizer with one more level of detail.
 51

13. Chain of Events

If the topic involves linear chain of events, with a definite beginning, middle and end, use a chain of events
graphic organizer. Example: analyzing the plot of a story

14. Fishbone

If the topic involves investigating multiple cause-effect factors associated with complex topic and how they
interrelate, use a fishbone diagram as your graphic organizer. Example: Examining the effects of
improved farming methods.
 52

15. Mind Maps

Mind maps are visual representation of hierarchical information that include a central idea or image surrounded
by connected branches of associated topics or ideas.

17. Star

If the topic involves investigating attributes with a single topic, use a star diagram as your graphic
organizer. Example: Finding methods that help your study skills (like taking notes, reading, doing
homework, memorizing etc.)
 53

19. CLOUD/ CLUSTER

If the topic involves generating a web of ideas based on a stimulus topic, use a clustering diagram as your
graphic organizer. Example: brainstorming

20. Vocabulary Map

Graphic organizer can be useful in helping a students learn new vocabulary words, having them list the
word, its part of speech, a synonym, antonym a drawing that represents the word, and a sentence using
the word.
 54

21. Paragraph Structure

These graphic organizes help you organize the structure of a paragraph, including a topic sentence, sentences
with supporting details. And a conclusion sentence.

22. Story Map

Story MAPS can help a student’s summarize, analyze and understand a story or event.
 55

23. Character Traits

Graphic organizer help the students identify the traits of fictional characteristics by looking at events surrounding
the character in the text.

24. Geography Report Diagrams

These graphic organizers are useful for doings a short report on a country or other area. The students
draw a map and flag and looks up basic information on the area.
 56

25. Chart/Matrix Diagram

If the task involves condensing and organizing data about traits of many items use a chart/matrix. Example:
Creating a display of key inventions, who invented them, when, where and why they were invented, etc.

Biography Diagram

Graphic Organizers are useful to help prepare for writing a biography. Before writing, the graphic
organizer prompts the students to think and list the major events in the person’s life.
 57

25. Animal report Diagram

Many graphic organizer are useful to help prepare for writing a report on animals. Before writing, the students
should think about and list the major topics that will be researched and covered in the report.

26. Math Diagram

Many graphic organizers are useful to learn and do math, include venn diagram, star diagrams, charts,
flowchart, trees etc.
 58

27. Fact/Opinion

If the task involves distinguishing the facts vs. the opinions a theme or text, used fact/opinion charts.

28. Scientific Method Organizer

Graphic Organizers used to prepare and organize a scientific experiment .

SCIENTIFIC METHOD
 59

28. Concept Map

Concept maps graphically illustrate relationships between two or more concepts and are linked by words that
describe their relationship.

29. Concept Cluster

Concept are used when you want to illustrate a major concept together with its subconcepts tom show the
coverage of a given lesson or unit of study. Varied group activites are facilitated with the use of concept
clusters.
 60

30. Wheel Map

Wheel map is used to show the division of a lesson into subtopics to facilitate individual or group investigation in
the classroom. Related things, events, more situations can be portrayed in a wheel map.

31. Discussion Web

This is use to help students organize arguments or evidence in connection with a given lesson. It is used
in addressing issues that are not resolved or for which there are balanced pro and con arguments.
 61

32. Factstorming Web

Use a factstorming web to factstorm the subconcepts under a major concept to show the coverage of the lesson or
unit of study. The potential idea or concepts can be shown in a factstorming web.

33. Bubble Tree Web

Use to represent relationship among concepts. It is usually used with information that can be categorized
beneath a core of understanding.
 62

34. Ladder Web

Use a ladder web to answer questions that call for answers in enumeration. it gives a logical presentation of data
collected as a result of investigatioon.

35. Flow Chart

Use flow chart to show the flow of ideas, events or stages/phases in processing an activity. Flow chart
equip both the teacher and the students with knowledge and skills in discussing the issue, events, or
process in a meaningful manner.