in FS II

I. MODULE 4: INSTRUCTIONAL STRATEGIES

II. INTRODUCTION

One of the factors that affect student’s performance is the teacher-factor. This
factor includes teacher’s readiness, mastery of the subject matter, teaching strategy,
method or approach used, attitude and experiences. Study of the appropriateness of
teaching strategy in instructional delivery may help teachers achieve their targets or
intended learning outcomes in a particular lesson.

This module presents different teaching strategies/ approaches that are required in
the implementation of the K – 12 Curriculum. This will guide you in understanding the
concept of these teacher strategies and approaches and its role in the improvement of
teaching and learning.

III. TOPICS: 1) Constructivist Teaching

2) Differentiated Learning
3) Integrated Teaching and Learning
4) Cooperative Learning
5) Problem – based Learning

IV. TIME FRAME: 6 hours

V. OBJECTIVES (ILO) : At the end of the module, the students must have:

1) discussed the concept and important principles of constructivist teaching,

differentiated learning, integrated teaching and learning, cooperative
learning and problem-based learning; and
2) observed how these teaching approaches done in actual teaching.

VI. SUMMARY OF THE TOPICS:

Constructivist Teaching
Constructivism is a theory of knowledge that involves a conception of the
knower, a conception of the known, and a conception of the relation of knower-known-all
has relations with teaching and learning (Bettencourt, 1993). It is a belief that people can
create knowledge and are influenced by values and culture (Phillips, 1995). According to
Tolman, learners bring mental models to any learning situation and that people construct
their own meaning based on their experiences to understand concepts around them.

Learning, therefore, requires self-regulation and the building of conceptual

structures through reflection and abstraction. It allows learners to create a new paradigm
on how to address or solve problems and build – up models of the conceptual structures.

Differentiated learning

Differentiated Learning means creating multiple paths so that students of different

abilities, interest or learning needs experience equally appropriate ways to absorb, use,
develop, and present concepts as a part of the daily learning process. It allows students to
 take greater responsibility and ownership for their own learning and provides
opportunities for peer teaching and cooperative learning. It is an effective instruction that
is responsive to students’ readiness, interests, and learning preferences.

Differentiated learning involves using assessment to gather information about

students’ readiness, interests, and learning preferences; suing this information to
differentiate the learning environment, instruction, assessment, and evaluation; and
selecting varied strategies to meet the particular needs of students.

Integrated Teaching and Learning

Integration is an approach to curriculum design where related subjects are

integrated using curriculum themes. In instruction, integration connects lessons that are
connected and brings the topic to the level of learners’ experiences. The following
procedure is suggested for a thematic approach to curriculum:
1. Selecting or deciding a theme or a thematic unit
2. Selecting topics from different subjects that are related to the theme
3. Planning different activities that are related to the theme
4. Selecting instructional materials to be used
5. Planning the schedule
6. Designing assessment and evaluation tools

Cooperative Learning

Cooperative Learning aims to improve the learning performance of the students. It

encourages cooperation among students in achieving a particular learning task rather than
competition. It also allows the students to take leadership and achieve participation in
every class activities. With cooperative learning, students learn important skills such as
social skills, sharing skills, participation skills, communication and leadership skills.

The implementation of such strategy requires students to work in teams consisting

of high, average and low achievers to master academic materials. Teacher may enforce a
reward system in performing group tasks.

Problem- Based Learning

Problem-based learning includes using authentic and meaningful problem

situation that can serve as springboards for investigations and inquiry (Arends, 1998).
Students are expected to develop important learning skills such as critical thinking skills,
problem-solving skills, and creativity. This also allows students to collaborate, work with
a team and gain leadership skills. Problem-based learning also uses project-based
approach, discovery learning approach, and experiment method.

VII. LEARNING ACTIVITIES (Use long bond papers.)

View and observe the classes. Write a narrative observation report on how
teachers are using the different teaching strategies in their class.

1) Constructivist Teaching
 Video:
Subject: FS2

Topic: Perception of a new concept

Observation: Constructivist teaching is a method where students learn by actively participating in the
learning process, rather than just passively receiving information. It's like building knowledge, piece by
piece, based on their own experiences and ideas. So, instead of the teacher telling them everything,
students discover and understand things themselves through exploration, discussion, and reflection. It's a
bit like being a detective, where students solve the mystery of a subject by gathering clues and piecing
them together

2) Differentiated Learning
Video:
Subject:FS2

Topic: Addressing Different Learning Styles and Preferences

Observation: Differentiated learning is a teaching approach where lessons are tailored to meet the
unique needs and learning styles of each student. Instead of a one-size-fits-all method, the teacher
designs different activities, assignments, and materials to help each student learn in the way that suits
them best. It's like a custom-made outfit, designed to fit perfectly for each individual, instead of a
standard size that might not fit everyone well.

3) Integrated Teaching and Learning

Video:
Subject: FS2

Topic: Integrated teaching and learning

Observation: is an approach to education that connects different areas of study and emphasizes real-
world relevance. Instead of learning subjects in isolation, students learn about a topic across different
subject areas. For example, a project on climate change could involve elements of science, geography,
and social studies. This approach helps students see the connections between different subjects and
understand how they can apply what they learn in school to real-world situations. It's like seeing the big
picture of knowledge, rather than just individual pieces.

4) Cooperative Learning
Video:

Subject: FS2

Topic: Cooperative Learning Model: Strategies & Examples

Observation: is a teaching method where students work together in small groups to complete a task or
solve a problem. Each member of the group has a role and contributes to the group's success. The idea is
that students learn from each other, help each other, and work together towards a common goal. It's
like being part of a team where everyone has a part to play and everyone's contribution is valued. This
method not only helps students understand the subject matter better, but also develops their teamwork
and communication skills.

5) Problem – based Learning

Video:
Subject:

Topic: What is Problem-Based Learning?

Observation: Problem-based learning, in simple terms, is a teaching approach where students learn about a
subject by solving a real-world problem. Instead of being directly taught the subject matter, students are
 Examine: Complete the table below using the date you have gathered.

Teaching Strategy Challenges met by teachers in the How does the strategy
implementation of the teaching strategy improve students’
learning?
Constructivist Teaching Shifting roles Despite these challenges,
Individual differences many teachers find that the
Time management benefits of constructivist
Limited resources teaching, such as fostering
Assessment and evaluation critical thinking, problem-
solving skills, and deeper
understanding, make it
worthwhile. With support,
professional development,
and a willingness to adapt,
teachers can overcome
these challenges and create
a meaningful constructivist
learning environment for
their students.
Differentiated Learning Assessing individual needs Implementing
Time management differentiated learning
Classroom management leads to increased student
Resource limitations engagement, motivation,
Professional development and academic growth. With
Accountability and assessment support, training, and a
commitment to meeting the
diverse needs of their
students, teachers can
overcome these challenges
and create a more inclusive
and effective learning
environment.
Integrated Teaching and Learning Time management Integrated teaching and
Curriculum alignment learning can offer unique
Teacher expertise opportunities for students
Assessment and evaluation to make connections across
Resources and materials different subjects, develop
critical thinking skills, and
apply their knowledge in
real-world contexts. With
proper planning, support,
and collaboration among
educators, these challenges
can be overcome, leading
to a more engaging and
meaningful learning
experience for students.
Cooperative Learning Group dynamics Cooperative learning can
Individual accountability foster collaboration,
 Time management communication, and
Differentiated instruction critical thinking skills
Assessment and evaluation among students. With
proper guidance, support,
and monitoring from
teachers, these challenges
can be addressed, and
cooperative learning can be
a successful and engaging
instructional approach.
Problem-based Learning Shifting the role Despite these challenges,
Expertise in facilitation PBL offers numerous
Designing authentic problems benefits, including
Balancing content and skills promoting student
Assessment and evaluation engagement, critical
thinking, and problem-
solving skills. With proper
training, planning, and
ongoing reflection,
teachers can overcome
these challenges and create
a rich and meaningful PBL
experience for their
students.

VIII. SELF-EVALUATION

Write your reflection by completing the following statements:

 *I realized that Instructional strategies aim to facilitate meaningful and deep learning
experiences for students, promoting the acquisition of subject knowledge, critical thinking
skills, collaboration, problem-solving abilities, self-regulation, and motivation. These skills
and knowledge are essential for students' academic success and their ability to navigate the
complexities of the world beyond the classroom.

* I believe it is essential to use these instructional approaches prioritize the learner by placing
them at the center of the learning process. Students are actively engaged in constructing their
own knowledge, making meaning, and taking ownership of their learning journey

* From now on, I am determined to incorporating these essential elements into instruction,
for me as a future educator using this can create dynamic and effective learning experiences that
promote active engagement, personalized learning, collaboration, critical thinking, and the
development of lifelong learning skills.

_______________________________________________________________
IX. TEST : Write your answer in a long bond paper.
1. Construct a graphic organizer of different teaching strategies.
 Constructivist Teaching
Focuses on students actively
constructing their own
knowledge through hands-on
experiences and reflection
-

Problem-based Learning
Students engage in solving real- Differentiated learning
world problems or scenarios to
develop knowledge and skills Tailors instruction to meet
the diverse needs and
abilities of students

Student
s

Integrated Teaching and

Cooperative Learning Learning
Students work together in Integrates multiple
small groups to achieve a subjects or topics to make
common goal, fostering connections and promote
collaboration and teamwork holistic understanding

2. How should cooperative learning be done effectively in teaching?

To effectively implement cooperative learning in teaching, here are some strategies
and best practices:
1. Establish clear expectations:. Explain the benefits of collaboration and
emphasize the importance of active participation and respectful communication
within groups.
2. Form diverse and balanced groups: Create heterogeneous groups that
consist of students with different abilities, backgrounds, and learning styles.
3. Provide explicit instructions and structure: Clearly explain the task or
activity to be completed and provide step-by-step instructions. Break down complex
tasks into smaller, manageable parts..
4. Foster positive interdependence: Design tasks that require students to rely
on each other's contributions to succeed. Make sure each group member has a specific
role or responsibility within the group.
5. Teach and practice collaboration skills: Explicitly teach students the skills
necessary for effective collaboration, such as active listening, giving and receiving
feedback, problem-solving, and conflict resolution. Provide opportunities for students
to practice these skills and provide feedback on their collaborative interactions.
6. Monitor and facilitate group work: Circulate among the groups during
cooperative activities, observing and monitoring the progress of each group. Offer
guidance, ask probing questions, and provide support when needed.

7. Celebrate and recognize achievements: Acknowledge and celebrate the

accomplishments of groups and individual students. By implementing these
strategies, teachers can create a positive and productive cooperative learning
environment that fosters collaboration, critical thinking, and mutual support among
students.