54

CHAPTER IV
Instructional
Strategies
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LESSON 1 Constructivist Teaching

Guided Practice

Observe actual classes using the following constructivist teaching and learning
practices.

Constructivist Teaching Observed Not Other Comments

Practices Observed
1. Active learning Engaged students
strategies throughout.
2. Meaningful learning Relevant to students'
activities lives.
3. Effective questioning Stimulated critical
strategies thinking.
4. Real-life and concrete Helped in understanding
examples concepts.
5. Cooperative learning Fostered teamwork and
activities collaboration.
6. Problem-solving Encouraged independent
activities thought.
7. Active investigation Could enhance student
agency.
8. Integrative learning Connected various
activities subjects.
9. Practice and feedback Provided timely and
activities constructive feedback.
10. Effective motivation Maintained high student
techniques engagement.
11. Generalizations are Empowered students'
provided by students understanding.
12. Positive classroom Welcoming and
atmosphere supportive environment.
13. Lessons and activities Captivated students'
are interesting attention.
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14. Students are Promoted ownership of

encouraged to take an learning.
active role in learning
15. Experiential learning Provided hands-on
activities experiences.
16. Varied learning Catered to different
activities learning preferences.
17. Students' views are Validated students'
respected opinions.
18. Positive learning Enhanced student
environment comfort and openness.
19. Linking ideas and Made learning more
concepts with real-life relatable.
experiences
20. Modeling positive Set a good example for
behavior students.
21. Available learning Resources were
materials accessible and diverse.
22. Learning styles are Acknowledged diverse
respected learning needs.
23. Differentiated learning Tailored instruction to
strategies student needs.

Provide a narrative observation report on how teachers are using constructivist

teaching and learning in their classes.

Subject: MATHEMATICS
Topic: FRACTION AND THEIR APPLICATIONS
Observation:
In a Grade 7 mathematics lesson on fractions, the teacher effectively employed
constructivist teaching practices by engaging students in active learning through
cooperative group activities where they solved real-world problems involving
fractions. Students worked collaboratively to create recipes that required them to
add and subtract fractions, fostering meaningful learning as they connected
mathematical concepts to everyday life. The teacher utilized effective questioning
strategies, prompting students to explain their reasoning and make generalizations
based on their findings. A positive classroom atmosphere was evident, with
students encouraged to share their ideas and respect each other's viewpoints,
 57

while varied learning materials and differentiated strategies catered to diverse

learning styles. Overall, the lesson was interactive and engaging, allowing students
to take an active role in their learning process.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ constructivist teaching-learning approaches?

Yes, the teacher uses constructivist methods, having students work

together to solve real problems. This helps students learn actively and
make connections to their lives.

2. How do students respond to constructivist activities?

Students respond very well to these activities and seem excited to
participate. They enjoy working in groups and sharing their ideas.
3. How did constructivist teaching improve the teaching and learning
practices in the school?
Constructivist teaching has made classes more engaging and
focused on the students. It has helped students think more deeply and
work better together.
4. What things could be done to encourage the teachers to use constructivist
teaching learning approaches?
Schools could provide training sessions to help teachers learn new
methods. Support from colleagues and sharing success stories could
motivate teachers to try these approaches.

Reflection
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Write your reflection by completing the following statements:

 I realized that:
constructivist teaching methods engage students more effectively
and help them connect lessons to their everyday lives. This approach not
only makes learning fun but also encourages critical thinking and
collaboration among students.
 I believe it is essential to:
create an interactive classroom environment where students feel
comfortable sharing their ideas. Providing opportunities for cooperative
learning and real-life applications of concepts can significantly enhance
their understanding and retention.
 From now on, I am determined to:
incorporate more constructivist strategies into my teaching. I will
focus on active learning, encourage group work, and seek ways to relate
lessons to real-world situations to improve student engagement and
learning outcomes.
 59

LESSON 2 Differentiated Learning

Guided Practice

Observe actual classes using the following differentiated teaching and learning
practices.

Differentiated Teaching Observed Not Other Comments

and Learning Practices Observed
1. Varied learning
activities based on the
learning styles of
students
2. Respect of individual
differences
3. Objectives are
designed based on
the abilities of the
students
4. Objectives consider
the level of students
5. Topics are modified
based on learners
needs and
background
6. Learning activities are
designed to help
every student learn
7. Assessment results
are used to improve
instruction
8. Provision for individual
and collaborative
learning
9. Lessons are
developmentally
appropriate
10. Uses various
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assessment tools

Provide a narrative observation report on how teachers are using constructivist

teaching and learning in their classes.

Subject: MATHEMATICS
Topic: FRACTION AND THEIR APPLICATIONS
Observation:
In a Grade 7 mathematics lesson on fractions, the teacher effectively employed
constructivist teaching practices by engaging students in active learning through
cooperative group activities where they solved real-world problems involving
fractions. Students worked collaboratively to create recipes that required them to
add and subtract fractions, fostering meaningful learning as they connected
mathematical concepts to everyday life. The teacher utilized effective questioning
strategies, prompting students to explain their reasoning and make generalizations
based on their findings. A positive classroom atmosphere was evident, with
students encouraged to share their ideas and respect each other's viewpoints, while
varied learning materials and differentiated strategies catered to diverse learning
styles. Overall, the lesson was interactive and engaging, allowing students to take
an active role in their learning process.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ differentiated teaching-learning approaches?

Yes, the teacher uses different methods to teach students. They
plan activities that match each student's learning style and needs.
2. How do students respond to differentiated teaching and learning
activities?
Students respond well to these activities and seem more interested
in learning. They enjoy working on tasks that fit their skills and
preferences.

3. What are the challenges met by teachers in the implementation of

differentiated teaching and learning?
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Teachers face challenges like having limited time to prepare

different lessons. They also struggle with managing student activities while
keeping the class organized.
4. How does differentiated teaching and learning improve students' learning?
This approach helps students stay engaged and motivated to learn.
It allows them to work at their own pace, which can lead to better
understanding of the material.

Reflection

Write your reflection by completing the following statements:

 I realized that:
Differentiated teaching truly meets the diverse needs of students
and helps them engage more in their learning. By tailoring lessons to
various learning styles and abilities, teachers can create a more inclusive
classroom environment.
 I believe it is essential to:
Continuously adapt teaching methods to support all students,
ensuring that everyone has the chance to succeed. Providing a variety of
activities and assessments can help address individual strengths and
weaknesses.
 From now on, I am determined to:
Incorporate more differentiated strategies in my own teaching
practices. I will focus on understanding my students' unique needs and
interests to create lessons that inspire and motivate them.
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LESSON 3 Integrated Teaching and Learning

Guided Practice

Observe classes and provide sample curriculum themes that are used by
teachers. (NOT APPLICABLE)

Title of Research Research Questions

Subject: MATHEMATICS
Topic: ALGEBRAIC EXPRESSIONS AND REAL-WORLD APPLICATIONS
Observation:
In an 8th-grade mathematics lesson on algebraic expressions, Mr.Padillos effectively
used integrated teaching and learning strategies by framing the topic within the
context of budgeting for a school event. She engaged students in collaborative groups
to create budgets, incorporating real-world applications that made the math concepts
relevant. Utilizing technology, students accessed budgeting apps and online
calculators, enhancing interactivity. Additionally, they produced posters to present
their budgets, linking math to economics and fostering cross-disciplinary connections.
This approach not only promoted teamwork and communication but also significantly
 63

increased student engagement and understanding of algebra in practical scenarios.

Provide a narrative observation report on how teachers are using

integrated teaching and learning in their classes.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use integrated teaching-learning approaches?

Yes, the teacher employs integrated teaching-learning approaches
by connecting mathematical concepts to real-world scenarios,
encouraging collaboration among students, and utilizing technology to
enhance engagement and understanding.
2. How do students respond to integrated teaching and learning activities?
Students respond positively to integrated teaching and learning
activities, demonstrating high levels of engagement, participation, and
enthusiasm. They actively collaborate with peers, ask questions, and
show a deeper understanding of the material when it is presented in a
practical context.
3. What are the challenges met by teachers in the implementation of
integrated teaching and learning?
Teachers may face challenges such as time constraints in covering
the curriculum, the need for additional resources or training, varying levels
of student readiness, and the difficulty of designing activities that
effectively integrate multiple subjects while remaining focused on the core
content.
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4. How does integrated teaching and learning improve students' learning?

Integrated teaching and learning improve students' understanding
by making lessons more relevant and relatable, fostering critical thinking
and problem-solving skills, and promoting collaboration among peers. This
approach also encourages students to apply their knowledge in practical
situations, enhancing retention and application of concepts.

Reflection

Write your reflection by completing the following statements:

 I realized that:
integrated teaching and learning approaches significantly enhance
student engagement and understanding by connecting academic content
to real-life situations. This practical application not only makes lessons
more interesting but also helps students see the relevance of what they
are learning, fostering a deeper appreciation for the subject matter.
 I believe it is essential to:
incorporate diverse teaching strategies that cater to different
learning styles and encourage collaboration among students. By creating
a dynamic learning environment where students can work together and
apply their knowledge, teachers can foster critical thinking and problem-
solving skills that are vital for their future success.
 From now on, I am determined to:
implement more integrated teaching strategies in my own practice. I
will seek out opportunities to connect lessons to real-world contexts, utilize
technology effectively, and encourage collaborative projects that allow
students to explore content in a meaningful way. This commitment will
help me create a more engaging and impactful learning experience for my
students.
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LESSON 4 Cooperative Learning

Guided Practice

Observe classes and provide examples of cooperative learning activities

that are used by teachers in their classes.

Subjects Cooperative Learning Activities

Mathematics Group Problem Solving: Students work in
small groups to tackle complex math
problems, discussing different methods and
solutions together.
English Literature Circles: Students form small
groups to read a shared text, taking on
specific roles (e.g., summarizer, questioner)
to facilitate discussion and comprehension.
Araling Panlipunan Role Play: Students work in groups to
research and portray different figures or
events in Philippine history, enhancing their
understanding through performance and
discussion.
Filipino Collaborative Storytelling: In small groups,
students create a story in Filipino, taking
turns to add sentences and build the
narrative together.
Science Group Experiments: Students collaborate
in small groups to conduct a science
experiment, collecting data and discussing
their observations before presenting their
findings to the class.
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Provide a narrative observation report on how teachers are using

cooperative learning in their classes.

Subject: MATHEMATICS
Topic: PROPERTIES OF ANGLES AND TRIANGLES
Observation:
In a 9th-grade mathematics class focused on the first quarter topic of angles and
triangles, Mrs. Sagun effectively implemented cooperative learning strategies to
enhance student understanding. The classroom environment was arranged in clusters
to facilitate group work, and visual aids on angles and triangles adorned the walls.
Students were divided into small groups to explore specific triangle types and their
properties related to angles. They then regrouped for a jigsaw activity, allowing each
student to share their findings with peers. Hands-on measurement activities using
protractors reinforced their learning as they created triangles with specified angles.
Throughout the lesson, students displayed high engagement and collaboration,
demonstrating effective communication and problem-solving skills. Overall, the
cooperative learning approach fostered a deeper understanding of geometric concepts
and promoted critical thinking among the students.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use cooperative learning approaches?

Yes, the teacher employs cooperative learning approaches by
organizing students into small groups for discussions, collaborative tasks,
and peer teaching. This structure encourages interaction and teamwork
among students.
2. How do students respond to cooperative learning activities?
Students respond positively to cooperative learning activities,
demonstrating increased engagement, enthusiasm, and participation.
They enjoy working together, sharing ideas, and learning from their peers,
which enhances their overall learning experience.
3. What are the challenges met by teachers in the implementation of
cooperative learning?
Teachers may face challenges such as managing group dynamics,
ensuring equal participation among all students, and addressing varying
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levels of student readiness and ability. Additionally, time constraints and

the need for adequate resources can hinder the effective implementation
of cooperative learning strategies.
4. How does cooperative learning improve students' learning?
Cooperative learning improves students' understanding by
promoting active engagement and collaboration, which enhances critical
thinking and problem-solving skills. It allows students to learn from each
other, reinforces their knowledge through teaching, and fosters a sense of
community in the classroom, ultimately leading to better retention of
concepts.

Reflection

Write your reflection by completing the following statements:

 I realized that:
cooperative learning helps students work better together. It makes
learning more fun and allows them to share ideas with each other.
 I believe it is essential to:
use cooperative learning in all subjects. Working in groups helps
students learn from one another and builds their confidence.
 From now on, I am determined to:
include more group activities in my lessons. I want to create
chances for students to collaborate and learn together.
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LESSON 5 Problem-based Learning

Guided Practice

Observe classes and provide examples of problem-based learning

activities that are used by teachers in teaching various topics.

Topics Problem-based Learning Activities

ALGEBRA Equation Relay: Students work in
teams to solve simple algebra
equations written on the board, racing
to complete them all correctly.
GEOMETRY Shape Hunt: Students search the
classroom for different geometric
shapes and list them, discussing their
properties as a group.
STATISTICS Class Survey: Students ask their
classmates about their favorite
snacks, then create a bar graph to
display the results together.
FRACTIONS Fraction Matching Game: Students
match cards with fractions to visual
representations (like pie charts),
helping them understand the concepts
visually.
PROBABILITY Coin Flip Experiment: Students flip a
coin multiple times, record the results,
and calculate the probability of heads
or tails, discussing their findings.
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Provide a narrative observation report on how teachers are using

cooperative learning in their classes.

Subject: MATHEMATICS
Topic: LINEAR EQUATIONS AND GRAPHING
Observation:
In a 10th-grade mathematics class focused on linear equations and graphing,
Ms. Ataylar effectively employed cooperative learning strategies to enhance
student understanding. The classroom was arranged in clusters to promote
collaboration, and students were divided into small groups to tackle real-life
scenarios modeled by linear equations. They worked together to formulate
equations, engaged in peer teaching by presenting their findings to the class,
and participated in a hands-on graphing activity using large graph paper.
Throughout the lesson, students demonstrated high levels of engagement and
collaboration, supporting one another and taking ownership of their learning.
This approach not only deepened their understanding of linear equations but
also fostered essential skills in communication and teamwork.

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use problem-based learning approaches?

Yes, the teacher uses problem-based learning by giving students
real-life problems to solve. This helps them think critically and apply what
they learn in math.
2. How do students respond to problem-based learning activities?
Students respond well to problem-based learning activities and are
more engaged. They enjoy working together and helping each other find
solutions.
3. What are the challenges met by teachers in the implementation of
problem-based learning?
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Teachers face challenges like making sure all students are involved
and keeping everyone on the same pace. They also have to manage time
so they can cover all the material needed.
4. How does problem-based learning improve students' learning?
Problem-based learning helps students understand better because
they apply their knowledge to real situations. It makes learning more
relevant and helps them remember important concepts.

Reflection

Write your reflection by completing the following statements:

 I realized that:
problem-based learning makes math more interesting and relevant
for students. It helps them see how the concepts apply to real life, which
can boost their motivation to learn.
 I believe it is essential to:
create opportunities for students to work together on real-world
problems. This collaboration not only enhances their understanding but
also builds important teamwork skills.
 From now on, I am determined to:
incorporate more problem-based learning activities in my lessons. I
want to help students engage deeply with the material and develop critical
thinking skills through practical applications.