ST.

LOUIS REVIEW CENTER

LICENSURE EXAMINATION FOR
PROFESSIONAL TEACHERS (LEPT)

TEACHING PRINCIPLES AND METHODS

DEEJAE B. QUILALA,RN,LPT,CSE,MAED

Principles
 A fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain
of reasoning
 A general scientific theorem or law that has numerous special application across a wide field

Method
 is an overall plan for systematic presentation of a lesson based upon a selected approach (Brown, 1994). Some
authors call it design.
 It is a systematic plan to achieve a learning objective. It is a procedure that must be followed “strictly” to attain a
goal. It refers to a series of related and progressive acts performed by the teacher and students to achieve the
objectives of a lesson.
 It is a “pattern or manner of treating people, objects and events, that is directed purposely toward the achievement
of an instructional goal.

Techniques
 Are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony
with an approach as well (Brown, 1994). Technique is referred to also as a task or activity.
 This refers to the art, style or manner of a teacher’s performance in following a procedure. a combination of
personality plus the amount of expertise one has in teaching technology(method), subject matter, and pedagogical
theory
Strategy
 Originated from the military, it stands for a carefully devised plan of action to achieve an objective in the battlefield.
 It denotes a “clever” and cunning design to achieve one end.
 It suggests a teacher’s unique way of presenting a topic to the learners, characterized by adeptness in performing
the steps with utmost care to insure the attainment of a learning objective.
Approach
 Is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning.
 For example, constructivist approach, collaborative, integrative, reflective, etc…

Content Focus
Starting the class laying down the curriculum plan
Before the class begins every day, a Teacher must have written a lesson plan. The main parts of a lesson plan are (1)
objectives or intended learning outcomes(ILO) L,(2) subject matter (SM) ,(3); procedure or strategies of teaching,(4)
assessment of assessment of learning outcomes(ALO) and(5) assignment or agreement
1. Intended learning outcomes(ILO). These are the desired learning that will be focused of the lesson. Learning outcomes
are based on taxonomy of objectives presented to us as a cognitive, affective and psychomotor. Bloom's Taxonomy has
been revisited by his own student, Lorin Anderson, and David Krathwohl.

Bloom’s Taxonomy (1956) Revised Bloom’s by Anderson (2001)

KCAASE RUAAEC
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Somehow the two are similar, however the highest level of cognition in the revised version, is creating. Take note that the
original version is stated as nouns while the revised version is stated as verbs which imply more active form of thinking.

Revised Bloom's Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are
a. Changing the names in the six categories from nouns to verbs
b. Rearranging this categories

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 c. Establishing the levels of the knowledge level in the original version.

Categories Example Key Words

Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines,
information selects, states
Understanding. Comprehend meaning, translation, Comprehends, explains, distinguishes, estimates,
state problem in own words, making meaning gives, example, interprets, predicts, rewrites,
summarizes
Applying. Use concepts in new situation, applies Applies, changes, computes, operates, constructs,
what has been learned in new situation modifies, uses, manipulates, prepares, shows, solves
Analyzing. Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
component parts so that the organization is clear. differentiates, discriminates, identifies, inters,
Distinguishes between facts and inferences outlines, relates, selects, separates
Evaluating. Make judgments about the value of Appraises, compares, criticizes, defends, describes,
ideas or materials evaluates, interprets, justifies, summarizes
Creating. Build a structure or pattern from various Composes, compiles, designs, generates, modifies,
elements. Put parts together to create a whole, to organizes, rearranges, reorganizes, revises, rewrites,
make new meaning and structure summarizes, creates

AFFECTIVE DOMAIN TAXONOMY (Krathwol et al. , 1964)

1. Receiving – being aware of or attending to something in the environment
2. Responding – Showing some new behaviors as a result of experience
3. Valuing – Showing some definite involvement or commitment
4. Organization – Integrating a new value into one’s general set of values, giving it some ranking among one’s
general priorities
5. Characterization – acting consistently with the new value

PSYCHOMOTOR DOMAIN TAXONOMY (Harrow)

1. Reflex Movements – are actions elicited without learning in response to some stimuli
2. Fundamental movements - are inherent movement patterns which are formed by combining of reflex movements
and are the basis for complex skilled movements.
3. Perpetual abilities - refers to interpretation of various stimuli that enable one to make adjustments to the
environment.
4. Physical Activities - require endurance, strength, vigor, and agility which produces a sound, efficiently functioning
body.
5. Skilled Movements - are the result of the acquisition of a degree of efficiency when performing a complex task.
6. Nondiscursive communication - is communication through bodily movements ranging from facial expressions
through sophisticated choreographics

PSYCHOMOTOR DOMAIN TAXONOMY (Simpson)

LEVEL DESCRIPTION BEHAVIORAL TERMS

1. Perception Use of sense organs to become aware of Observe, watch, listen, monitor
cues
2. Set Preparedness and readiness to take action Ready, prepare, set-up, show
3. Guided Imitates, conducts trial and error based on Imitate, follow, copy, repeat, practice
Response a model
4. Mechanism Responses are done with confidence Manipulate, collect, draw, use, sketch,
demonstrate
5.Complex Overt Performs with confidence and more Construct, troubleshoot, operate, drive
Response skillfully with proficiency

6. Adaptation Skills are modified to fit in new situations Adjust, repair, change, integrate

7. Origination Creation of new movements, patterns to Create, produce, develop, compose

solve a situation

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In writing objectives or intended learning outcomes, it's always recommend recommended that more of the higher-order
thinking skills (HOTS) should be developed and less of the low-level thinking skills(LOTS) for Learners. The low level
categories will develop LOTS and thinking skills progress as the categories move higher

TYPES OF QUESTIONS:
1. According to thinking process involved
A. Low-level questions / knowledge – emphasize memory and recall of information
B. High-level questions / comprehension, application, analysis, synthesis, evaluation – go beyond memory
and factual information and deal with complex and abstract thinking
2. According to the type of answer required
A. Convergent questions – tend to have one correct or best answer; starts with what, who, when and where
questions e.g. Who was the first American astronaut to travel in space?
B. Divergent questions – are often open ended and usually have many appropriate, different answers; usually
starts with how and why questions e.g. What planet, other than Earth, would you prefer to visit, if you were an
astronaut? Why?

MAJOR CLASSIFICATION OF METHOD

DEDUCTIVE INDUCTIVE
 Direct approach  Indirect
 Expository  Exploratory / experiential
 Teacher centered  Learner centered
 General to specific  Specific to general
 Rules to examples  Examples to rules
 Rules, laws and actions  Concepts, patterns & abstraction
 Lack of time, resources & references  Ample time, available resources & references
 Directive, lecture, demonstrative  Reflective, contructivism,problem solving,
 Didactic teaching laboratory, inquiry & metacognition

Teaching and learning must be supported by instructional materials(IMs)

Considering the teaching methodologies and the learning styles, the different support materials should be varied. This will
ensure that the individual differences will be considered.
Instructional materials should complement visual, auditory and tactile or a combination of the three. However, following
Dale's cone of learning which is a visual device, can help teachers to make decision on what resources and materials will
maximize learning?
So what instructional support materials will the teachers use, according to the learning styles that the outcomes to be
achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all of the learning outcomes. 90% of learning
is retained. Examples are field trip, field study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities were Learners have the opportunity to talk and
write.70% of learning is remembered. Examples are small group discussion, buzz session, individual reporting, roleplay,
and panel.
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will retain around 50% of what
has been communicated.
4. By just looking at still pictures, paintings, illustration and drawings, will allow the retention of around 30% of the material
content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will ensure 10% remembering of the material.
Regardless of the amount of remembering from the concrete to abstract, each layer contributes to learning and requires
instruction support materials.

Visual: Concrete ( flat, 3 dimensional, realias, models, etc.) or abstract (verbal symbols, words).
Audio: Recordings of sound, natural or artificial
Audio Visual: Combination of what can be seen and heard
Kinesthetic: Manipulative materials like modeling clay, rings, dumbbells, equipment, others

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Experiential: Utilize all modalities

Corpuz and Salandanan,(2003) enumerated the following approaches and methods, which may be useful for the different
kinds of learners. Some are time tested methods, while others are non-conventional constructivist methods.
1. Direct demonstration methods: Guided exploratory/ discovery approach, problem based learning (PBL), project
method.
2. Cooperative learning approaches: Peer tutoring, learning action cells,
3. Think-pair-share
4. Deductive or inductive approaches: Project method, inquiry based learning
5. Other approaches: Blended learning, reflective teaching, integrated learning, outcomes based approach

Students have different learning styles. There are many classification of learning styles according to the different
authors. The multiple intelligence theory of Howard Garner implies several learning styles, but for our lesson, we will just
focus on the three learning style which are visual, auditory and kinesthetic. These three preferred Styles can help teachers
choose the method in the materials they will use.

Instructional media may also be referred to as media technology or learning technology, or simply technology.
Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and this range from non-projected and projected media from which the teacher
can choose, depending on what he/ she sees fit with the intended instructional setting. For example, will a chalkboard
presentation be sufficient in illustrating a mathematical procedure; will a video clip be needed for motivating learners?
In the process, what ensures is objective matching where the teacher decides on what media or technology to use to help
achieve the set learning objectives.

NON- PROJECTED MEDIA PROJECTED MEDIA

 Real objects  Opaque projection
 Models  Slides
 Field trips  Filmstrips
 Kits  Films
 Printed materials ( books, worksheets)  Video, VCD, DVD
 Visuals (drawings, photograph, graphs, charts,  Computer/ Multimedia presentations
posters)
 Visual boards (chalkboards, whiteboard, flannel,
board. Etc)
 Audio materials

FACTORS IN TECHNOLOGY SELECTION

In deciding on which technology to use from a wide range of media available, the factors on which to be selection are:
1. Practicality. The equipment (hardware) or already prepared lesson material (software) available? If not, what would be
the cost in acquiring the equipment or producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners' ability to comprehend? Will the
medium be a source of plane amusement or entertainment, but not learning?
3. Activity/ suitability. Will The Chosen media fit the set instructional event, resulting in either information, motivation,
or psychomotor display?
4. Objective matching. Overall, does the medium help in achieving the learning objectives?

TPACK
This primary roles are based on the framework of Technology driving teaching and learning called TPACK
(1) technological knowledge,(2) pedagogical knowledge and (3) content knowledge). TPACK shows that the three is a
directed interconnectedness of the three components, does in teaching learning process, a teacher should always ask and
find the correct answer to the following question for every lesson.
1. What shall I teach? (content knowledge)
2. How shall I teach the content? (pedagogical knowledge)
3. What technology will I use in how to teach the content? (technological knowledge)

Criteria for the use of visual aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to learn: Hearing (10%), smell
(4%), touch (2%) and taste (1%). In the use of visual for a wide range of materials( visual boards, charts, overheard
transparencies, slides, computer generate presentations), there are basic principles of basic design.
• visual elements( pictures, illustrations, graphics).

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1. Lettering style or font- consistency and harmony
2. Number of lettering styles- no more than two in a static display( chart, bulletin board)
3. Use of capitals- short titles or headlines should be no more than six words
4. Lettering colors- easy to see and read. Use of contrast is good for emphasis
5. Lettering size- good visibility even for students at the back of the classroom
6. Spacing Between letters- equal and even spacing
7. Spacing between lines- not too close as to blur at a distance
8. Number of lines- no more than eight lines of text in each transparency/ slide
9. Appeal- unusual/ catchy, two dimensional, interactive( use of overlays or movable flaps cute)
10. Use of directionals- devices( arrows, bold letters, bullets, contrasting color and size, special placement of an item.)

The Teaching Approaches of the Subjects in the K to 12 Curriculum

Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:
The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate:
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and
integrative:
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-
MLE) which starts from where the learners are and from what they already knew proceeding from the known to the
unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available:
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level;
and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based
on their respective educational and social contexts.

The teaching approaches to the K to 12 based on the principles cited in the above provision:
1. Learner-centered. In a learner-centered instruction, choice of teaching method and technique has the learner as the
primary consideration - his/ her nature, his/her innate faculties or abilities, how he/she learns, his/her developmental
stage, multiple intelligences, learning styles, needs, concerns, interests, feelings, home and educational background.
2. Inclusive. This means that no student is excluded from the circle of learners. Everyone is "in". Teaching is for all
students regardless of origin, socio-economic background, gender, ability, nationality. No "teacher favorites", no
outcast, no promdi (The word promdi is from the English words "from the" used in Filipino to refer to someone
from the province who has just come to an urban place like Manila; sometimes offensive and derogatory). In an
inclusive classroom, everyone feels he/she belongs. If you are inclusive in approach you are truly learner-centered.
3. Developmentally appropriate. The tasks required of students are within their developmental stages. You will not
expect formal operations thinking of kindergarten children who, according to Piaget's cognitive theory, are only in
their pre-operational developmental stage. If you study the competencies of the K to 12 Curriculum per subject, you
will find out that the competencies in Grade are obviously more simple compared to the competencies of Grade 7.
The treatment of subject matter increases in sophistication, however, as you go up the For instance, in Grade I Math,
a pupil is engaged in "visualizing and representing numbers from 0 to 100, to 1000 in Grade 2, to 10,000 in Grade
3, to 100,000 in Grade 4 to 10,000,000 in Grade 5. Observing developmental appropriateness is another way of
expressing learner-centeredness,
4. Responsive and relevant. Using a relevant and responsive teaching approach means making your teaching
meaningful. You can make your teaching meaningful if you relate or connect your lessons to the students' daily
experiences. You make your teaching relevant when what you teach answers their questions and their concern.
There is no place for mingle mile-wide-inch deep teaching. No teaching to the test.
5. Research-based. Your teaching approach is more interesting updated, more convincing and persuasive if it is
informed by research. Integrating research findings in your lessons keeps your teaching fresh. You get the latest
information from your research or from the researches of others that enrich your teaching. You apply methods of
teaching which have been proven to be effective. If your approach is not research-based, you may end up teaching
a subject using the same method and the same examples again and again.
6. Culture-sensitive. If your approach is culture-sensitive, you are mindful of the diversity of cultures in your
classroom. You employ a teaching approach that is anchored on respect for cultural diversity. You view all learners
as unique individuals and realize and accept that their varied cultural experiences, beliefs, values and language
affect their ways of thinking and interaction with others and the larger community. You are able to look at their
work, their responses from various perspectives apart from yours. If you are culture- sensitive, you will not judge
one culture as superior to that of another for indeed no culture is perfect and that every culture has its own strengths
and weaknesses. For instance, you don't think that your culture is better than any student's culture. As a result, you
become less judgmental, more understanding of and empathetic with your students.
7. Contextualized and global. You make teaching more meaningful by putting your lesson in a context. This context
may be local, national and global. Considering the development stages of learners, the context to which the lessons
in Grade I are connected may be local, becoming national in Grade 4 and global in Grade 6 and beyond. For instance,

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 in AP you discuss family in Grade 1, local community in Grade 2, province in Grade 3 expanding to country in
Grade 4 up to the international community in high school. Contextualized teaching means exerting effort to extend
learning beyond the classroom into relevant contexts in the real world. It also entails effort to bring outside-the-
classroom realities of academic contexts into the classroom (Brelsford, 2008).A contextualized teaching approach
is realized also when you indigenize and localize your lessons. The Enhanced Basic Education Act of 2013 (K to
12 Law) allows schools to localize and indigenize the K to 12 curriculum. This is in support of a contextualized
approach. For Indigenous Peoples (IPs), the context of your teaching is indigenous culture. This means that you use
your students' indigenous thought patterns, practices, materials and local celebrations to concretize lessons.
8. Constructivist. Constructive comes from the word "construct". If you are constructivist in teaching approach, you
believe that students learn by building upon their prior knowledge (knowledge that students already know prior to
your teaching). This prior knowledge is called a schema. All students who come to class have prior knowledge or
schema. This is contrary to the tabula rasa of John Locke that claims that students' minds are a blank slate Students
learn when you help them connect lessons to their prior knowledge Students make sense of what they are taught
according to their current conceptions. Much of what they learn are those that are connected to their prior knowledge
(These processes are what Piaget termed assimilation and accommodation). In constructivist teaching it is the
students who construct knowledge and meaning for themselves with teacher's scaffolding not teachers constructing
knowledge and meaning for the students.
9. Inquiry-based and reflective. For inquiry-based and reflective teaching approach, the core of the learning process
is to elicit student-generated questions. A test of your effectiveness in the use of the inquiry-based approach is when
the students begin formulating questions, risking answers, probing for relationships, making their own discoveries,
reflecting on their findings, acting as researchers and writers of research reports. Reflective teaching as a teaching
approach is making students reflect on what they learned and on how they learned and how to improve on their
learning process. From your perspective as a teacher, reflective teaching is thinking over your teaching practice
why you do it, analyzing which worked and which didn't work and how to improve on your current practice. It is a
process of self-observation and self-evaluation. More conscientious reflective teaching on your part redounds to
better learning for your students.
10. Collaborative. As the word "collaborative" suggests, this teaching approach involves groups of students or teachers
and students working together to learn together by solving a problem, completing a task, or creating a product. It
may be a collaboration of two to make a dyad or a triad or a tetrad or a group. This may also include teacher teaching
in collaboration with other teachers like team teaching.
11. Integrative. An integrative approach can be intradisciplinary, interdisciplinary or transdiciplinary.
a. Intradisciplinary integration- is when the integration is within one discipline. Integrative teaching can be
integrating skills within the subject like the macroskills of listening, speaking, reading and writing in the
language subjects (Mother Tongue, Filipino, and English).
b. Interdisciplinary integration- happens when traditionally separate subjects are brought together so that
students can grasp a more authentic understanding of a subject under study. Students demonstrate
interdisciplinary understanding when they can bring together concepts and methods from two or more
disciplines or established areas of expertise in order to explain a phenomenon, solve a problem, create a product,
or raise a new question. An example is when you discuss responsible parenthood from the point of view of
sociology, psychology, anthropology, economics and health. Another example is when mathematical skills such
as organizing, computing and interpreting data are also taught in Araling Panlipunan, Edukasyon sa
Pagpapakatao and Science Art can be taught with Math Values Education is expected to be integrated in all
subjects that is why every teacher is said to be a Values Education teacher.
c. Transdisciplinary integration- is integrating your lessons with real life. You do this when you cite real life
applications of your lesson. You also do transdisciplinary integration when you indigenize or localize your
lessons.
12. Spiral progression approach. To follow a spiral progression approach. you develop the same concepts from one
grade level to the next in increasing complexity. It is revisiting concepts at each grade level with increasing depth.
Spiral progression approach is also interdisciplinary. This enables students to explore connections among the
sciences and the branches of math. Notice how the competencies of a lesson on graph in the subject Statistics and
Probability increases in complexity from K to Grade 6.
K starts from making a graph or charting based on the information gathered.
Grade 1 teaches students to organize, represent and compare data using pictographs without scale representations and
probability and explores games and activities
Grade 2 makes them compare data using pictographs with scale representations and the ideas of likelihood
Grade 3 teaches them to organize and interpret data presented in tables and bar graphs
Grade 6 makes them construct, read and interpret a line graph and its corresponding table of data and solve problems
involving data from a table and a line graph; make simple predictions of events based on a probability experiment (Source:
DepEd K to 12 Curriculum Guide, Math)

13. MTB-MLE-based, MTB-MLE means Mother Tongue-based Multilingual Education. In MTB-MLE, teaching is
done in more than one language beginning with the Mother Tongue. The Mother Tongue is used as a medium of
instruction from K to 3 in addition to it being taught as a subject from Grades 1 to 3. The use of the Mother Tongue
as medium of instruction eliminates the problem on language barrier in the early grades. With the use of the Mother
Tongue as language of instruction, it is has been observed that classes have become more Children are now asking

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 questions, reciting and actively participating in class activities. Imagine a Grade 1 pupil learning something in a
language foreign to his/her first language. The content is difficult and the difficulty gets compounded when the
difficult content is taught in a language that the learner does not understand.

As RA 10533 states, Mother Tongue-Based Multilingual Education (MTB-MLE) "starts from where the learners are and
from what they already know proceeding from the known to the unknown."

Features of Constructivist Teaching

Constructivist teaching is based on the belief that learning occurs when learners are actively involved in a process of
meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning
and knowledge. The following are the characteristics of constructivist teaching culled from related conceptual literature:
1. Authentic activities and real-world environments
 Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the
natural complexities of the 'real world'.
 Primary sources of data are used in order to ensure authenticity and real-world complexity.
 Assessment is authentic and interwoven with teaching.
 Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity
of tasks, skills and knowledge acquisition.

2. Multiple Perspectives.
 Learning environment "should support multiple perspectives or interpretations of reality, knowledge construction,
and context-rich, experience-based activities" (Jonassen, 1995).
 Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis,
regulation,reflection and awareness.

3. Wholistic, integrative
 Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning.
4. Self-directed learners
 The student plays a central role in mediating and controlling learning.
 Goals and objectives are derived by the student or in negotiation with the teacher or system.
 Exploration is a favored approach in order to encourage students to seek knowledge independently and to manage
the pursuit of their goals.
 Scaffolding is facilitated to help students perform just beyond the limits of their ability.
5. Meaningful Learning
 Knowledge construction and not reproduction is emphasized.
 The learners' previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction
process.
 Errors provide the opportunity for insight into students' previous knowledge constructions

Interactive Teaching
The word interactive reminds us of people with whom the learner interacts in order to learn. In the classroom, first,
we have the teachers; second, are the other learners in class. Beyond the classroom are the school head and the non-teaching
staff. The interaction can be collaborative and so we have collaborative teaching and learning.
This interaction can also be between the learner and learning material like a module, a film, a video clip, a poem, a map, a
model of the digestive system. These learning materials are products of experts. Interacting with instructional materials is
also interacting with people. Today we speak of interactive viewing.
Why do we promote interactive teaching? For many reasons:
1. Learning is an active process. Only the student can do the learning for himself. The more intense the involvement, the
better the learning.
2. Learning is also a social process. Vygotsky's (1998) social learning theory states that we learn from others. No one has
the monopoly of the truth. Then it must be good to listen to other perspectives in our search for answers and for truth.
If there are fifty students in class, that which being studied is seen from fifty (50) perspectives.

Integrative Teaching and Learning

Interdisciplinary teaching. Integrate comes from the Latin word "integer" which means to make whole. Integrative
teaching and learning means putting together separate disciplines to make whole. This affirms the "boundlessness" of
disciplines. There are no demarcation lines among disciplines taught. When you teach Geography in Science you are at the
same time teaching Anyo ng Lupa (Land forms) and Anyo ng Tubig (Water forms) in Araling Panlipunan. Or you may
teach content of Science in the Language class or Health class or the Technology and Livelihood Education (TLE) class
particularly Home Economics. Art is used to teach Math, Math is taught in Art. Integrative teaching and learning
interdisciplinary
In the first place there is only one curriculum, i.e., life. For purposes of study, life is separated into Math, Natural
Science, Social Science, Language, Art, Physical Education and the like. To breathe life into the subject matter or for
meaningful teaching and learning, that subject matter must bring together the various disciplines.

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Transdisciplinary Teaching
Integrative teaching is also transdisciplinary. This means connecting lifeless subject matter to life itself. When the
subject matter gets connected to real life, it becomes alive and interesting. Remember "there are no dull textbooks, no dull
subject matter, only dull teachers."
How can teachers connect subject matter to life?
1. Depart from teaching content for test purposes only. Learning is robbed of its joy and excitement when the only reason
why students have to master something is it will be covered in the test.
2. Reach the application phase of lesson development. If you apply the 4As (Activity, Analysis, Abstraction, Application)
in the development of your lesson, your application comes after your students have undergone an activity, analyzed
the activity, and have come up with abstraction and generalization based on their analysis. This is an inductive teaching
method.

Three-level teaching. Integrative teaching is also done when you integrate knowledge, skills and values in a lesson
E.g. After learning about photosynthesis, a teacher presents a sticker with this question: "Have you thanked a green plant
today?" and explains that "the point behind the question is that green plants give service to the whole of life. Their
photosynthetic process forms the basis of all forms of life on earth. Without them the energy from the sun will never be
transformed into the chemical energy in the food we eat." Then he/she poses a value question, "If the green plant serves the
whole of life by its photosynthetic process, what form of service can you also give to mankind?"

Multiple Intelligences-based and Learning Styles-based teaching

If integrative teaching is making things whole, it also means putting together the multiple intelligences (MI) of the
learner as identified by Howard Gardner. It is also considering varied learning styles (LS). This does not mean, however,
that you will be overwhelmed with 9 different ways of teaching content at one time in making use of a variety of teaching
activities to cater to these MIs and LSs.

Inquiry-Based Teaching
Constructivist teaching is also inquiry-based. As the name implies, this is teaching that is focused on inquiry or
question. But effective inquiry is more than simply answering questions or getting the right answer. It espouses investigation,
exploration, search, quest, research, pursuit and study. It is enhanced by involvement with a community of learners, each
learning from the other in social interaction". Thus problem-based learning which is a perfect example of inquiry-based
teaching and learning.

Teacher's Task In Inquiry-Based Teaching-Learning When using inquiry-based lessons, teachers are responsible for:
1. starting the inquiry process;
2. promoting student dialog;
3. transitioning between small groups and classroom discussions;
4. intervening to clear misconceptions or develop students' understanding of content material; and
5. modeling scientific procedures and attitudes

Inquiry-Based Learning Activities

Some specific learning processes that people engage in during inquiry- learning include:
 Creating questions of their own
 Obtaining supporting evidence to answer the question
 Explaining the evidence collected
 Connecting the explanation to the knowledge obtained from the investigative process
Inquiry-based learning covers a range of activities to learning and teaching, including:
 Field-work
 Case studies
 Investigations
 Individual and group projects
 Research project

Problem-Based Learning (PBL)

Problem-Based Learning uses an inquiry model or a problem-solving model. In that sense, students are given a problem,
pose questions about the problem, plan on what and how to gather the necessary information, and come up with their
conclusions (Schneiderman et al, 1998). The driving force is the problem given and the success is the solution of the same,
and discovery of several solutions.
What are the steps in Problem-Based Learning?
1. Read and analyze the problem scenario.
2. List what is known.
3. Develop a problem statement.
4. List what is needed
5. List actions, solutions and hypotheses.

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6. Gather information.
7. Analyze information.
8. Present findings and recommendations.

Project-Based Learning (PrBL/PjBL)

Project-Based Learning, as the name implies involves a project which involves a complex task and some form of student
presentation, and/or creating an actual product. It focuses on a production model. The driving force is the end-product, but
the key to success is the skills acquired during the process of product production. In other words, the learning effect is much
more important than the product itself.
Students do project-based learning by:
1) defining the purpose of creating the end-product;
2) identifying their audience;
3) doing research on the topic;
4) designing the product;
5) implementing the design;
6) solving the problems that arise; and finally
6) coming up with the product.

Problem-Based Learning (PBL) and Project-Based Learning (PrBL/ PBL) or Collaborative Project-Based learning
(C-PBL) are two different frameworks of inquiry-based teaching. Since both are inquiry-based reaching methods, they
engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking,
collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008).
The two inquiry-based approaches are rooted in constructivism. Both engage the students in authentic student-centered tasks
enhance learning. They can be used in combination and, therefore, are complementary but they are not identical approaches
(Camille Esch, 1998, cited in Schneiderman).

Both Project-Based Learning and Problem-Based Learning closely relate to the information processing approach
which is based on the theory that humans process the information they receive, rather than merely respond to stimuli. The
information processing approach involves many cognitive processes between the learner's reception of a stimulus and his/her
response. These include stimulus identification, attention, storage and retrieval of information (memory), attention
perception, and decision making cognitive processes which are highly evident in PrBL and PBL.

Both PrBL (C-PBL) and PBL have the following features:

 based on constructivist approach to learning
 learner-focused experiential
 geared toward "real world" tasks
 inquiry-based
 projects or problems have more than one approach or
 simulate professional situations
 teacher as coach or facilitator
 students generally work in cooperative groups.
 students are encouraged to find multiple sources of information
 emphasis on authentic, performance-based assessment
 relate to the information processing approach

However, PrBL/PjBL/C-PBL and PBL differ in some ways. The origin of PrBL/PjBL/C-PBL is in science and engineering
whereas that of PBL is in medicine and medical allied fields, architecture, business education, teacher education and in
other situations where case study methods provide a useful focus in teaching/learning.
PrBL/PjBL/C-PBL is based on having an end product in mind while PBL is based on solving a particular problem. Generally
follows the production model (planning, researching, designing the product, presenting and submitting the product,

Some Behaviorist Teaching Learning Methods

A. Direct Instruction: Barak Rosenshine Model (Orstien &Hunkins, 2018)
Detailed Steps:
1. State learning objectives/ outcomes: Begin lesson with a short statement of objective or desired lesson
outcomes
2. Review: Introduce short review of previous or prerequisite learning
3. Present new materials: Present materials in small, sequenced manner
4. Explain: Give clear and detailed instructions and explanation
5. Practice: Provide active practice for all students
6. Guide: Guide students during initial practice, or provide seatwork activities
7. Check for understanding: Ask several questions, assess students comprehension
8. Provide feedback: Provide systematic feedback and corrections

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 9. Assess performance: Obtain student success rate of 80% or more during practice session
10. Review and test: Provide for spaced review and testing

B. Guided Instruction: Madeline Hunter Model (Orstien &Hunkins, 2018)

1. Review: Focus on previous lesson, ask students to summarize main points
2. Anticipatory set: Focus student’s attention on new lesson. Stimulate interest in the new materials.
3. Objective: State explicitly what is to be learned, state rationale or how it will be useful
4. Input: Identify needed knowledge and skills for learning new lesson; present materials in sequenced steps.
5. Modeling: Provide several examples or demonstrations throughout the lesson.
6. Check for understanding: Monitor students’ work before they involved in lesson activities, check to see
they understand directions or tasks.
7. Guided practice: Periodically ask students questions and check their answers. Again monitor understanding.
8. Independent practice: Assign independent work or practice when it is reasonably sure that students can
work on their own with understanding and minimal frustration.

C. Mastery Learning: JH Block and Lorin Anderson Model (Orstien & Hunkins, 2018)
1. Clarity: Explain to students what they are expected to learn
2. Inform: Teach the lesson, relying on the whole group instruction.
3. Pretest: Give a formative quiz on a no fault-basis, students can check their own paper.
4. Group: Based on results, divide the class into mastery and non-mastery groups (80% is considered mastery)
5. Enrich and correct: Give enrichment instruction to mastery group. Give corrective (practice/drill) to non-
mastery group.
6. Monitor: Monitor student progress; vary amount of teacher time and support for each group based on group
size and performance.
7. Posttest: Give a summary test for non-mastery group.
8. Assess performance: At least 75 % of the students should achieve mastery by summative test.
9. Reteach: If not, repeat procedures; starting corrective instructions (small study groups, individual tutoring,
alternative instructional materials, extra homework, reading materials practice and drill)
D. Systematic Instruction: Thomas Good and Jere Brophy (Orstien & Hunkins, 2018)
1. Review: Review concepts and skills related to homework, provide review exercises.
2. Development: Promote student understanding, provide controlled practice
3. Assess comprehension: Ask questions, provide controlled practice
4. Seatwork: Provide uninterrupted seatwork; get everyone involved, sustain momentum
5. Accountability: Check the students work
6. Homework: Assign homework regularly; provide review problems
7. Special reviews: Provide weekly reviews to check and further maintain and enhance learning.

Outcomes-Based Education (OBE) and Understanding by Design (UbD)

One of the features of OBE is "design down" .This means that in OBE you determine first the learning targets or the learning
outcomes before you design instruction. OBTL demands alignment of learning outcomes, learning activities and assessment
tasks.
Understanding by Design also known as UbD is a backward design. Like OBE, the first step in UbD is "identify results"
followed by determining assessment evidence. Planning instruction comes only after determining assessment evidence.
The standards-based framework goes with Outcomes-Based Education (OBE) which is Outcomes-Based Teaching-
Learning (OBTL) when applied in the classroom .The standard-based framework is also aligned to the backward design of
Understanding by Design (UbD).

Why Adopt the Mother Tongue-Based Multilingual Education

There was much opposition when the K to 12 Curriculum introduced mother tongue as medium of instruction in the early
grades. There was much more opposition when it was also introduced as a separate subject from Grade 1 to Grade 3, From
the public, a sarcastic question like this one was raised "We thought we are going global. Are we progressing or
retrogressing? Why are we back to the mother tongue
The Department of Education, however, claims that they have overwhelming evidence from national and international
researches that tell us that children who were first taught in their mother tongue learned a second language faster and better
than children who were not taught in their mother tongue Children who were first taught in the mother tongue performed
much better than those who were not first taught in the mother tongue.

MOTHER TONGUE MULTI-LINGUAL BASED- EDUCATION (MTB-MLE)

MTB-MLE is learning communicative competence in more than one language based on the child's mother tongue.
The two end goals of MTB-MLE are lifelong learning and communicative competence. Lifelong learning is learning as
long as a person lives. It is not only learning in the classroom. It is learning everywhere because the whole world is a
classroom. Communicative competence is the learner's ability to understand and use language correctly and appropriately
to communicate in real world situations.

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These two big goals of MTB-MLE can be reached by way of cognitive competence, academic competence and second
language development. Cognitive competence is demonstrated in the learners' capacity for higher-order-thinking skills and
in divergent and flexible thinking. Academic competence refers to the learners' capacity to learn for mastery. Learners who
have developed communicative competence in their first language have been shown to acquire additional languages more
easily and to perform better in school (Cummins, 2001).
The principles of MTB-MLE are:
1) Effective language learning proceeds from the known to the unknown. You proceed from the language known to the
learner to a language unknown to him/her.
2) Language learning is an active process. There is no other more effective way to learn a new language than reading,
speaking and writing in that language. You will come up with a lot of interactive activites to make learners read, speak and
write the new language.
3) Successful language learning focuses on meaning, accuracy and fluency. You teach learners the new language in
meaningful natural context and not in out-of-context unrealistic drills. You teach not only fluency but also accuracy.
4) Teach new language systematically to make the transition from the first language to the second language gradual and
non-threatening. Effective language teaching includes the macroskills of listening, speaking, reading, writing and viewing
in that order.

End Goals of English Language Teaching

The end goals of teaching and learning English are communicative competence and multiliteracies.
 Communicative competence- is the student’s ability to understand and use language appropriately and correctly
to communicate in authentic situations.
 Multiliteracies- the term comes from two words “multi” and “literacy” and implies that text is not the only way to
communicate text us combined with sound and images. It is incorporated into movies, billboards, almost any site
in the internet and television. All these ways of communication require the ability to understand a multimedia word
Making meaning is at the center of the framework for English language teaching.

The six main progress that from part of the core of English language teaching are 1) constructivism, 2) spiral progression
3) integration, 4) interaction, 5) contextualization and 6) learner-centered instruction. These are the guiding principles of
English language teaching.

The five macroskills that are found in MTB-MLE and Filipino Frameworks namely 1)listening, 2) speaking, 3) reading,
4)writing and, 5)viewing are also found in the frameworks for English language teaching. The curriculum framework for
English language teaching mentions more than five macroskills. It added responding and representing. The addition of
responding to reading and viewing ensures learners making meaning out of what they read and view. The addition of
representing to writing likewise ensures writing with meaning.

Infact, at the center of the three circles that overlap is the phrase “making meaning through language”. This implies that
making meaning making sense through language is central to language teaching

Meaning of Communicative Competence

A common goal for the teaching of languages in the K to 12 Curriculum as shown in their separate frameworks is
communicative competence (kakayahang komunikatibo in Filipino).
Simply put, communicative competence is the learner's ability to understand and use language appropriately to communicate
in authentic (rather than simulated) social and school environments.

Four Aspects of Communicative Competence

Michael Canale and Merrill Swain (1980) identified four components of communicative competence, namely:
1) grammatical competence, 2) sociolinguistic competence, 3) discourse competence and 4) strategic competence.

 Grammatical competence is concerned with mastery of the linguistic code (verbal or non-verbal) which includes
vocabulary knowledge as well as knowledge of morphological, syntactic, semantic, phonetic and orthographic rules.
The components of grammar include
1) morphology - the study of the internal structure of words;
2) syntax - the arrangement of words in a sentence;
3) semantics the study of meaning of linguistic expressions;
4) phonetics - a branch of linguistics that comprises the study of the sounds of human speech or in the case of sign
languages-the equivalent aspects of sign
5) orthography- the methodology of writing a language. It includes rules of spelling, hyphenation, capitalization,
word breaks, emphasis, and punctuation.

 Sociolinguistic competence. This refers to possession of knowledge and skills for appropriate language use in a
social context. In Hymes model, sociolinguistic competence is knowledge of rules and conventions which underlie

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 the appropriate comprehension and language use in different sociolinguistic and sociocultural contexts. It is the
appropriateness of language use in a variety of social situations. It is choosing the right words for the situation. It is
sociolinguistic competence that differentiates who the native- like speaker of the language is. Sociolinguistic
competence differs greatly from culture to culture and errors can make a speaker sound rude, arrogant or just strange
For communicative competence, it is not enough that one can communicate correctly and fluently, one must
know what to say and how to say them for different audiences and in different occasions. When greeting someone
in a very formal situation you may say "Hello, how are you?" or "Nice to see you again," but if you were meeting
a friend in an informal situation it would be much more appropriate to say "Hi" or "Hey".
As noted by Elaine R. Silliman et al. (2002), "All speakers, regardless of the dialect they speak, tailor their
discourse and linguistic choices to meet social conventions for interactional and linguistic appropriateness." This is
sociolinguistic competence.

 Discourse competence. This is also called interactional competence which includes textual and rhetorical
competence. It deals with cohesion and coherence in different types of texts both textual and rhetorical. Textual
competence is a measure of how well an individual can read different texts and understand them. Different kinds of
text include fiction, nonfiction, narratives, instructional guides, procedural texts, expository texts, and other types
of written communications, like transcriptions of recorded conversations or technical materials. The more textual
discourse competence the readers have, the better they can understand these texts.
Rhetorical or effective discourse competence is often defined by how well an individual can contribute to
a conversation, how well the individual can understand what is being said by a range of speakers, how well the
individual can interject his or her own opinions and how well that person can express ideas to an audience within a
general scenario.

 Strategic competence. This refers to "a speaker's ability to adapt his/ her use of verbal and nonverbal language to
compensate for communication problems caused by the speaker's lack of understanding of proper grammar use
and/or insufficient knowledge of social behavioral and communication norms" (Brown, 1994). It is the speaker's
use of techniques intended to preserve communication, repair breakdowns in communication, or prevent
miscommunication.
Some examples of behaviors demonstrating strategic competence include using synonyms to substitute for
words the speaker cannot recall or has not yet learned, resorting to physical gestures to convey meaning, asking for
clarification from the listener, raising one's voice in order to be heard, requests for repetition, clarification, and
slower speech in order to listen for context clues.

The Teaching of Araling Panlipunan

With renewed emphasis on the basics and vocational efficiency for self- reliance, the Social Science subjects usually get
the ax in curriculum reforms. If you compare the number of hours spent for junior high school curriculum in the 2013
Enhanced Basic Education (more popularly known as K to 12 Curriculum), Araling Panlipunan (AP) has 3 hours a week
only compared to English, Science, Math, Music, Arts, Physical Education and Health (MAPEH) and Technology and
Livelihood Education (TLE) which are all given four hours. With just 3 hours allotted for the teaching of Araling Panlipunan
and given the breadth of the course (Social Sciences plural), you have to devote every minute seriously teaching Araling
Panlipunan.

 To sum up, the teaching of Araling Panlipunan is expected to contribute to the development of a wholistically
developed citizen who is aware and knowledgeable of and critically analyzes current social issues and concerns in
the local and global level.
 This awareness is an enlightened one and so leads him/her to respond ethically and participate actively in the
resolution of these issues and concerns.
 The phrase "wholistically developed citizen" implies that it is not enough that the student of Araling Panlipunan
learns knowledge (names, dates and events), skills and attitudes.
 These knowledge, skills and attitudes prod him/her to participate actively as a citizen in the resolution of problems
in his community.
 This community encompasses his/her immediate local community including his/her country, the world and the
environment. In short, Araling Panlipunan is education for citizenship.
 The Grade level standards are more specific than the intended Araling Panlipunan outcomes.
 But together with the scope/content, they have to be aligned to the intended outcomes. The content is taught
following the spiral progression approach, an approach that teaches the same essential content but treated in an
increasing complexity across the grades.

The guiding principles in the teaching of Araling Panlipunan can be summarized in the acronym MAVIC.
1. M-eaningful. Lesson is meaningful when:
 it is relevant and connected to students' lives including prior experiences.
 it is taught with depth not just memorizing isolated bits of information and superficial content coverage for the test.
 it challenges the student to employ life skills like critical and creative thinking skills.

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  lesson is learned by doing.

2. A-ctive. Learning is "hands-on, minds-on, hearts-on." Learning is active when:

 students discuss issues, solve problems make decisions themselves.
 students interact with the teacher.
 students interact with classmates
 students interact with learning materials.

3. V-alue-based. Lessons have both cognitive and affective dimensions. Lessons are meant to develop students with a mind
and a heart. Araling Panlipunann teaching is value-based when:
 Lessons make use of value-laden concerns and issues where students are expected to come up with informed and
value-based decisions.
 AP lessons engage students in experiences that develop them to become good citizens of a democratic form of
government.
 AP lessons balance the cerebral approach with an emotional touch.

4. I-ntegrative. Araling Panlipunan teaching is enriched by employing multidisciplinary approach. By its very nature,
Araling Panlipunan as a subject consists of a number of interrelated disciplines. Araling Panlipunan teaching is integrative
when:
 lessons integrate other disciplines.
 lessons connect the past, the present and the future.
 lessons consider students multiple intelligences and learning styles.
 lessons make use of cognitive skills used in other disciplines such as interpreting data, drawing conclusions.

5. C-hallenging. Araling Panlipunan teaching is challenging when it requires real effort on the part of students to learn.
Araling Panlipunan lessons are challenging when:
 they are not too easy to take for granted nor too difficult to turn off students.
 they inject novelty into exercises, so they are different from the usual and the familiar.

Methods and Techniques in Teaching Araling Panlipunan

Approaches in Teaching Araling Panlipunan
1. Constructivist approach. (This approach is based on the assumption that the students come to class with entry
knowledge and skills. New lesson becomes meaningful when a connection is established between their prior knowledge and
the new learning activity. The students reflect on this new learned knowledge, continue to make connections to other
concepts learned and construct new meanings.
2. Collaborative learning. This is based on the assumption that students learn better when they learn with others. Based on
the principle of synergy, what a whole group of students can do is more than the sum of what each student can do separately.
It is also supported by the fact that students learn better in a cooperative atmosphere than in a competitive atmosphere.
Working with a group is less threatening than working alone.
3. Experiential and learning. As the name implies, it is learning beginning with experience and ending in experience.
Lessons begin with a discussion of concrete experience and proceeds to an analysis and reflection of the concrete experience
that eventually leads to abstraction or generalization which is brought back to the realm of experience for application of
what is learned which is another set of experience which can be analyzed and reflected on and on. The cycle begins and
ends with experience then starts again.
Experiential learning is inductive, learner-centered and activity.oriented. Personalized reflection about an experience and
the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The
emphasis in experiential learning is on the process of learning and not on the product Experiential learning can be viewed
as a cycle consisting of five phases, all of which are necessary:
 experiencing (an activity occurs);
 sharing or publishing (reactions and observations are shared),
 analyzing or processing (patterns and dynamics are determined);
 inferring or generalizing (principles are derived); and,
 applying (plans are made to use learning in new situations)

4. Thematic method. As the name suggests, learning revolves around a theme. The K to 12 Curriculum Guide for Araling
Panlipunan enumerates the following themes across the Grades: 1) tao, kapaligiran at lipunan; 2) panahon, pagtutuloy at
pagbabago; 3) kultura, pananagutan at pagkabansa; 4) karapatan, pananagutan at pagkamamamayan, S) kapangyarihan,
awtoridad at pamamahala; 6) produksyon, distribusyon at pagkonsumo and 7) ugnayang pangrehiyon at pangmundo. Each
theme should be accompanied by focus questions.

5. Conceptual approach. It involves the process of concept formation. Concepts are "mental constructions representing
categories of information that contain defining attributes" (Walker & Advant, 1988).

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The conceptual approach is a structured inquiry process where students figure out the attributes of a group or category that
has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the
examples with examples that do not contain those attributes (non-examples). They then separate them into two groups.

The process of concept attainment, then, is the search for and identification of attributes that can be used to distinguish
examples of a given group or category from non-examples. To test if students attained the correct concept, teacher asks
them to give examples and non-examples.
The concept attainment process may proceed deductively (from rule/definition to examples) or inductively (from examples
to rule/definition). Conceptual approach is higher than content-focused teaching.
For interactive teaching, the following variations of the conceptual approach may be employed:
 Present all of the positive examples to the students at once and have them determine the essential attributes.
 Present all of the positive and negative examples to the students without labeling them as such. Have them group
the examples into the two categories and determine the essential attributes.
 Have the students define, identify the essential attributes of, and choose positive examples for a concept already
learned in class

6. Integrative approach. This approach is anchored on the assumption that teaching and learning are more meaningful and
further enriched if lesson is connected to other disciplines (interdisciplinary) and is connected to real life experiences
(transdisciplinary). This approach integrates students' experiences so the experiential approach is in a sense an integrative
approach. The multidisciplinary and interdisciplinary approaches are also integrative approach. Obviously. they integrate
other related disciplines in the lesson development.

The Teaching of Edukasyon sa Pagpapakatao

The relevance of Edukasyon sa Pagpapakatao (ESP) as a subject is heightened by the urgent need to strengthen the moral
fiber of society. There is no need for statistics to prove this moral decay. Just listen to the daily news watch TV or read the
newspapers and get glaring evidence of moral degeneration. It is not news without bad news.
For national moral recovery, the Department of Education, Culture and Sports (now DepEd) introduced the DECS Values
Education Program in 1998 emphasizing social reform through the inner transformation of the individual that was in support
of President Corazon Aquino's 1988 Moral Recovery Program. The DECS Values Education Program had as its centerpiece
the offering of Values Education as a subject in all Grade levels. The same subject is offered in the K to 12 Curriculum with
a new name Edukasyon sa Pagpapakatao
The Preamble of the 1987 Philippine Constitution clearly affirms religious and moral values.
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society. and
establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our
patrimony, and secure to ourselves and our posterity, the blessings of independence and democracy under the rule of law
and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.
So do the core values of the Department of Education - Maka-Diyos, Maka-tao, Makakalikasan and Makabansa.

The Themes in Edukasyon sa Pagpapakatao

The same progression is shown in the development of the themes of K to 12: 1) pananagutang pansarili at mabuting kasali
ng pamilya, pakikibahagi 2) pakikipagkapwa tao, paggawa ning sa pambansang pag-unlad at sa pandaigdigang pagkakaisa
and 4) pananalig at pagmamahal Diyos at panindigan sa kabutihan.
The themes expand across the grades from family to the whole world and to God.

The learning area/program standard flows into more specific key stage standards and in turn into specific Grade level
standards. The realization of the Grade level standards contributes to the realization of the key stage standards and in turn
to the attainment of the program standards.

While Edukasyon sa Pagpapakatao is dominantly a subject in the affective domain, its program standards, key stage
standards and Grade level standards have cognitive and behavioral (psychomotor) dimensions. "...Pag-unawa sa mga
konsepto sa pananagutang pansarili" is cognitive; "nakapagpapasiya at nakakakilos nang mapanagutan" are behavioral
and affective.

Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao (ESP)

1. Values are both taught and caught. The Edukasyon sa Pagpapakatao teacher must teach the cognitive aspect of virtue
intentionally and must live by it to set the example. Edukasyon sa Pagpapakatao teachers must walk their talk. Albert
Bandura's (1977) social learning theory states: that behavior is learned from the environment through the process of
observational learning.
2. Values cannot be separated from cognitive understanding although values and attitudes relate to the affective
dimension. Students must understand the cognitive bases of virtuous practice.
3. At a young age, a child may not yet be capable of understanding his/ her true personhood but can be taught to
lead a virtuous life that early for him to develop good character. The Book of Proverbs states "Train up a child in the
way he should go, even when he is old he will not depart from it." (Proverbs 22:6)
4. Values education is about developing virtues, good habits and dispositions which lead students to responsible and
mature adulthood. Effective value education must promote the development of virtue. Virtues are developed through

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learning and through practice. As Aristotle taught, a person can improve his or her character by practicing self- discipline,
while a good character can be corrupted by repeated self- indulgence.
Virtues are habits. That is, once they are acquired, they become characteristic of a person. Moreover, a person who has
developed virtues will be naturally disposed to act in ways that are consistent with moral principles. The virtuous person is
the ethical person. Margaret Thatcher said:
"Watch your thoughts for they become words.
Watch your words for they become actions.
Watch your actions for they become habits.
Watch your habits for they become your character
And watch your character for it becomes your destiny."
5. Values education is concerned with relationships. Personhood is rooted in relationships. We develop our personhood
in relationship with others. One's development is inseparably related to others. No one attains his/ her personhood without
others.
6. An effective values education takes place in an atmosphere of respect, tolerance and genuine understanding. The
EsP teacher shares and offers his/her value system with the students and students also share their value systems in class
without imposing them on others.

Here are six (6) more different approaches in teaching Edukasyon sa Pagpapakatao in the classroom:
1. Values inculcation - instills desirable and pre-chosen values to students;.
2. Moral development approach is used primarily to stimulate students to advance their powers of moral reasoning through
a series of increasingly advanced and complex stages;
3. Analysis approach rests on helping students develop logical thinking and using scientific inquiry procedures in solving
value issues;
4. Value clarification - helps students clarify and actualize personal values;
5. Action learning develops students' abilities to act directly in personal and social situations so that they might try out their
personal values; and.
6. Emotional-rational approach - attempts to help students understand and adopt a lifestyle based on care and
consideration for others as well as self.

The Nature of Math and Goals of Math Teaching

 Mathematics is the science of patterns and relationships. Mathematics reveals hidden patterns that help us
understand the world around us. Bertrand Russell (1872-1970) claimed it to be "the mother of all sciences. Without
it, our lives would be incomprehensibly pathetic." Someone likewise said: "A mathematician, like a painter or poet,
is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas."
 Mathematics is a way of thinking. It relies on logic and creativity and it is pursued for a variety of practical
purposes and for its intrinsic interest.
 Math is an art. Numerous patterns can be found in numbers and in geometric figures. Someone said: "Mathematics,
rightly viewed, possesses not only truth, but supreme beauty a beauty cold and austere, like that of sculpture, without
appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure,
and capable of a stern perfection such as only the greatest art can show."
 Mathematics is a language. It has a language of its own. It is such a useful language and tool that it is considered
one of the "basics" in our formal educational system.
 Mathematics is a discipline. You are familiar with lots of academic disciplines such as archeology, biology,
chemistry, economics, history. psychology, sociology; and Mathematics is a broad and deep discipline that is
continuing to grow in breadth and depth.

The Spiral Progression Approach

The teaching of Math makes use of the spiral progression approach. This means that the basics of Math are revisited in
every Grade level but are taught in increasing depth and breadth as one goes up in Grade level of the K to 12. This means
that the four subjects that are taught in high school such is Mathematics, Algebra, Geometry and Statistics and Probability
are taught beginning with Kindergarten up to Grade 10 considering the developmental stages of students.

Based on these educational theories the following principles should guide the teaching of math
1. The teaching of math should be a balance of conceptual and procedural approach. Teach facts and formulae but teach
also the "why" behind the formulae to deepen conceptual understanding. The conceptual understanding serves as a scaffold
upon which students build their procedural knowledge (balance principle).
2 Teach from the enactive to the iconic and symbolic levels. Begin with the concrete and slowly proceed to the abstract.
The use of manipulative makes teaching concrete. But this should lead to images (mental pictures) and then symbols like
words and mathematical formula.
3. The teaching of math should be assessment-driven and assessment-data based. Assessment should be used primarily to
ensure learning
4. Employ experiential and situated learning, integrated, reflective learning, constructivism, cooperative learning and
discovery and inquiry-based learning, problem-solving that involves real-world tasks.

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The Teaching of Science
Science is an exciting world. A world without science is a world without all the convenience and the comfort we enjoy
today. Science is evidence-based. It accepts only that which is empirically proven. This is its own limitation. No scientific
knowledge is forever correct. Scientific knowledge evolves in the light of new findings and discovery.
Science teaching in the K to 12 Curriculum intends to help form science students who have the making of a scientist and so
one who is scientifically literate: 1) equipped with a repertoire of competencies important in the world of work and in a
knowledge- based society; 2) scientifically, technologically and environmentally literate and productive member of society;
3) critical problem solver; 4) responsible steward of nature; 5) innovative and creative citizen; 6) informed decision-maker
and 7) effective communicator.

Guiding Principles in the Teaching of Science

In addition to creating a positive atmosphere, developing mastery and understanding and extending learning by giving real-
world situation where students can apply what they learn, observe the following guiding principles:
1. Constructivist principle. Find out the learners' ideas and consider them in your teaching. Give contextual setting for
lessons, providing motivation and encouraging curiosity (Hiebert and Carpenter, 1992),
2. Discovery principle; learning by doing principle. Don't tell the answer. Make children learn science by doing science
not teaching about science. Make children discover answers to their own questions with your guidance. Make them do
"hands-on-minds-on- hearts-on" activities.
3. Brain-based principle. Teach for meaning. Make your teaching meaningful. Integrative and thematic teaching is more
meaningful than teaching facts and concepts in isolation. Give your lesson an emotional touch. Keep learning atmosphere
challenging but non- threatening. According to brain-based learning theory all these practices make students perform.
4. Make students work together. Encourage collaborative learning. It is less threatening.
5. Consider multiple intelligences and learning styles. Make use of varied teaching methods and activities. Make use of
cooperative learning but give opportunity for twinning or individual work.

The Teaching of Music and Arts

Music and Arts belong to four separate subjects considered as one - MAPEH. Each has a separate Curriculum Guide with
distinct goals, standards, competencies and content. But the teaching of Music and Art share the same outcomes and
approaches and are rooted on the same philosophies.
The Legal Basis of the Teaching of Music and Arts
It's a declared policy of the state to "give priority to education, science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation and development" (Article II,
Section 17).
Likewise, Article XIV on education, science and technology, arts, culture and sports of Philippine states, to wit:
The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the
principle of unity in diversity in a climate of free artistic and intellectual expression. (Sec. 14)
Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the nation's
historical and cultural heritage and resources, as well as artistic creations... (Sec. 15)
The State shall recognize, respect, and protect the rights of indigenous cultural communities, to preserve and develop their
cultures, traditions, and institutions. It shall consider these rights in the formulation of national plans and policies... (Sec.
17)
(2) The State shall encourage and support researches and studies on the arts and culture... (Sec. 18)

The twin goals of the teaching of Music and Arts are the development of artistic expression and cultural literacy.
Artistic expression is basic to all humans, just like talking. It does not belong only to a privileged group called artists.
Cultural literacy is shown by manifesting pride in one's own cultural identity and expansion of one's world vision.
Music and Arts, being performance-based, are best taught in accordance with the guiding principle that learning is an active
process. Teaching Music and Art involves the use of experiential, integrative, collaborative and interactive teaching strategy.
The teaching of the arts has a legal basis, the Philippine Constitution Articles II and XIV.

The teaching of Technical and Livelihood Education

 The teaching of Technical and Livelihood Education has legal bases, the 1987 Philippine Constitution Article II,
Section 17 and RA 10647, an Act Strengthening the Ladderized Interface Between Technical-Vocational Education
and Training in Higher Education.
 The Curriculum Guide shows that the teaching of TLE starts at Grade 4 and culminates in Grade 12. Edukasyon sa
Pantahanan at Pangkabuhayan, TLE in Grades 4 to 6 teach the basic concepts in TLE along the areas of home
economics, agriculture and fisheries, industrial arts, ICT. In Grades 7 and 8, TLE courses are exploratory and in
Grades 9 and 10 students begin with specialization that is expected to be continued in Senior High School if the
student chooses the tech-voc track. Should the student choose a non-tech-voc track, his TLE subjects are up to
Grade 10 only. Entrepreneurial concepts are taught as early as Grade 4 and become intensified in Grades 9 and 10
and even more intensified in Senior High School where it is offered as a separate applied tech-voc track subject.
 TLE is most effectively taught with the use of the entrepreneurial, contextualized, integrative, experiential, authentic
and constructivist teaching - learning approaches. The direct method of instruction which includes the
demonstration method is most appropriate for TLE teaching, TLE being a skill subject.
 For wholistic and meaningful TLE teaching and learning should, integrate values and life skills.

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