PED4 - METHODS AND STRATEGIES OF TEACHING

How to Pass:
1. Perceive and Believe
2. Plan
3. Practice
4. Pahinga
5. Pray

C - Comprehension
A - Anticipation
R - Removal
L - Leverage

ELEMENTS OF TEACHING AND LEARNING

✔ Teacher - Prime mover

✔ Learner - Key participant

✔ Learning Environment - Conducive to Learning

TEACHER
Professional Personal
❖ Sense of Efficacy ❖ Passionate

❖ Subject Matter Knowledge - May mastery sa ❖ Humor

pagtuturo; inaaral ang pagtuturo
❖ Compassionate
❖ Pedagogical Knowledge - Marunong si teacher
❖ Patience
gumamit ng methods on how to deliver the
subject in class ❖ Enthusiasm

❖ Positive/Optimistic

❖ Motivational/Inspirational

❖ Flexible

❖ Communicative

LEARNER
LEARNING STYLE MULTIPLE INTELLIGENCES DOMINANT BRAIN HEMISPHERE
❖ Sensory ❖ Howard Garner
LEFT BRAIN RIGHT BRAIN
Preferences: Howard Gardner suggested that all people
Logical Emotional
T - Tactile have different intelligence
Focused on Facts Focused on
V - Visual
Realism Creativity
A - Auditory I - Intrapersonal
Predominated Imagination
K - Kinesthetic N - Naturalistic
Planned and Predominates
V - Verbal/Linguistic
Orderly Occasionally
I - Interpersonal
Math & Science Absent Minded
S - Spatial/Visual
Minded Enjoys Creative
Prefers Non- Storytelling
B - Bodily/Kinesthetic
Fiction Prefers Fiction
L - Logical
E - Existential
M - Musical

LEARNING ENVIRONMENT
2 TYPES
PHYSICAL PSYCHOLOGICAL
Physical Condition of the Classroom Atmosphere or climate that reigns in the classroom
Ventilation, Lighting, Seating Arrangement (Classroom mood affects the learners; child-friendly,
PED4 - METHODS AND STRATEGIES OF TEACHING

gender-sensitive)

5s Formula to Create a Conducive Learning Environment:

1. Sort - Check the necessities to make the learning environment a conducive one
2. Set in Order - Organize the materials
3. Shine - Pamper, and clean the classroom
4. Standardize - Regulating and creating rules
5. Sustain - Maintain the classroom machine
KESAIS (Kindergarten, Elementary, Secondary, Alternative Learning System [ALS])

CLASSROOM SEATING ARRANGEMENT

1. Traditional Rows or Columns - Large Combined Class. Handy during test or individual work.
2. Stadium - Lecture & Seminar, best suited teacher-centric classes.
3. Runway - For smaller classes, good for Debates
4. Horseshoe/U-Shape - Supports teacher-to-student interaction.
5. Clusters - Promotes student-to-student interaction.
6. Circular - Encourages students for brainstorming; keeping the conversation going independently.

TEACHING STYLE
❖ Socratic - Always asking questions

❖ Apprenticeship - Serves as a role model

❖ Boss-Employee - Asserts authority, and does reinforcement

❖ Compulsive - Fussy, and concerned with functional order and structure

❖ Quiet One - Commands respect

❖ Entertainer - Free enough to joke

❖ Secular - Relaxed and informal

❖ Academic - Substantial in knowledge with interest

❖ Authoritarian - Teacher-Centered

❖ Uninvolved - Doesn’t provide support

❖ Authoritative - Collaborative

❖ Indulgent - Permissive

BULLETIN BOARD DISPLAY

It is a powerful instructional tool that when utilized properly can add to a meaningful learning experience to the
learner.

TYPES OF INSTRUCTIONAL PLANNING

Course Plan Unit Plan Lesson Plan
✔ Concepts, skills and values to ✔ Large subdivision of the ✔ Instructor's road map (guide
be taught for the entire subject matter. (Pinaplano na ni teacher)
PED4 - METHODS AND STRATEGIES OF TEACHING

course. ang mga topics per subject)

✔ Course Mapping - Aligning
objective, instruction, and
assessment.

✧ Deductive Learning: Generalization -----> Concrete Examples

✧ Inductive Learning: Examples -----> Generalization

PARTS OF A LESSON PLAN

PARTS OF A LESSON PLAN
O Objective
(learning outcomes) S Specific - Nasasagot ang gustong matutunan
M Measurable - Kaya ba ng learners?
A Attainable - Maa-achieve ba?
R Relevant - Magagamit ba sa buhay ng bata?
T Time-Bound: Makaya bang matapos sa time block ng subject?
S Subjective Matter
Topic
References
Materials
Concepts
Values Integration
L Learning Activities
Preliminary Activities
- Greetings
- Prayer
- Classroom Management
- Attendance
Motivation
Recall/Review
Lesson Proper

P Learning is a discovery of PERSONAL MEANING AND

RELEVANCE OF IDEAS
A Learning is an ACTIVE PROCESS (Engagement time ng bata)
C Effective learning begins with CLEAR AND HIGH EXPECTATIONS
AND LEARNING OUTCOMES
CO Learning is a COOPERATIVE AND COLLABORATIVE PROCESS
E Evaluation Itsi-check kung na-achieve ang Objective. (Every lesson should have an
evaluation. Grades are only recorded)
A Assignment Okay lang kung walang assignment. OPTIONAL.
Assignment is only for ENHANCEMENT.

✧ Analysis, Design, Develop, Implement, Evaluate

✧ Analysis, State the Objective, Select the IMs, Utilize the IMs, Require the learners to use the IMs, Evaluate
PED4 - METHODS AND STRATEGIES OF TEACHING

INSTRUCTIONAL OBJECTIVE
INSTRUCTIONAL OBJECTIVE
Students will label the organs of the digestive system after watching a video at least 8 out of 10 (80%) accuracy.

Audience Students will

Behavior Label the organs of the digestive system
Condition After watching a video
Degree At least 8 out of 10 (80%) accuracy.

TYPES OF OBJECTIVE
TYPES OF OBJECTIVE
COGNITIVE (MIND) AFFECTIVE (HEART) PSYCHOMOTOR (BODY)
Bloom's, Anderson's, Kendall & Krathwohl Simpson, Harrow
Marzano's

BLOOM’S TAXONOMY NEW BLOOM’S TAXONOMY

Knowledge - Who? Remembering - Recall
Comprehension - Why? Understanding - Interpret
Application - Apply the earned knowledge Applying - Execute
Analysis - Analyze identity Analyzing - Differentiate
Synthesis - Generalization Evaluating - Check
Evaluation - Judging the information based on the Creating - Designing
standards

KENDALL AND MANZANO’S TAXONOMY

INFORMATIONAL MENTAL PROCEDURE PSYCHOMOTOR
(Declarative Knowledge) (Procedural Knowledge: Know-How) (Physical)

6 Levels of Knowledge:
Self-System Thinking - Chinecheck ang meaning sa buhay mo
Meta-cognitive System Thinking - Paano mas mapapadali ang learning
Cognitive System 4. Knowledge Utilization
Cognitive System 3. Analysis
Cognitive System 2. Comprehension
Cognitive System 1. Retrieval

KRATHWOHL’S TAXONOMY
Receiving Involves passively paying attention (nakikinig)
Responding Refers to active participation on the part of the student
Valuing Knowing the worth of received information
Organizing Synthesizing information; create your own value system and will be part of your
personality
Characterizing Acting consistently in accordance with the values you have internalized

SIMPSON'S TAXONOMY OF PSYCHOMOTOR DOMAIN

Includes physical movement, coordination, and use of the motor-skill areas e.g singing, talking, dancing
TAXONOMY OF PSYCHOMOTOR DOMAIN
Origination Ability to create new movement/skills for a special situation or problem
Adaptation Ability to modify/change the learned skills to meet new or special requirements
Complex Overt Ability to skillfully person complex movements correctly (Expert na)
Response
Mechanism Ability to convert the learned responses into habitual actions (The action is rehearsed consistently) habitual
PED4 - METHODS AND STRATEGIES OF TEACHING

Guided It is the first attempt at a physical skill and includes imitation, and trial and error (Mabagal at mali-mali pa ang pag-
Response adapt)
Set Refers to the readiness to act (Feeling ready) e.g the learner shows desire to learn a new process
Perception Ability to use sensory cues to guide motor activity (Passive observation)

PSYCHOMOTOR DOMAIN
By Anita Harrow

Reflex Movements Involuntary reactions sucking

Basic Fundamental Movements Mga movements na di na running, throwing
kailangang pag-isipan
Perceptual Movements Cognitive as well as psychomotor jumping in a rope
behavior
Use 5 senses to perform a
movement
Physical Abilities Physical activities requiring everyone can push the floor but
endurance, flexibility, agility, and not everyone can do push ups
dexterity
Skilled Movements Advance learned movements Writing- everyone can use a pen
but not everyone can write,
jogging, basketball playing
Non-Discursive Communication Expressive and interpretive doing thumbs-up expressing that
movements that communicate everything is okay
meaning
Hypothesis - Uncertain explanation Summary - Outline of vital points
Assumption - Belief based on feelings Conclusion - Decision of judgment

CONCEPTS IN TEACHING
Approach Method
- Sets of principles, beliefs or ideas about the nature of - (Process) Series of systematic action in order to
learning achieve short term teaching objective
⮚ Exploratory Approach - Indirect ⮚ Demonstration Method - Teacher will
demonstrate
⮚ Lecture Method - Teacher-Centered

⮚ Explanatory Method - Learner-Centered

(Laboratory)

Technique Strategy
- Teacher's particular style or trick used to accomplish - Wisdom in selecting the approach, methods,
an immediate objective techniques to achieve objectives
⮚ Interactive Lecture - Teacher-Learner ⮚ Think-Pair Share (Collaborative Learning)

⮚
Interaction
Carousel - Procedural Learning
⮚ Cooperative Learning - Collaboration

PSYCHOMOTOR DOMAIN
DIRECT APPROACH INDIRECT APPROACH
❖ Lecture Method ❖ Inquiry Method
PED4 - METHODS AND STRATEGIES OF TEACHING

❖ Demonstration Method ❖ Problem-Solving Method

❖ Expository - Lecture lang nang lecture ❖ Exploratory - Si bata ang bahala sa kanyang
pagkatuto
Deductive Method: Inductive Method:
It begins with the It begins with a specific
abstract rule, details, concrete data
generalization, and ends and ends with an
with specific examples abstract
and concrete details (Exemplify then Explain)
(Explain then Exemplify)

Special techniques to insure active participation:

1. Role Play - Need a spontaneous time to prepare
2. Drama - Need a lot of time to prepare
3. Case Study - In-Depth Study
4. Buzz Session - Opinions are accepted
5. Debate - Opinions are contradicted
6. Simulation - Imitation of real-world situation
7. Seminar - Formal meeting
8. Workshop - More interactive than seminar

DISCUSSION PROCEDURES
1. Panel Discussion - The panelist share facts or personal experiences, express opinions, and answer audience
questions
2. Symposium - More formal, uninterrupted speeches, public-speaking program (Audience cannot ask)
3. Debate - A more formal type in which each participant makes a prepared speech for or against a proposition

FLIPPED CLASSROOM
Do assignment at home then come to class to discuss your answer

TYPES OF FLIPPED CLASSROOM

DISTANCE LEARNING BLENDED LEARNING EXPERIENTIAL LEARNING HOMESCHOOLING
Students and teachers are Combination of F2F and Lifelong learning; Provides learners with
not physically present in Distance Learning Immersion, access to formal
one designated apprenticeship education while staying in
place/classroom. an out-of-school
environment.

CLASSROOM MANAGEMENT
It involves the ability to maintain order and sustain student attention

Mistaken Goals
Rudolf Dreikus
Attention-Seeking Power-Seeking Revenge Isolation/Assumed Inadequacy

Keep others busy Bossy Want to get even (patas) Low Self-Esteem

"Notice me." "I want to help." "Help me." "Show me small steps."

Student problem types-teacher describes:

1. Failure syndrome
2. Perfectionist
3. Underachiever
PED4 - METHODS AND STRATEGIES OF TEACHING

4. Low Achiever
5. Hostile Aggressive
6. Passive Aggressive
7. Defiant
8. Hyperactive

Approaches to Classroom Management:

❖ Assertive Approach - Has clear and identified expectations. Has rules and consequences.

❖ Acceptance Approach - Maintains that every individual needs to feel acceptance and belongingness.

❖ Success Approach - You will support students to achieve their goals or accomplish something you've set out
to achieve.
❖ Behavior Modification Approach - Behavior could be shaped through reinforcement.

■ PRINCIPLES OF OPERANT CONDITIONING

⮚ Shaping: I-mold ang behavior

⮚ Chaining: I-link every behavior (maperform muna successively before ma-reward)

⮚ Extinction: Hindi na rewardan ang expected behavior

❖ Group Managerial Approach - Responding immediately to group student behavior

⮚ Desist Technique: Teacher's action to stop misbehavior

⮚ Movement Management: Management in the transition

Jacob S. Kounin
Desist Technique: Movement Management:
1. Ripple effect - Occurs when the teacher corrects a 1. Smoothness - Even and calm flow of activities, no
misbehavior in one student, and this positively interruption.
influences the behavior of other nearby students. 2. Jerkiness - Disorderly flow of activities, procedures
2. Withitness - Teacher has eye on the back of the are not clear to students.
head.
3. Overlapping - Teacher has the ability to handle more
than one matter at the same time.
Proximity Control - Reducing distance between the
student and the teacher.
Removal of Seductive Object - Directing a student to
put away the distracting object.
Redirecting - Asking the student to do a task, to
refocus the student's attention.
Planned Ignoring - Intentionally dismissing or not
acknowledging a student's behavior
Signal Interference - Using a variety of nonverbal signs.
Direct Appeal - Courteously requesting that a student
stop the disruptive behavior.
Antiseptic Bouncing - Temporarily removing a student
from setting
Hurdle Help - Assisting a frustrated, overwhelmed, or
unmotivated student.

Classroom Management as Time Management:

1. Mandated Time - Recommended time by the Government
2. Allocated Time - (7:00AM-9:00AM - Eng., 9:00AM-10:00AM -Sci.)
3. Academic Learning Time - Oras ni bata na natututo siya
4. Teaching Time - Oras na nagtuturo si teacher
PED4 - METHODS AND STRATEGIES OF TEACHING

PITFALLS IN TEACHING:
1. Dangling - Biglang tinigil ang lesson. When issues or questions left unfinished. (Binitin ang student)
1.1 Truncation: Teacher does not resume the initiated activity.
1.1 Flip Flop: Informal, sudden, unexpected reversal.
2. Overdwelling - Giving too much time or attention to something longer than required.
3. Fragmentation - Breaking down an activity into subparts even though it could perform easily (e.g. Pwede
naman i-identify sinong absent sa attendance, kaysa sa isa-isahin kung sino ang present)
4. Stimulus-boundedness - When a teacher has students engaged in a lesson and something else attracts the
teacher's attention.
5. Thrust - Teacher engage students in activities without warning or considering whether students are ready or
not. (Binigla ang student)

EXAMPLES OF CLASSROOM ROUTINE

1. Entering the classroom
2. Attendance
3. Turning in papers
4. Packing up
5. Lining up
6. CR break
7. Classroom clean-up routine

THE ART OF QUESTIONING AND REACTING TECHNIQUE

2 Types of Question According to Level/Answer

Lower Level High Level

Memory Questions Analyzed Questions

GUIDELINES IN ASKING QUESTION:

1. Wait time
2. Prompting
3. Redirection
4. Rephrasing
5. Probing
6. Calling on non-volunteers
7. Asking non-directed questions