CHAPTER 7

Teaching of the Language Subjects 

Summary

        “First Year Education Students are Characterized by no concerns, Student Teachers by increased concerns, Beginning Teachers by survival concerns and Experienced Teachers by self concerns”. This quote talks about the processes or the happenings in the life of Education Students. Indeed, during the early stages, there are no concerns yet and as they go deeper and progresses their learning, concerns are increasing.

        The K to 12 curriculum is now the curriculum that is being implemented here in our country.  It is a program that covers Kindergarten and 12 Years of Education and provides sufficient time for mastery of concepts and skills. Language is also part of its teaching learning process. It is a system of words or signs use to express thoughts and feelings to each other. The medium of instruction in each learning areas vary as the level increases.

        One of the language subject is the Mother Tongue-Based Multilingual Education (MTB-MLE). It is education in several languages based on the mother tongue. The beginning language of teaching mother tongue is termed as language 1 (L1). This leads to the learning of a second language, called Language 2 (L2) and a third language called Language 3. Language 1 may differ across the country. Its goals are the Lifelong Learning and Communication Competence through cognitive, affective, and second language development. Each learning area has their learning are standard, the key stage standard and the grade level standard. The learning area standard of MTB-MLE is to use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purpose including learning other context subjects and languages, demonstrative appreciation of various forms of literary genres and take pride in one’s cultural heritage. Its key standard only focuses on the end of Grade 3 because only in Grades 1-3 the Mother tongue is used. By the end of Grade 3 students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using vocabulary and phrases; read L1 texts with understanding and create their stories and texts in L1.  There are grade level standards starting in Kinder to Grade 3. In Grade 3, they will be able to demonstrate communication skills in talking about variety of topics using expanding vocabulary and phrases, shows understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures, reads and writes literary and informational texts.

        The Mother Tongue-Based Multilingual Education (MTB-MLE) has its guiding principles. It believes that an effective language learning proceeds from the known to unknown, language learning, and all other kinds of learning for that matter, is an active process, successful language learning focuses on meaning, accuracy and fluency not either fluency or meaning or accuracy but both meaning, accuracy and fluency and the second language should be taught systematically to the learners can gradually transfer skills from the familiar language to the unfamiliar one. It also involves the Bridging Process which is a process of “transitioning” from learning one language to another. It uses the L1 to be the initial language used then gradually introduces the L2 and L3. The process includes two transitions. The Early-exit transition is where the mother tongue or L1 is the medium of instruction for 2-3 years, then switch to L2 and or L3 as MOI and the Late-exit transition where the mother tongue or L1 is the medium of instruction for 5-6 years or more, then switch to L2 and or L3 as an MOI.

        Mother tongue is taught because the Department of Education, claims that they have overwhelming evidences 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.

        The Teaching of Filipino Language is also involved in the k to 12. The end goal of the k-12 curriculum is the development of a “buo at ganap na Filipino na may kapaki-pakinabang na literasi” (wholistically developed and functionally literate filipino). The end goal of this teaching is for the students to acquire Communicative Competence, Reflective and Critical Thinking and Literary Appreciation. The teaching involves the 5 macro skills, Pakikinig (Listening), Pagsasalita (Speaking),Pagbasa (Reading), Pagsulat (Writing) and Panonood (Viewing).

 Its framework is based on the following: Philosophical, legal and psychological bases and Theories of the nature of language teaching and learning, philosophies of education and educational theories.

        The learning area standard of Teaching Filipino Language is Naipamamalas ng mag-aaral ang kakayahang komunikatibo, replektibo/mapanuring pag-iisip at pagpapahalagang pampanitikan sa pamamagitan ng iba’t ibang babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig. It has key stage standard in Kinder, Grade 6, 10 and 12 but in Grade 12, it states that Naipamamalas ng mag-aaral ang kakayahang komunikatibo, replektibo, mapanuring pag-iisip  at pagpapahalagang pampanitikan sa tulong ng iba’t ibang disiplina at teknolohiyaupang magkaroon ng akademikong pag-unawa. It also has its grade level standards specifically in kinder to Grade 10. In the Grade 10 grade level standards, it states that Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip at, at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at ibat ibang uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng kamalayang global.

        English is one of the common languages used here in the Philippines that’s why it is also involved in teaching languages in the k to 12. English In The
K- 12 Curriculum has Communicative Competence and Multiliteracies as its end goals. Communicative Competence is the students ability to understand and use language appropriately and correctly to communicate in authentic situations and multiliteracies believes that text is not the only way to communicate. Text is combined with sounds and images. The Construction, Spiral progression, Integration, Interaction, Contextualization and Learner-centered instruction serves as the core of English Language teaching.

        The learning area standard of this teaching is for The learner to demonstrate mastery of basic skills in the English Language Arts, communicates appropriately, fluently and orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks as necessary to cope with the demands of a functionally literate and competent, local, national and global citizen. For the Key standard in Grade 6, Students should be able to construct meaning and communicate them using creative, appropriate and grammatically correct oral and written language. Its Grade level standard starting Grade 7-10 deals with the Philippine Literature with the integration of the literatures of other countries. In Grade 10, The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper understanding of World Literature, including Philippine Literature.

        Communicative Competence serves as the goal of language teaching. (Mother – tongue, Filipino, English). Communicative Competence is the learner’s ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments. According to Michael Canale and Merrill Swain, there are four aspects of communicative competence. Those are Grammatical competence which includes vocabulary knowledge as well as knowledge of morphology, syntactic, semantic, phonetic, and orthographic rules; Sociolinguistic competence which is the knowledge of rules and conventions that underlie the appropriate comprehension and language use in different linguistic and sociocultural contexts; Discourse competence that concerns the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text;  and  Strategic competence which is the speaker’s ability to know how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language in the context.

        In teaching, the approaches, methods and activities are also involved not only its context. It involves these following methods in teaching language:

Grammar Translation Method which includes classes are taught in the mother tongue with a little active use of target language, grammar provides the rules for putting words together and instruction often focuses on the form and inflection of words, reading of difficult classical texts is begun early, little attention is paid to the content of texts which are treated as exercises in grammatical analysis, and many others.

The direct method where there is Only everyday vocabulary and sentences were taught. Oral communication classes were built in carefully traded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. In this method, grammar was taught inductively.

The Audiolingual Method is based on Structures are sequenced by means of contrastive analysis and taught at one time. These structural patterns are taught using repetitive drills.

There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation and great importance is attached to pronunciation. Also, Successful responses are immediately reinforced. There is great effort to get students to produce error-free utterances.

The designer method  has three elements namely the community language learning, suggestopedia and the silent way.  The community language It reflect Carl Rogers’ view of education in which learners in a classroom are regarded as a “group” rather than a “class” in need of certain therapy and counselling. The Suggestopedia rooted from Georgi Lozanov’s view that the human brain could process great quantities of material if simply given the right conditions for learning, among which are state of relaxation and giving over of  control to the teacher. The Silent Way believes on discovery learning. If the learner discovers or creates rather than remembers and repeats what is to be learned, by accompanying physical objects, and by problem solving involving the material to be learned (Richards and Rodgers, 1986).

The method, Total physical response demands listening and acting. The teacher is the ‘director’ and the students are the ‘actors. The teachers will just command students on what to do and has the full control.

In the Natural Method, it is believed that learners would be benefited if production is delayed until speech emerges. Extending production into longer stretches of discourse involving more complex games, role-plays, open-ended dialogs, discussions and extended small work.

The Communicative Language Teaching wants the students to acquire proficiency through pragmatic uses of the target language in speaking, listening, reading and writing. To make that happen, teachers make informed use of authentic materials and contexts. It is a learner-centered teaching, involves cooperative learning, an interactive language education, whole language education, content-centered education and task-based learning.

Reflection

        Language serves as the medium for us to express our own self as well as our thoughts and emotions. Language is indeed an important aspect in learning as it is a way of understanding something as well as partaking something. This chapter made me realize that in order to achieve something and learn easier and better, we must look back and start from the very beginning. The Mother tongue language serves as my first learned language. It is true that in order for a learner to acquire other languages easier and better, he or she must learn first from his or her native language. During my elementary days, I don’t find Filipino and English language difficult to learn.

        Mother tongue based-multilingual education is now taught in from kinder to Grade 3. I find it beneficial because children must first learn his or her native language as it is a part of the culture of a certain place. The elementary level is where there is building of skills and values.  Moulding the children with connection to the culture will make them a culture-sensitive individual and even instill patriotism in their minds. Through teaching MTB-MLE, they will be able to gain lifelong learning, if understanding is achieved and communicative competence. Its standards revolves around the fluency and literacy of the learners in using the Mother-tongue language and be able to apply in orally, in written form or in visual aspects. This language also is a way for the learners to connect what they have already learned to what they don’t. This language teaching is an active process wherein students are encouraged to participate in discussions and focuses on meaning, accuracy and fluency. Transition of one language from one to another in a gradual way will lead the students to mastery of more than one language.  

        Filipino language serves as our second language. Its goal is for students to acquire communicative competence, to become reflective and critical thinkers as well as to appreciate literary contexts written in that language. This language can only be used within our country. Its standards focuses on effective communication, reflective and critical thinking by the use of Filipino language contexts and technologies. Also, the learners must appreciate literary contexts not only of the country but also those of foreign works. Using the language in expressing oneself and communicating effectively is also a way of achieving its goals.

        English language serves as our lingua franca. Its goal is communicative competence and multiliteracies. It is important for us to master and to have full knowledge about this language because it serves as the universal language and it will help us to communicate well globally. Its standards rotates in the mastery of the  basic skills in English Language, communicate appropriately as well as to use the language orally and in written form to be functionally literate and competent in local, national and global areas.

        Being communicatively competent is not that easy. A learner must be grammatical, strategic, discourse and sociolinguistic competent. Language teaching and guiding students to achieve communicative competence is not easy as pie that’s why I, as a teacher must be oriented with the possible approaches, methods and strategies that are suited in teaching language. If I am going to teach someday, I will use two or more suited approaches in language teaching. Just like combining the direct method and the audiolingual method. In the direct learning, New teaching points were taught through modelling and practice and concrete vocabulary was taught through demonstration, objects and pictures. This can be presented in a dialogue form which is in the audiolingual method.

        There are pros and cons in teaching language. Therefore as a future teacher, I will be careful in dealing with it, try my best to improve what I learn, explore the things connected to it and put in mind the learning that I acquire in this chapter.

What are other possible approaches that can be used? What are some tips or points to consider in teaching language? 

CHAPTER 6

Instructional Planning and Development 

Summary

        There are types of instructional planning framework and few of them are the traditional, Outcomes-based Education (OBE) and the Understanding by Design (UBD). The traditional framework involves these following steps: Select a topic from the curriculum, Design the instructional activities, Design and give assessment, Give grade or feedback, and Move on to new topic. On the other hand, the OBE and the UBD uses this framework: Select standards that the students need to know, Design an assessment through which students will have an opportunity to demonstrate those things, Decide learning opportunities that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn and use data from the assessment to give feedback, reteach or move on to next topic. When we compare these two, we will notice that the second framework is more specific and organized than that of the first.

        The Outcomes-based Education has a feature, “design down”, which means that in OBE you determine first the targets of the learning outcomes before you design instruction. Also in the Understanding by Design it has its feature, the backward design, which is like OBE, the first step in UbD is identifying results. The UBD involves questions that leads to the understanding of the lesson for the students and serves as the manual for the teachers on how to instill understanding to the learners. It has three stages, the Desired result, Assessment evidence and the Learning Plan. Both of these are only some of the teaching-learning approaches that are being used in todays  way of teaching.

        In planning and organizing an Instructional Plan,  there are twelve (12) key points to remember. First, Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd. Second, If you belong in a private institution, bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement. Third Consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012. It involves the qualification of a Grade 10 and 12 graduates must acquire. Fourth, these Grade 10 and 12 qualifications laid down in the PQF flow into the standards that are contained in the Curriculum Guide for K to 12. These standards are in different levels– learning area standards, key stage standards and grade level standards. Fifth, Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide. Sixth, which instructional plan you are going to prepare depends on what your school requires. Seventh, Apply all the principles of teaching and learning that you have learned in Principles of Teaching 1 and the research—based instructional strategies discussed in Chapter 4. As you plan instruction you should also be guided by the same guiding principles upon which the K to 12 Curriculum Guide was developed. Eighth, Always begin with end in mind. Ninth, Do assessments to ensure learning. Tenth, Give your students opportunity to assess themselves. Eleventh, You teach two knowledge: declarative and procedural knowledge. and Lastly, Don’t forget that part of instructional planning is utilization of assessment results.

        A Lesson Plan is considered as the teacher’s instructional plan or learning because it contains how he or she delivers his or her lesson. A lesson plan has elements. Dr. Madeline Hunter’s research indicates that effective teacher usually include the following elements in their lessons: Anticipatory set, Purpose, Input, Modeling, Guided Practice, Checking for Understanding, Independent Practice and  Closure. For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O. W- Where and Why, H- Hook and Hold, E- Explore and Experience, Enable and Equip, R- Reflect, Rethink, Revise,  E- Self-Evaluation, T- Tailor and Personalize the Work and O- Organize for Optimal Effectiveness.

        In lesson plan development, there are also types of instructions. The Direct (Deductive) and Indirect (Inductive) Instruction. In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details. In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples and assists students to discover and give the real generalization and abstraction. There are 4 As in the andragogy that is advocated by Malcolm Knowles. They are the Activity, Analysis, Abstraction and Application.  

Reflection

        This Chapter introduces me on how to organize an instructional plan and also informed me on what are the things that I am going to consider in making one. I find the second framework, the one which is used in the UBD and the OBE. It is because the framework is focused on the outcome not only in the content of the lesson. It also starts in having a clear end or goal in mind. By that, the students will be informed and will be able to prepare themselves on what they are expected to know and do after they are taught. The UBD framework is one of its examples. The stages in the UBD guide the teacher on how to instill understanding on the lesson. Understanding creates long term results. If it can be achieved fully, the learners will be able to apply it later in real life scenarios or in future use. Memorization may be effective but understanding is a lot better.

        Applying the key points in making a lesson plan is necessary for me, who is a future teacher, for my teaching learning process to be effective, meet the vision and goals of the DepEd and also the institution, as well as to produce globally competent and wholistic individuals. The daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd for us to meet its purpose. Every educational institution in the country is under the supervision of this department. If someday I will be teaching in a private institution I will consider my institution’s vision and mission goals also to that of DepEds. K to 12 is the newly implemented curriculum and in order for me to be aligned with its objectives, I will follow the Philippine Qualifications Framework  for me to be informed on what to teach and where to lead the students. I also knew what is inside the K to 12 Curriculum Guide as well as its standards, the Learning Area standards, Key Stage standards and the Grade level standards which is more specific than of the two. Studying the Curriculum guide will also help a lot. The instructional plan must also meet the requirement of the school. The objective of an institution serves as its purpose that’s why it is a must to achieve those. Applying all learning in the Principle of Teaching 1 up to now will give me lots of benefits. Also I will start in my plan in having a clear end in mind as well as conduct assessments to ensure learning.

        The elements of the lesson plan will also serve as my basis. It involves short activities, explanation of the importance of the lesson, vocabulary, skills and concepts to be learned, demonstrates what is to be learned, leads the students through the steps necessary to perform the skill, uses variety of questioning strategies to determine the students’ understanding and even releases the students to practice on their own and review or wrap-up of the lesson. Also, my teaching process will either be a deductive instruction or an inductive instruction.

        I will bear in mind these key points to remember and also try my best to remember everything that are being tackled in this chapter because it gave me the tips on how to make an effective instructional plan or the lesson plan which serves as the guide in planning and organizing our instruction.

         

What will happen if a teacher just delivers his or her instruction without considering something?

If the DepEd’s  vision-mission statement is not reflected in the instruction, what will be the results?

CHAPTER 5

Researched-Based Teaching and Learning in the 21^st Century

Summary

        The Research-Based Teaching applies research- based approach in the learning- teaching process with an open outcome to meet the demands of the 21^st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy. As a teaching, it has its underlying nine (9) categories of instructional strategies. Setting objectives and Providing feedback, Reinforcing effort and Providing recognition, Cooperative learning, Cues, questions and advance organizers, Non-linguistic representation, Summarizing and note taking, Assigning homework and providing practice, Identifying similarities and difference and Generating and testing hypotheses.  In setting the Objectives, it must not specific but restrictive and engages students to set their own personal learning objectives. In reinforcing effort  and providing recognition, the learners must be able to know that success is within their control because it comes as a result of their effort and not because of other people or of luck. Provide praise based on their performance and behavior. Cooperation learning believes that it is more favorable if the students learn to work together rather than to compete with one another. Its nature is tackled in its underlying elements (Positive Interdependence, Face-to-Face Promotive Interaction, Individual and Group Accountability, Interpersonal and Small- group skills and Group Processing). The teacher can give explicit clues, use inferential questions, wherein they can draw their own conclusion, or even give advance organizers such as expository, narrative, skimming and graphic. Using Non-Linguistic representations may also aid because it easily can be retained in the learner’s mind. This is an imagery mode of representation such as Descriptive Pattern, Time-sequence Pattern, Process/Cause-effect Pattern, Episode Pattern, Generalization Pattern, Concept Pattern, Making Physical models and Manipulative and Generating Mental Pictures. Summarizing is a style in which you only get the the gist, the key ideas, the main points that are worth noting and remembering. A summary frame for story, informal texts are examples of it. Note-taking is the practice of writing down pieces of information in a systematic way. The Cornell method is the most useful method of note taking for students at university. It comes at six steps, Record, Reduce, Recite, Reflect, Review and Recapitulate. Home works are take home activities. It provides students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency and conceptual understanding. There are lessons where the learners are identifying similarities and differences. In those lessons, the learners will be comparing, classifying, create metaphors, and create analogies. In some time, the learners are asked to generate and testing hypothesis. Hypothesis are educated guesses which they can apply in an investigation process.

Reflection

        Research-based teaching is now applied in our teaching-learning process as it envisions the demands of the 21^st century which are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy. It has nine instructional strategies that will serve as a guide for the teacher. The teacher can choose what appropriate technique is suited for a lesson he or she is going to deliver. Research-based teaching integrates research           findings in the lessons which keeps your teaching fresh.            These methods of teaching have been proven to be effective. Also by the use or research-based approach, it will be more interesting, updated, more convincing and persuasive.

          The lesson reminded me that a teacher that should create a positive learning atmosphere that develops through understanding of the lesson not only memory or recall and that he/she gives opportunities to students to extend and apply their learning. The students may not memorize all of the context and maybe some will find it very stressful. To aid them and instill understanding among them, they can focus on what is important by giving explicit cues, asking questions and advance graphic organizers. Also by using non-linguistic representations such as graphic organizers, physical models or manipulative, pictures, mental pictures, illustrations, pictographs and kinesthetic activities, the learners will be able to retain the knowledge and will have a tight grasp of the gist of every lesson. Also the summarizing and note taking, assigning meaningful homework and providing correct practice, identifying similarities and differences and generating and testing hypotheses can

also help. Involving students in active participation on the class activities and by incorporating those following techniques and styles will really help them in understanding the lessons and retain the important points in mind. Learners may find it boring and confusing if we just feed them with contextualized lessons. Using Non-Linguistic representations will give color in our discussion and in delivering our lessons if we use them properly and resourcefully.

        As a teacher, I will do my best to incorporate as approaches and instructional strategies in my discussion everyday as long as it is suited and connected with the topic. Choosing appropriate strategies is very necessary in order for it to be effective, productive and also to meet the goals. If I am going to teach English subject, I can use strategies such as summarizing and note taking, maps and maybe ask them to identify similarities and differences. I find those strategies suited for short stories, novels and some of the lessons which include grammar. Creating hypothesis can be used in Science subjects as well as the research-based approaches.

What are some alternatives if the students cant really cope up with these approach?

CHAPTER 4

Problem-Based Learning and Project-Based Learning

Summary

        The Problem-Based Learning uses an inquiry model wherein the students learn about a subject through the experience of solving an open-ended problem found in a material. It is  an approach that challenges students to learn through engagement in a real problem. It contains of steps that will help students to solve a certain problem. All  in all, there are 8 steps. The first one, Read and analyze the problem scenario. In here the students first need to identify a problem and then analyze it. Then he will List what is known or what is his opinion. Third is now Develop a problem statement. After that, he or she must List what is needed, the materials or basis. Fifth is to List actions, solutions and hypotheses. It is important to list them to be organized and be guided on what to do. Then he will Gather information and analyze it if it is relevant and connected to the problem. If he is now done, he will present findings and recommendations. The problem must be designed in such a a way that different appropriate solutions may apply, must be a real-world scenario and must be developmentally appropriate for the students to work on it appropriately. Also the teacher must provide guidelines on how the team will work together, make clear how the performance will be assessed and give expected dates of completion. There must be reasonable amount of time that will be given to the students to do the work. The teacher’s task is to gives guidance but does not give answers to students. This following steps somehow have its connection to UBD’s GRASPS (G- oal, R- ole, A- udience, S- ituation, P- roduct and  Performance,S- tandards for Success)

        The Project-Based Learning, on the other hand, involves a project which requires a complex task and some form of student presentation that creates an actual product. It also has its steps to follow in order to achieve and be able to create a product. First is to know the purpose of creating the end product. Next is to identify the audience or to whom the product is for. Third is to do research on the topic to gather additional information. Fourth is now designing the product, doing any means on how to make it then implementing itself, the design, to solve the problems that arise and finally coming up with product.

        The Project-based Learning is also called the Collaborative Project-Based Learning. PBL integrates knowing and doing (Thomas Markham) and a comprehensive perspective focused on teaching by engaging students in investigation (Blumenfeld) . The students learn to work with the group and cooperate with each other in this learning. According to Terry Heick, there are three types of Project-Based Learning. Namely, the Challenge-Based Learning/Problem-Based Learning,Place-Based Education and the Activity-Based learning. In order to come up an effective product, there are also several things a teacher should consider. Students should be given sufficient time to work on and present their projects so that they will not be pressured to plan and finish things immediately. The PBL does not only end with the presentation of but product but it must lead the students to reflect on what they did if what to improve or what to avoid, plan better steps for next time, what learning did they gain in the process and  how they can improve things. Also, a teacher must encourage creative and interesting ways on presenting their project to sustain audience's attention.

         Both Problem-Based Learning and Project-Based Learning are two different frameworks of inquiry based teaching (Baron Darling-Hammond). The two are inquiry-based approaches are rooted in constructivism (Camille Esch) and they have important qualities. It is based on constructivist approach to learning, Learner-focused, Experimental, Geared toward “real world” tasks, Inquiry-based and Projects or problems have more than one approach or answer. The Project-Based Learning is in science and engineering. It is based on having an end product in mind and generally follows the production model (planning,  designing the product, presenting and submitting the product, reflecting on the product and the entire production process). On the other hand, the Problem-Based Learning is in Medicine and medical allied fields, architecture, business administration, teacher education. It is based on solving a particular problem and solves a problem via the inquiry model using a scenario or case study.

        Since that K to 12 is the implementing curriculum in the Philippines, Problem-Based Learning and the Project-based Learning is at its service. In K to  12, the Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills. Its approach deals with learning that takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula. It is grounded in solid academic research on learning and on the best practices that promote it and is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice.

        In K to 12, the Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. It is organized around an open-ended driving question or challenge. It requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills", allows some degree of student voice and choice, incorporates feedback and revision and results in a publicly presented product or performance.

        In the assessment of PrBL and PBL in the K to 12, the students are measured based on their Knowledge, Process or skills, Understanding, which includes the ability of the learners to explain, to interpret, to apply, to demonstrate a perspective, display empathy and self-knowledge, and Products/Performance. It can also be in individual assessments for each student and the group assessments.

Reflection

        The problem-based learning is an approach that challenges students to learn through engagement in a real-life problem. Problem-Based Learning awakens the consciousness of the students when it comes to the environment as well as their intellect in solving the problem.  It is similar to a Scientific method because it also has its steps to be followed. The problem can have different solutions, existing in real-world scenario and must be developmentally appropriate to the learners. I find these characteristics suited for the learners because it really sets them to be the primary consideration. Also the guidelines are set and there must be a clear instruction of how the learners are assessed. Someday, if I am going to teach a biology class, in a science class or health class, I will surely use this type of learning. Except for the fact that this approach is suited for those learning areas, I will use it because it really makes the learners to be a creative and a resourceful individual.  Environmental Issues are widespread nowadays that’s why the learners must be trained to be a critical thinker as well as to be creative and resourceful so that they can help in addressing the issue. I will give them the chance to think of an environmental problem, make them follow the steps in that learning and give feedbacks. I will also assess them fairly and also make them reflect on their work.

        Some problems are not only answered by ‘yes’ or ‘no’ or a solution. Sometimes it requires a product that must be used in order to solve it. The Project-Based learning focuses on the production model and involves a complex task and some form of student presentation and/or creating an actual product. The PrBL is based on the problem that has arisen in the Problem-Based Learning and similar to the PBL, it also has its methods and steps that will guide the learners in how to produce their own product. When I teach, I will challenge students to think and create of a product that is based on the existing problem  that they have formulated. They will going to follow the steps and methods involved. Of course I will also supervise them. As a teacher, I will give them the chance to be innovative and make their imagination work. Each learner have different mental abilities and it is the teachers responsibility to unveil them and harness them.

        PBL and the PrBL are also used in the K to 12 curriculum wherein the students are believe that they acquire a deeper knowledge through active exploration of real-world challenges and problems. They are engaged around an open-ended driving question or challenge. The learners can practice their critical thinking, problem solving, collaboration, and various forms of communication, that is  known as "21st Century Skills. I find it very challenging and informative at the same time because the students will be engaged in a higher level of tasks and thinking compared to what is practiced in the traditional type of learning. I believe that each of the millennial or the learner are flexible enough to deal with these because in our generation now, technologies are rampant and commonly used.  

How do we know if the questions that they can formulate is developmentally appropriate?

CHAPTER 3

Constructivist Teaching:Interactive, Collaborative, Integrative and Inquiry-Based

Summary

               

                Constructivist teaching believes that learning occurs as the learners are actively involved in knowledge construction rather than to passively receive information. Also, the learners are the ones responsible in building their own knowledge. The constructivist teaching has its 5 features. The first one is the Authentic Activities and real-world environments wherein the learner’s activities have connections with real world complexities and issues. The Multiple Perspective states that the activities should support the different perceptions of the learner towards reality and knowledge construction. The third feature, which is the Wholistic, Integrative, gives us the idea that the conceptual interrelatedness and the connected learning of the learner reflects on his or her knowledge complexity. The students’  self-exploration and pursuit for their own learning are being talked the Self-directed Learners feature and lastly the Meaningful Learning gives emphasis on the knowledge construction not on its reproduction. Also in the Meaningful Learning feature, the errors of the learners give them reflections and insight on to what they will going to change and improve.

                The Interactive Teaching is also connected with the Constructivist Teaching. It occurs in a two way process.  First, we have the teacher and second, the learners wherein they interact and collaborate with each other during the learning process. We promote interactive teaching because learning is a lively process, a material process and the learners have the chance to become the resource person. Vygotsky believes that no one has the monopoly of truth and that we learn from others through social learning. The teacher has a great task in the interactive teaching as he or she will think of activities that will engage the students to talk more. The teacher must ask questions not only literal ones but must be in Higher Order Thinking Skill. Those questions must serve as their guide that leads to the intended outcomes or targets. The teacher must avoid giving sarcastic remarks and always take time to listen to the learner’s response. He or she must encourage and trigger the student to talk more rather than feeding them and answering his or her own questions.

                Collaborative Learning is also a Constructivist Teaching. Collaborative learning is an approach that involves groups of students working together to solve a problem, complete a task and etc.

Gerlach believes that collaborative learning is based on a naturally social act in which the participants talk among themselves in which then learning occurs. Is interaction and collaboration interchangeable? No, interaction talks only about the casual socialization that can build relationship among a group of students while the collaboration are more that socialization because they work together to achieve a common goal.  In this approach the teacher begins with an encouragement that each of the learners can share something, create a task in such a way that collaboration is truly essential in completing it, make its goal clear to all, ensure that the guidelines and procedure are clear especially on how it is assessed and then they have to reflect together at the end of the performance.

                Integrative Teaching and Learning is another approach of Constructivist Teaching. It deals with connecting separate discipline to make a whole and lays down boundary less of disciplines that can be taught. It is also transdiciplinary in the sense that it connects the subject matter to life that makes that subject alive and interesting. If a matter gets connected to life itself, it becomes lively because everyone can relate to it. How can a teacher do this? First is to depart from teaching the content for test purposes only and second, apply the 4As (Activity, Analysis, Abstraction, Application) that will help the learners to come up with their own generalization that is based on their analysis. Integrating knowledge, skills and values are also done in integrative teaching and it is displayed in the three-level teaching. It gives us the idea of formation and transformation. Also integrative teaching puts together the multiple intelligences a learner has that is why it must consider varied learning styles. A teacher in this approach needs a broad knowledge for him or her to create activities that displays interdisciplinary integration. Also the teacher must be able to connect the subject to values and to life as a whole to achieve the 3-level teaching.

              The Constructivist teaching is also inquiry-based. It is focused on questions that results to investigation, exploration, research and study. Effective problem solvers know how to ask questions to fill the gaps on what they know and don’t know. There are lots of questions that can be asked that will lead them to a certain idea. Effective questioners can ask ‘What evidence do you have? How do you know that it’s true? and How reliable is your source?’.  When asking about points of view, we can ask this question, From whose viewpoint are we seeing, reading and hearing?.  For casual connections we can ask, ‘How are these related to each other? or What produced this connection? For hypothetical problems, we can use “if” questions just like ‘What do you think would happen if….?’ There are also inquirers that ask questions about phenomena in the environment just like ‘Why do cats purr?’ or ‘How high can birds fly?’. In the inquiry-based teaching and learning, the teacher must start the inquiry process. He or she promotes the dialogue, transitions of discussions from groups to class, making vague things clear and develops understanding towards students and models scientific procedures and attitudes.   The activities in this approach involves creating their own questions, finding supporting evidence to answer it, explains the evidence collected and connecting the explanation to the findings of the investigation. Those are commonly applied in Field-work, Case Studies, Investigations, Individual and group projects, and research projects.

Reflection

                I find the constructivist teaching very interesting and at the same time challenging to both students and teachers. Interesting to students as it connects the subject to real-life scenarios, supports their multiple intelligences and gives them chances to practice conceptual interrelatedness. Interesting in the part of the teachers as he or she has the chance to know each of his or her learner’s life and experiences also give him or her the idea of what multiple intelligences they acquire. The approach is challenging to students because they are responsible for controlling their own learning and each has the chance of being a resource person. It is challenging to teachers as he or she must think of activities that will surely engage students to work, think and trigger them to work with their own. Interactive Learning is also beneficial because it is a two way process that involves interaction among students and teachers. Interaction is important because each benefits. The teacher can realize something from the students as well as the students can improve their learning by the teacher’s knowledge. Collaboration in the Collaborative Learning also gives the students to value work together as a group, create teamwork as well as unity. Through this, the idea and knowledge can be transferred to one another as they go on and work together. Also the end goals that a teacher formulates must also be achieved. The Integrative Teaching and Learning paves a way on exploration and connection of different disciplines which I find it helpful in the learning process. The subject must not be limited but it must be connected to others as well for the students to understand more. I like its idea of connecting subject matter to life. Learners nowadays lack interest in the subject if they can’t relate to it. Well who won’t? But if it is connected to life, it will surely become more fun and interesting to talk about. Integrating knowledge, skills and values will surely make a learner a wholistic and a well rounded individual. The inquiry-based teaching unveils the students curiosity about things and wakens up his or her critical thinking. How? It is because they will formulate their own questions and then seek answers with the use of guide questions and also with the teacher’s supervision.

                As a teacher, I will connect my subject to real life scenario so that the students will be able to relate and maybe later on, they can apply it.  For example, in an English class where I teach short stories. I will connect it to real life scenarios by asking them if they know someone who displays the same attitude as a character does. In this sense, they can really relate or even transform a boring story to a lively one. Encouraging interactions will also be in my instruction as it will give everyone the chance to share ideas and experiences as well as gives me the idea on what are their strengths and weaknesses. Also asking thought-provoking questions will be helpful.   I will also create activities just like role plays and dramatizations for them to display their multiple intelligences and work as a group.

                What will a teacher do if the students will not be participating willingly?    

CHAPTER 2

Teaching Approaches and Methods

Summary

                Teaching approaches and methods are essential in an instruction as it embodies the ways of how a teacher delivers his or her lesson. The learning and the understanding of the lesson depends on how suited and organized these approaches and methods a teacher is using. Approaches as defined is a set of opinion that reflects the beliefs about the nature of the learner or in what way you are going to handle the learners. The K to 12, as a new curriculum,  includes fifteen (15) approaches for their students that is based on the principles cited in an Act. These are: 1.) Learner-centered wherein the students are its primary consideration; 2.) Inclusive where the students are treated equally and no one  is excluded from the class; 3.) Developmentally Appropriate where the tasks required for the students are suited on their developmental stages; 4.) Responsive and Relevant which means making the teaching meaningful by connecting the topic to real life situations and experiences; 5.)Research-based which is a more interesting and updated approach as it integrates research findings and gives the students the opportunity to discover things; 6.) Culture-sensitive which is anchored for the respect for the variation of culture; 7.) Contextualized and Global puts a certain lesson in a context which connects to a broader context as the learner’s level of schooling progresses. It may also contain local and global contexts.; 8.) Constructivist wherein the students learn to discover things and be responsible for their  own learning through experiences; 9.) Inquiry-based  is an approach on where the students will learn to formulate questions as well as to write researches;  10.) Reflective Approach; 11.) Collaborative wherein a  group of students, can be with the teacher, works together to complete a certain task; 12.)Integrative, this can be in different discipline. It combines real life events to a certain lesson or combines subject to another subject; 13.) Mother-Tongue Based, in which the instruction is done with the use of mother tongue as its medium;  14.) Spiral Progression wherein it deals with the concepts that can be added by another concept as the students progress. It is commonly used in the topics of science and math and; 15.) flexible, indigenized localized.

                If there are Approaches, there must also be Methods because those are essential partners that work together in an instruction. Method is an overall plan of a presentation of a lesson and it must be logically arranged. It is more on procedures. In teaching, there are two commonly used methods, the Deductive and the Inductive Method. If you start with a generalization or a rule and then ends with examples and illustrations, it is a Deductive way of teaching. On the other hand, the Inductive method starts with a concrete example and details then ends with a generalization or conclusion. The effectiveness of the method relies on the readiness of both teacher and learner, the nature of the subject matter and the time allotment for a subject. Techniques which also can be found and involved sometimes are the specific activities done in the classroom that is based on the method and in line with the approach as well.

Reflection

                The lesson made me realize that Approaches must be parallel with the Methods and Techniques to achieve a harmonious and proper delivery of the lesson. Also, they must be aligned and connected with each other for the lesson to be effective and productive. There are no better or best method because the students’ abilities and capabilities vary from one another. You can only measure the effectiveness of the instruction if the outcomes are achieved and there are positive changes in the learner’s behavior. The Approaches, methods and techniques must be well planned for the students to gain interest and motivate them to learn more about the topic. If I am going to teach someday, I will use two or more approaches that suits my lesson not only for it to be creative but also to test the multiple intelligences of every learner. I will also think of a new activities and games on my techniques to catch their interest and motivate them. I will also make sure that my methods are well planned, in line with my approaches, organized and well prepared so that my instruction will be on track and logically arranged. I believe that each of us can create and formulate new approaches and methods but it takes lot of experiences and knowledge in order to achieve that. 

What if there is no certain Approach that is used in an instruction?

 What if the teacher just instruct without considering his students?

CHAPTER 1

Outcomes-Based Education

Summary

                Outcomes-Based Education (OBE) is an approach that is concerned with planning instruction and is focused on the outcomes. It involves choosing the suited methodology that leads to the intended outcomes and an assessment process which determines the attainment of the intended outcomes. The  Technical Education Skills Development (TESDA) was the first who used competency standards and Outcomes-Based Education in their training regulations before CHED and K to 12 does.

                The Outcomes-Based Education has its learning principles that reflect its nature and concepts. First, the Clarity of Focus in which the teachers must be able to identify what they really want the learners to know and understand as well as what they are able to do; Second, the Designing Down where the teacher then designs his or her instruction; Third, High Expectations wherein in this principle, the teacher should establish challenging performance where the learners will be engaged in and also set standards and; Lastly, Expanded Opportunities where the teacher must strive to provide fair opportunities for all students.

                The meaning of ‘outcomes’ in this approach can be the results that the learners have to demonstrate, can be actions and performances that reflects a learner’s acquired knowledge or it can be a culminating demonstration of learning. These outcomes can be in different levels namely the Institutional Intended Learning Outcomes (IILOs), Program Learning Intended Outcomes (PILOs), Course Intended Learning Outcomes (CILOs) , and the Instructional Learning Outcomes (ILOs). Also the OBE has two approaches that exists they are the Traditional OBE, that emphasizes the students mastery of the subject and the Transformational OBE that talks about the long-term results or the application of those subjects in the learners’ life.

Reflection

                Outcomes-Based Education is somewhat like a student-centered approach as it focuses mainly on the results a learner must acquire after an instruction. I like the OBE approach because the students are first acquainted with the learning results that they must acquire that help them prepare themselves for what activities and learning contexts they will encounter. I like the idea of having the desired outcome in mind first because it will serve as a path on how to plan your instruction and avoid the diversion of topic. The teacher is also guided with the OBE’s concepts and steps that are laid in its learning principles. These principles will really help me, as a future teacher, as it will serve as my basis in the application of the Outcomes-Based Approach in my classroom. If someday, I am going to apply OBE in my discussion, this is how I’m going to do it. First is to come up with the desired outcome or result on what the student will acquire after my instruction. Second, is to design, plan and think of a suited teaching strategies and activities that will surely be enjoyed by the students but at the same time give them the chance to unlock learning. Also, it will be based not on my outcomes only but also on the institution’s and the program itself. Lastly, I will make challenging questions for them as a sort of assessment to test their ability and will set standards to see if who among them still needs to be helped, who is improving and if there is any problem in my instruction. In the learning process not all students will learn the same thing that’s why I will also prepare exercises for the ones who has that struggle in learning. I will also try my best to combined the traditional OBE approach and the Transformational OBE approach for my students to become well rounded and competent individuals. I will make sure that the outcomes will be achieved because in the learning process, they serve as the finish line of both learners and teachers.

 What if the OBE is not formulated?  Is there any approach that are similar to the Outcomes-Based Education?