Teaching strategies for K+ 12

IMPROVING
INSTRUCTIONAL
PRACTICES FOR K+12
CURRICULUM
ESTELITAVALDEAVILLA- LLANITA
Lasallian MasterTeacher
08 June 2013

PART 1PART 1
Introductory Notes
on Teaching
Strategies
K+12

Why learn from our craft?Why learn from our craft?
As any good teacher knows, all students
do not learn in the same way.
It is common for a class of students to be
at a variety of levels in any particular
subject.
Teachers need to use
different teaching methods in order to
reach all students effectively.

RationaleRationale
A variety of teaching strategies, a
knowledge of student levels, and an
implementation of which strategies are
best for particular students can help
teachers to know
which teaching methods will be mostwhich teaching methods will be most
effective for their classeffective for their class.

Assessment of Strategies - StepsAssessment of Strategies - Steps
assess the students (formal or informal)
Review of previous instructional
experience that the students have
received as well as their academic level
Design your own STRATEGIES
Customize it to fit your
advantage!

Areas of ConcernAreas of Concern
What makes an effective teaching
strategy?
How do we teach our students?
How do they learn?
Why is there a need to use teaching
techniques?

Techniques, Strategies, TacticTechniques, Strategies, Tactic
What is the difference?
How are they connected?

Tactic Vs. StrategyTactic Vs. Strategy
Strategy Tactic
Refers to a plan of action
designed to achieve a
particular goal. The word is
of military origin, deriving
from the Greek
wordστρατηγός (stratēgos),
which roughly translates as
"general".
Tactic(s) may refer
to a plan,
procedure, or
expedient for
promoting a
desired end or
result

TechniqueTechnique
A systematic procedure, formula, or
routine by which a task is accomplished.

What about K+12?What about K+12?

Localizing the Model?Localizing the Model?

What we hope to achieve?What we hope to achieve?

Will K+12 Solve this?Will K+12 Solve this?

What Strategies areWhat Strategies are
appropriate?appropriate?
"Bear in mind that the wonderful things you
learn in your schools are the work of many
generations, produced by enthusiastic effort and
infinite labor in every country of the world. All
this is put into your hands as your inheritance in
order that you may receive it, honor it, add to it,
and one day faithfully hand it to your children.
Thus do we mortals achieve immortality in the
permanent things which we create in common."
- Albert Einstein

What lessons should we teach andWhat lessons should we teach and
learn?learn?

Coherence and Knowledge in Basic EducationCoherence and Knowledge in Basic Education
“Acquisition of skills is overemphasized in
education to the detriment of accumulating
knowledge. A brand new computer with a fast
processor is certainly nice, but without data to
work with, the computer is still not useful. How
an individual performs in society not only
depends on what this person knows what to do,
but as important, on what this person knows.”
 http://philbasiceducation.blogspot.com/2013/05/coherence-and-knowledge-in-basic.html#ixzz2VEjK2JDG

Working MemoryWorking Memory
Learning requires "working memory", which
is not as large as one's total memory.
"Working memory" is that part of the brain
that helps on tasks currently at hand. Its
capacity is quite limited that with
incoherence, it cannot properly function. In
a spiral curriculum, it is highly likely that
students will get stuck at the lower levels of
each domain and each year will simply be a
repeat of previous lessons.
 http://philbasiceducation.blogspot.com/2013/05/coherence-and-knowledge-in-basic.html#ixzz2VEkTTxDe

Spiral CurriculumSpiral Curriculum
A spiral curriculum easily lends to a
fragmented approach to learning. For
coherence, it is important that a learner is
given the opportunity to get immersed in
the subject. This is only possible if students
are provided long enough time to familiarize
and focus. Small doses and switching
frequently between unrelated topics put so
much burden on one's brain especially on
children.
 http://philbasiceducation.blogspot.com/2013/05/coherence-and-knowledge-in-
basic.html#ixzz2VEkqglOM

Conceptual Scheme
Principle
Generalization
Concept
Fact
Hierarchy of Cognition

No Hard and Fast RulesNo Hard and Fast Rules

The best way to get nothing…The best way to get nothing…
Overemphasizing skills and neglecting
knowledge truly denies how a child learns.
Cognitive skills are not acquired without
context. Even with entertainment, one does
not cycle through different movies. Instead,
one watches a movie from beginning to end.
With numerous cable channels, the best way
to get nothing at all is to keep surfing
through channels. Yet, this wasteful exercise
is likewise being applied to basic education.
: http://philbasiceducation.blogspot.com/2013/05/coherence-and-knowledge-in-basic.html#ixzz2VEliIGtS

Where we are in Place & TimeWhere we are in Place & Time
EmotionalClimate

Noting Details from ExperienceNoting Details from Experience
PhysicalEnvironment

Noting Details for MasteryNoting Details for Mastery
Teachingfor

Learning from Related LiteratureLearning from Related Literature
LearningDesign

Design to ProductDesign to Product
TeachingforApplication

Assessment for Whom?Assessment for Whom?
Rubric?
Summative Test?
Performance Task?
3Is?
ATM?
Assessment

Level of ProficiencyLevel of Proficiency
Under DepEd Order No. 31, five levels
of proficiency were identified, namely:
Beginning, Developing, Approaching
Proficiency, Proficient, and Advanced.
The level of proficiency will be based on
the numerical grades earned by the
students in a particular quarter and at the
end of the school year.

Level of ProficiencyLevel of Proficiency

What STRATEGY is worth to try?What STRATEGY is worth to try?
TIPTIP
Think
Implement
Performance

Part 2Part 2 ::
TraditionalTraditional
ApproachApproach
Conventional Teaching Methods

MODULARMODULAR
INSTRUCTIONINSTRUCTION

K+12 and Modular
Instruction
Modules as instructional materials respond well to the
principles of individual differences, allowing each student to
proceed at his/her own pace.
While modules have been widely used as a desirable
pedagogical practice, its actual utilization in classroom
instruction leaves much to be desired.

What is a module?
Module is a unit of work in a course of
instruction that is virtually self-contained
and a method of teaching that is based on the
building up skills and knowledge
in discrete units.

Dr. Torralba as reiterated by Acero, et. al (2000)Dr. Torralba as reiterated by Acero, et. al (2000)
adopted two definitions of modulesadopted two definitions of modules
Darrel Murray – First Definition
A module is a self-contained and
independent unit of instruction with a
primary focus on a few well-defined
objectives. The substance of a module
consists of materials and instructions
needed to accomplish these objectives.”

Good in 1973 described it as a teaching
process suited to each student who is
given a chance to advance at his/her own
rate, bypassing unnecessary instruction
and satisfying his/her particular needs
and learn in a considerably shorter time.

Second Definition: A module is a set of
learning opportunities systematically organized
around a well defined topic which contains the
elements of instruction- specific objectives,
teaching-learning activities, and evaluation using
criterion-referenced measure.

 Title
 Target Population
 Overview
 Objectives
 Instructions to the learners
 Entry behavior and prerequisite skills
 Pre-test
 Pre-test feedback and evaluation
 Post test feedback and evaluation
 Teacher’s manual or guide
 Learning Activities
 Post test.

This refers to an inductive method of guiding
students to discuss and organize ideas and
processes themselves. It helps them use ideas
already acquired as a means of discovering
ideas.
It is the process by which the students are
directed subtly to go through the logical
process of observation, comparison, and
abstraction, generalization, and application. Self-
discovery sets up learning situations whereby
the learners are encouraged to explore a
process or discover rules.

1. Guided Discovery. The teacher
draws out from his/her students
certain bits of information through
properly organized questions and
explanations leading them to the
eventual discovery of particular
concepts or principles.

Pure Discovery. The students are
expected to arrive at certain concepts
and principles completely by themselves.

Guidelines in the Use of the Discovery
Approach
1. There should be a well-planned structured
instructional strategy.
2. Teacher must not answer questions, although
s/he can give clues and hints.
3. The teacher must not expect the students to
find out for themselves all concepts, ideas, and
generalizations of the course.

It is about choosing and defining the content of a
certain discipline to be taught through the use of
big or pervasive ideas as against the traditional
practice of determining content by isolated
topics.

What did you discover from this photo?What did you discover from this photo?

Why are they reacting this way?Why are they reacting this way?

emphasis is not the content but in the
big ideas that pervade the subject
it is using the content as a means of
leading the students to discover the laws
and principles or generalization that
govern a particular subject or discipline
(Soriano, as reiterated by Acero, et.al)

stresses cognitive learning
requires categorization of
content from simple to complex
level
involves more data collection
usually through research

In this approach, the students are actively
engaged in the activities so the
competencies needed in the subject could
eventually be acquired by them
( ex. Cooking, driving, entrepreneurship..)

Three major points to
consider in the
process approach:
1. How to learn and not what to learn.
2. Functional and not theoretical. (Learning a
Foreign Language)
3. Human intellectual development.

It is the search for truth, information or
knowledge. It pertains to research and
investigation and to seeking for information by
asking questions (Kilkman, 1970)
Ex.: On Nancy Binay…
Question: If she ran as Nancy Angeles, would
she have won on her own merit?

Inquiry Approach Visual OutlineInquiry Approach Visual Outline

The generalization formed by the students are
subjected to a closer scrutiny during the inquiry
session to lead the students toward in depth
understanding of the generalization.
 It becomes inductive when through a set of
questions presented, the students are able to
come up with certain ideas of their own which
are open for further investigation.

Other Teaching Methodologies
A. Whole Group Instruction is the most
traditional form of classroom organization
(Ornstein, 1982).
Behavior Modeling – Acting out a
particular behavior the right way.
Case Study – A problematic situation
written or described in narrative form ranging
from a paragraph to several paragraphs.

Cross-Impact Analysis - With the occurrence
of one or more separate situations, the learners
estimate possible linkages or casual relationship
between or among these events and come up
with action plan to deal with likely events.

Delphi Procedure - A method for
obtaining the consensus of opinion of a
group of experts through
questionnaires with controlled opinion
feedback.
Demonstration - Showing the learner
how to perform a task/activity or how to
operate equipment.

Devil’s Advocate
A method of dealing with a complex
problem or conflicting situation in the
context of opposition. Conflicting views
may stem from different goals,
perspectives, and role requirement. The
“devil” serves as a critic-attacking idea
presented and defended by learners.

Exercises
Drill, board work, writing exercises that
require learners’ application of the
acquired knowledge and skills.

Micro simulations
Short informal practice sessions
whereby learners perform a new
task/activity under artificial conditions
to help them develop a matrix of
solutions and effects to help the
learners generate new ideas to deal
with future problems before they
occur.

Role Play
A dramatic
enactment
between two or
more people
intended to
represent a
situation.
Simulations
and Games
A lengthy role play
involving several
participants intended
to represent a work,
a problem situation,
or a real life
situation.

Scenario Analysis
Building hypothetical sequence of
events; answers the questions, “If
then, etc.” to determine the future
effects pf a problem, issue, or trend.

Team World-Webbing/Mind
mapping
Students write simultaneously on a
paper drawing to bridge the main
concepts with their components,
supporting elements in order to show
multiple relations among ideas, or to
differentiate concepts presented.

Five Senses Word Wheel inFive Senses Word Wheel in
ScienceScience

Using Word WheelsUsing Word Wheels
http://www.enchantedlearning.com/wordwh
/
These two-page print-outs make word
wheels; each one consists of a base page
together with a wheel that spins around
(they are connected by a metal brad).
When you spin the wheel, words are
formed or displayed. Heavy paper (like
cardstock) makes better wheels.

Think-Pair-Share
Each student finds a pair to work on the
topic provided by the teacher. They
generate a concept, a conclusion through
inductive-deductive reasoning, and an
application of the concept developed. In
the end, the pair shares their thoughts
with the entire class.

Trips, Career Field Trips,
Outbound Education and
On the Job Training
Visits to museums, historical spots, Offices, LGU,
Congress etc.

B. Small-Group InstructionB. Small-Group Instruction
Small groups provide an
opportunity for students to
become more actively engaged
in learning and for teachers to
monitor students’ progress
better. Between 5 to 8 students
ensure successful small-group
activity.

Ability GroupingAbility Grouping
Grouping learners according to
their ability and mental
preparedness reduce the
problems of heterogeneity in the
classroom.

Other Instructional MethodsOther Instructional Methods
Local History Project
Open Classroom
Innovative Project
Video-making Project
Others…

Local ExampleLocal Example
Local History Project
Advocacy Campaign
Multi-cultural Linkages
Agora Fora
Diplomats’ Day
Ahimsa Concert
Fashion Fusion Festival

PART 3PART 3
Contemporary Teaching Strategies
ATM Based

Contemporary TeachingContemporary Teaching
StrategiesStrategies

Based on Constructivist Framework
With Reference to K+12 Curriculum
Outcome Based Education
Contemporary Strategies of TeachingContemporary Strategies of Teaching

Mastery LearningMastery Learning

What is Mastery Learning?
Based on Benjamin Bloom’s Mastery of Learning,
mastery learning is a teacher paced group
instruction, one-to-one tutoring or self paced
learning with programmed materials.
presumes all children can learn if they are
provided with the appropriate learning
conditions.
 a method where students are not advanced to a
subsequent learning objective until they
demonstrate proficiency with the current one.

Role of the Teacher:
directs group-based instructional techniques.
Regularly correcting mistakes of students
along learning paths.
Evaluates students using diagnostic or
formative test.

Desired Outcome
Students must show evidence of
understanding of material before moving to
the next lesson
Evidence of high achievement

Integrated Method orIntegrated Method or
InterdisciplinaryInterdisciplinary
TeachingTeaching

Baseline…Baseline…
Life as it is lived is interconnected….

Interdisciplinary teaching is a method, or set of
methods, used to teach a unit across different
curricular disciplines.
The basic building block of interdisciplinary teaching
is known as a theme, thematic unit, or unit.
Interdisciplinary teaching is all about simultaneous
application of knowledge, ideas, and/or values of a
domain in multiple academic domains.
DefinitionDefinition

IDTIDT
Impart knowledge using integration of
content and skills from several disciplines
to teach one particular discipline.
Interdisciplinary methods work to create
connections between traditionally
discrete disciplines such as mathematics,
the sciences, social studies or history, and
English language arts.

Curriculum Matrix
Vertical and Horizontal Meetings
Theme Development/ Common String
search
Periodic Consultation
Shared Assessment Input/Output
Feedback meeting
Methods of IntegrationMethods of Integration

Answers educational problems like
fragmentation and isolated skill
instruction
Train students on thinking and reasoning
Help us handle knowledge transfer
Desired OutcomeDesired Outcome

Team teaching involves a group of
instructors working purposefully,
regularly, and cooperatively to help a
group of students learn.

Different Formats of
Team Teaching
Teams comprise staff members who may
represent different areas of subject
expertise but who share the same group
of students and a common planning period
to prepare for the teaching.

two or more teachers teach the same
group at the same time

a team shares a common group of
students, shares planning for instruction
but team members teach different sub-
groups within the whole group

planning is shared, but teachers each
teach their own specialism or their own
skills area to the whole group

Encourages innovations and experiments
Improved quality of teaching
Spread responsibilities, encourages
creativity, deepens friendship, builds
community among teachers.
Team teaching can lead to better student
performance
AdvantagesAdvantages

Some teachers are rigid personality types
or may be wedded to a single method.
Some dislike the other teachers on the
team.
Team teaching makes more demands on
time and energy.
DisadvantagesDisadvantages

ProgrammedProgrammed
InstructionInstruction

Method of presenting new subject matter
to students in a graded sequence of
controlled steps.
Students work through the programmed
material by themselves at their own speed
and after each step, test their
comprehension by answering an
examination question or filling in a diagram.

They are then immediately shown the
correct answer or given additional
information.
Computers and other types of teaching
machines are often used to present the
material.

The teaching machine is composed of
mainly a program, which is a system of
combined teaching and test items that carries
the student gradually through the material to
be learned.
The "machine" is composed by a fill-in-the-
blank method on either a workbook or in a
computer. If the subject is correct, he/she
gets reinforcement and moves on to the next
question.

If the answer is incorrect, the subject
studies the correct answer to increase
the chance of getting reinforced next
time.

Teachers Role
Monitor student progress on programmed
materials
Assess the effectiveness of all programs
Provide individualized tutoring
Motivate students to participate in
programmed activities

Benefits
Immediate knowledge of results
Individualized learning
Expert instruction

Learner-CenteredLearner-Centered
ConstructivistConstructivist
ApproachApproach

Constructivism is a theory of knowledge
that argues that humans generate knowledge
and meaning from an interaction between
their experiences and their ideas.

Constructivist teaching is based on the
belief that learning occurs as learners are
actively involved in a process of meaning
and knowledge construction rather than
passively receiving information.

Learner always builds upon knowledge
that a student already knows. This prior
knowledge is called schema
What is the emphasis ofWhat is the emphasis of
constructivist approach?constructivist approach?

Teacher leads through questions and
activities to discover.
Discuss, appreciate and verbalize the new
knowledge.
Prompts and facilitate discussion
Role of the teacherRole of the teacher

According to Audrey Gray, the
characteristics of a constructivist
classroom are as follows:
the learners are actively involved
the environment is democratic
the activities are interactive and student-
centered
the teacher facilitates a process of learning in
which students are encouraged to be
responsible and autonomous

Examples of constructivist activities
Experimentation
Research projects
Field trips
Films
Class discussions

Students learn how to learn by giving them
the initiative for their own learning
experiences.
Desired outcomeDesired outcome

Online/DistanceOnline/Distance
EducationEducation

Distance education or distance learning, is a
field of education that focuses on teaching
methods and technology with the aim of
delivering teaching, often on an individual
basis, to students who are not physically
present in a traditional educational setting
such as a classroom.

Technologies used in delivery
The types of available technologies used in
distance education are divided into two
groups:
 Synchronous
 Asynchronous

Synchronous technology is a mode of
delivery where all participants are "present" at
the same time. It resembles traditional
classroom teaching methods despite the
participants being located remotely. It
requires a timetable to be organized.

The asynchronous mode of delivery is
where participants access course materials on
their own schedule and so is more flexible.
Students are not required to be together at
the same time.

Benefits:
Expanding access
Alleviate capacity constraints
Making money from emerging markets
Catalyst for institutional transformation

Salute to you…Salute to you…

Teaching strategies for K+ 12

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