The 2 c 2i-1r pedagogical approaches

The 2C-2I-1R
Pedagogical Approaches
Preparedby:
Malot

Development of the
R.A. 10533
an act known as
“Enhanced Basic
Education Act of
2013”

…SECTION 5 (e)
The curriculum shall use
pedagogical approaches
that are CONSTRUCTIVIST,
INQUIRY-BASED, REFLECTIVE,
COLLABORATIVE and
INTEGRATIVE;

Regional Memorandum
no.11 s.2015
July 9, 2015 “ The 2c-
2i-1r Pedagogical
Approaches
(Dr. Diosdado M. San Antonio
Director IV)

Regional Memorandum no.11s.2015
July 9, 2015 “The 2c-2i-1r Pedagogical Approaches
(Dr. Diosdado M. San Antonio Director IV)
1.To ensure proper implementation
of the curriculum that adheres to
the standards and principles of
basic education curriculum" this
Office releases the enclosed guide
entitled
"The 2C-2I-lR K to 12 Approaches
Across Learning Areas that Support
Teacher Practice“ for use by all

2. The field is encouraged to peruse
the guide, composed of several
strategies on the FIVE PEDAGOGICAL
approaches pointed out in R.A. 10533 (EBEC)
designed to assist all teachers in
facilitating learner-centered instruction"
in making the curriculum relevant and in
strengthening teaching and learning process
that would redound to better performance of
all learners in any assessment given by the
Department of Education (e.g, NAT, PEPT, A

3. In order to
Foster productive learner- teacher
relations and to help contribute to
a positive learning environment,
teachers are highly encouraged to
do more research on these
strategies for them to tweak these
strategies for better results and
to use them effectively in

Regional Memorandum
no. 233 s.2016
“Implementation of the
Pedagogical Approaches
Mandated by R.A.10533
(July 18, 2016
Addressed to all Schools
Division Superintendents)

Regional Memorandum no. 233 s.2016
“Implementation of the Pedagogical Approaches
(July 18, 2016
Addressed to all Schools Division Superintendents)
“ln support to Regional Memorandum
No. 11, s. 2015, entitled The 2C-21- 1R
Pedagogical Approaches and as mandated by
RA 10533, this Office reiterates the use of
the 2C-21- 1R approaches (Constructivist,
Collaborative, lnquiry -Based, lntegrative,
and Reflective) cum suggested strategies
and underlying principles behind each
pedagogical theory to better implement the
Enhanced Basic Education Curriculum in all

Regional Memorandum no. 233 s.2016
“Implementation of the Pedagogical Approaches
(July 18, 2016
Addressed to all Schools Division Superintendents)
To ensure that this
will be properly implemented in all
schools in CALABARZON, the Quality
Assurance Monitoring and Evaluation
(QAME) Division in coordination with
the Curriculum Learning and Management
Division (CLMD)will take the lead in
monitoring the adherence of our
teachers using the attached Assessment
Tool. Assessment results will be used
in formulating CLMD policy to

CONSTRUCTIVIST APPROACH
shows learners to be
active in the process of
constructing meaning and
knowledge rather than
passively receiving

It fosters critical
thinking and provides
learners with a
learning environment
that helps them make
connections with their

Learners are
the makers of
meaning and
knowledge.

CONSTRUCTIVISM STRATEGIES
1.THINKING SKILLS
Features: Strives to improve
achievement by consciously
developing learners ability to:
- consider ideas
-Analyzes perspectives
- solves problems and makes
decisions on their own

1.THINKING SKILLS
Suggested Activity:
The RMFD Activity
- Recall (Past Experiences)
- Model (follow Procedures/steps)
- Familiarize (Repeat the
performance/scaffolding)
- Decide (form a conclusion)

1.THINKING SKILLS
Suggested Form of
ASSESSMENT:
- OBP (Outcomes-Based
Performance)
- Rubrics

2. Activity Based
Features: Engages learners in
individual or group
experiential learning opportunities
such as purposefuI conversation,
project planning, hands on inquiry,
analysis and product creation.

2. Activity Based
Suggested Activity:
The 3 A's Activity
- Act (Giving simple
workshops/coaching)
- Analyze (Compare and Abstract)
- Apply (Use and implement)

2. Activity Based
Suggested Form of ASSESSMENT:
- Paper presentation
- Power point presentation
- Project exhibits
- Activities that will demonstrate the
multiple
intelligences of the learner

3. DIRECT INSTRUCTION
Features: Guides / models
the learning in a quickest
way

Suggested Activity:
The TGA Activity
- Tell (Give guidance)
- Guide (Facilitate the process)
- Act (Apply the concept)

- Laboratory experiment results
- Template completion Framework
creation/interpretation

Collaborative Approach
requires learners to work together
towards a common goal. This type of
learning has been coiled in various names
like collective learning, learning
communities, peer teaching, peer learning
or team learning; Learners engage in a
common task in which each individual
depends on and is accountable
to each other,

1. ONLINE COLLABORATIVE
Features: Prepares learners to be
responsible individuals in a
technologically advanced
society.
Projects and activities given by
the teachers shall reflect students /
current and future needs
Collaborative Strategies

Suggested Activity:
1) The CPFM Activity
- Create Transparency of Expectations
- Provide Clear instructions
- Form Small Groups
- Monitor and Support
2) lntegration of lnformation Technology (lT)
in the lessons

- Project Presentation
- Action Research (SHS)
- Formal Essay (SHS)

2. JIGSAW METHOD
Features: ls a cooperative learning
technique in which learners work in small
groups. lt can be used in a variety of ways
for a variety of goals that allows for an
efficient way for learners to learn content,
develop their listening, engagement and
empathy skills aside from allowing them
to interact among each other and work
independently
Collaborative
Strategies

2. JIGSAW METHOD
Suggested Activity:
The TDAR Activity
- Think (Analysis of the problem)
- Discuss (Share ideas on how to solve the problem)
- Act (Act collaboratively)
- Reflect (lntrospect on the results made by the
group)
Collaborative
Strategies

2. JIGSAW METHOD
- Group paper introspection re:
experiences / feeling during the group
discussion Product of the group (in line
with the rubrics provided by
the teacher)

3. THINK – PAIR - SHARE
Features: Is a strategy in which
students work together to solve a
problem or answer a question. Students
think through questions using
three distinct steps: TPS (Think, Pair,
and Share)

Suggested Activity:
The 2D-2M Activity
- Decide (Upon the problem/issue to be solved)
- Describe (The purpose of the strategy and provide
guidelines for discussions)
- Model (ensure that students understand how to use
the strategy)
- Monitor (Support students as they work)

- Group power point presentation Paper
Reflection (Self assessment)
- Observation Checklist to monitor the
desirable attitudes of the learners during
collaborative work

4. Integrative Process Approach / Project
Management
Features: A highly collaborative activity for
it requires the whole team to think of the
entire project and all of its systems
together/ emphasize connections and
improve communication among students
and stakeholders throughout the life of a
project.

4. Integrative Process Approach / Project Management
Suggested Activity:
The Process/Activity
- Think of the project as a whole
- focus on life cycle design
- Work together as a team from the beginning.
- Conduct assessment (e.g., threat, vulnerability assessments &
risk analysis) to help identify requirements and set goals
- Develop tailored solutions that yield multiple benefits while
meeting requirements and goals
- Evaluate Solutions
- Ensure requirements and goals are met
- Emphasize the integrated process

4. Integrative Process Approach / Project
Management
- Project Presentation
- Exhibit
- Case studies presentation
- Debates results
- Demonstration
- Collaborative writing

5. Peer Teaching
Features: involves learners taking on
a teaching role in the school
setting. This strategy can be:
reciprocal teaching, peer
tutoring and cooperative
learning,

5. Peer Teaching
Suggested Activity:
The AFA Activity
- Assign and Design the Lesson.
- Facilitate the Lesson.
- Assess their Peers

5. Peer Teaching
Suggested Form of
ASSESSMENT:
- Power Point presentation
- Group reports

INTEGRATIVE APPROACH
Integrative Learning is a learning
theory that describes a movement
toward integrated lessons helping
students make connections across
curricula; making connections with a
major, between curriculum, co-
curriculum, or between academic
knowledge and practice.

INTEGRATIVE
STRATEGIES1. Scaffold-Knowledge lntegration
Feature:
- Makes thinking visible Models scientific thinking;
scaffolds students to make their thinking visible;
provides multiple
- Helps students learn from others Encourages
listening to others; designs discussions; highlights
cultural norms lifelong learning
- Encourages monitoring; provides complex
projects; revisits and generalizes inquiry
processes; scaffolds critique

INTEGRATIVE
STRATEGIES
1.Scaffold-Knowledge lntegration
Suggested Activity:
The 4 As Activity
- Activity (Build on students ideas)
- Analysis (Make thinking visible)
- Abstraction (Encourage listening to others)
- Application(Promote autonomy / lifelong
learning)

INTEGRATIVE
STRATEGIES
1.Scaffold-Knowledge
lntegration
Suggested Form of
Assessment:
Group work presentation
Projects exhibit

INTEGRATIVE
STRATEGIES2. Content Based lnstruction (CBD)
Feature:
- CBi lesson focuses on the topic or subject matter using the language they are
trying to learn as a tool or developing knowledge. They develop their linguistic
ability in the target language with the content of a particular subject.
- This is thought to be a more natural way of developing language ability and one
that corresponds more to the way we originally learn our first language.
- Six-T's Features
Themes - Central ideas that organize major curricular units
Text - content resources which drive the basic planning of theme units
Topics – sub- units of content which explore specific aspects of the theme
Threads - linkages across themes which create greater curricular coherence
Tasks - instructional activities and techniques utilized
Transitions' explicitly planned actions which provide coherence across
topics in a theme unit and across tasks within topics

INTEGRATIVE
STRATEGIES
2. Content Based lnstruction (CBD)
Suggested Activity:
The 4As Activity (Same as above)
Activity
Analysis
Abstraction
Application

INTEGRATIVE
STRATEGIES
2. Content Based lnstruction (CBD)
Suggested Form of Assessment:
Power point presentation
Paper
Action research (SHS

INTEGRATIVE
STRATEGIES3. Thematic Teaching & Learning By Design
Feature:
- Threads- linkages across thernes which create greater curricular
coherence
- Tasks- instructional activities and techniques utilized
- Transitions' explicitly planned actions which provide coherence across
topics in a theme unit and across tasks within topics
- lntegrates basic discipline of all subjects
- acquires knowledge best when learning in the context of a coherent
"whole“ and when they can connect what they're learning to the real
world.
- Seeks to put the teaching of cognitive skills such as reading,
mathematics, science, and writing in the context of a real world subject
that is both specific enough to be practical, and broad enough to allow
creative exploration

INTEGRATIVE
STRATEGIES
3. Thematic Teaching & Learning By Design
Suggested Activity:
The AACE Activity (Kalanrzis 2007)
- Apply (Being Creativity)
- Analyze (Being Critical)
- Conceptualize (Design Theory)
- Experience (New concept with celebration)

INTEGRATIVE
STRATEGIES
3. Thematic Teaching & Learning By Design
- One wav to check if the teacher is using
thematic approach is the bulletin board
display where lessons in different learning
areas are
connected to each other and focus on the
theme,
- Culminating performance

INQUIRY – BASED APPROACH
Inquiry -based learning is an approach of acquiring or
obtaining information thru investigation carried out
by the learners who are eager to know the
phenomenon in question. It is used to engage
learners of all ages to learn by exploration and
discovery. As learners investigate. they build their
understanding and create meaning and new
knowledge on a certain content/ topic. The process
of inquiry begins with gathering information and data
through seeing, hearing, touching, tasting, and
smelling.

INQUIRY – BASED
STRATEGIES1. Cyclic inquiry Model and the Practical inquiry
Mode
Features:
- Demonstrates an activity or a process of a given
content/ topic. Post the topic as a statement
starter or a question on small board
- Communicates through writing with markers,
asking questions and making comments to the
prompt and to each other’s posts.

1. Cyclic inquiry Model and the Practical inquiry Mode
Suggested Activity
The AICDR Activity (Bruner 1965)
- Ask (To know)
- lnvestigate (To analyze)
- Create (To form)
- Discuss (To give arguments)
- Reflect (To introspect)
The DCAP Activity (Garrison, Andergon &Ar.het 1999)
- Deliberate (Applicability of the concept)
- Conceive (ldea/concept formulated)
- Act (Application of the concept)
- Perceive (Awareness on the usability of theconcept)
INQUIRY – BASED
STRATEGIES

1. Cyclic inquiry Model and the Practical inquiry Mode
Suggested Form of ASSESSMENT
- Formal and informal observations
- Discussions /conferences
- Tasks done in groups
- Demonstrations /Performances
- Projects /Portfolios
- Peer and Self Assessment
- Self - Reflections
INQUIRY – BASED
STRATEGIES

2. Knowledge – Building Community Model
Features:
- Collects/processes the results at the end
to use as data for later activities based on
the community of earner's participation.
This can be tweaked by allowing them to
review these results.
INQUIRY – BASED
STRATEGIES

2. Knowledge – Building Community Model
Suggested Activity: EIBU
- Experience (setting up the concept)
- Inform (Gather and analyze information)
- Build knowledge (Processing and
Abstraction)
- Understand (Decision making)
INQUIRY – BASED
STRATEGIES

3. Experiment
Features:
- An activity of doing investigation
- Encourages learners interest to manipulate objects, test
hypothesis and work together to solve or prove something
exciting .
- ln the process, learners are able to see or relate concepts
better thereby contributing to a thorough understanding of
concepts.
- collects information about what goes on inside the
classroom
INQUIRY – BASED
STRATEGIES

3. Experiment
Suggested Activity
- lntroduce the activity.
- Ask the learners to state the problem in the form of a
question. This will lead them to formulate their hypothesis
- Allow them to do research and gather information on the
problem
- Guide them to form a hypothesis
- Ask them to do the experiment to test the hypothesis
- Allow them to collect, record and analyze data from the
experiment. Let them present their findings for others to
comment or react to their findings.
- State a conclusion based on the results
INQUIRY – BASED
STRATEGIES

3. Experiment
Suggested Form of ASSESSMENT
- Standardized tests, quizzes and
homework/assignments
- Open ended questions that allow
learners/teachers to reflect on their
experience and give an idea of what they did
and did not get from the experiment,
- Exhibits
- Study/Research Presentation
INQUIRY – BASED
STRATEGIES

Reflective Approach
Reflective Teaching Learning
Approach means looking at what the
teacher and learners do in
classroom, thinking about why they
do it, and analyzing about it if it
works. This is a process of self-
evaluation cum self-observation.

Reflective
Strategies
1. Self Evaluation and Self Reflection
Features:
- collects information about what goes on
inside the classroom.
- Analyzes/evaluates the obtained
information by teacher and learner
- Engenders improvements in teaching
towards effective learning

1. Self Evaluation and Self Reflection
Suggested Activity:
The TTRA Activity
- Think (Analyze patterns occurring during the teaching and
learning process)
- Talk (Self-talk or group talk done by the teacher or
learner-source of reflection)
- Read (finding out or making affirmations regarding
behavioral patterns)
- Ask (Post questions to get ideas or opportunities on
an area that interest you to improve/develop)
Reflective
Strategies

1. Self Evaluation and Self
Reflection
- Diary Presentation
- Paper writing
- Reports
- Journals
Reflective
Strategies

The 2 c 2i-1r pedagogical approaches

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