Action model pdf

Model-Based Science Teaching Its Impact to Learning
Nyms M. Docdocil
Submitted to Edilberto L. Oplenaria, CESO VI, Schools Division
Superintendent of Malaybalay City Division
Division of Malaybalay City
2016

Curriculum Vitae
PERSONAL INFORMATION
Name: Nyms Majorenos Docdocil
Date of Birth: November 19,1988
Place of Birth: Ozamis City
Residence: Purok 2,Sinanglanan,
Malaybalay City
Religion: Roman Catholic
Mobile No: 09177993762
Father: Willie G. Docdocil
Mother: Rebecca M. Docdocil
EDUCATIONAL BACKGROUND
Elementary: San Martin-Sinanglanan
Elementary School
Sinanglanan, Malaybalay City
(3rd Honorable Mention) 1995-2001
Secondary: Saint Michael High School
Linabo, Malaybalay City
(1st Honorable Mention)2001-2005
Tertiary: Bukidnon State University
Malaybalay City
(Cum Laude) 2005-2009
Post Studies Bukidnon State University
Malaybalay City
2013-2015
CIVIL SERICE ELIGIBILITIES
Honor Graduate Eligibility - 2000
Licensure examination for Teacher -2009

Chapter 1
The Problem
Introduction
The repertoire of strategies of a teacher in delivering daily lessons
in school matters most. Teachers sometimes fail to consider learners’
way of learning and allowing to be trapped on conventional ways of
teaching things. In dealing about strategies in teaching, the philosophy of
the teacher which he believes to be effective serves as a framework of
doing his part inside the classroom. Anyways, all our efforts in teaching
can be mirrored from the performance of our pupils and the way they use
their learning in day to day life.
Science as a subject in school is a factual discipline which includes
terminologies and activities that require deeper understanding and
meaningful introduction for the matter of retention. It is very impossible
for teachers to teach science concepts by just having a chalk and talk
teaching strategy. There are a lot of available teaching strategies that
would involve not just pupils’ sense of hearing but also their sense of
sight, taste, smell and touch. Using of available technology may also do.
However, in the levels of cognitive development presented by
Bloom……UPDATE, filling the mind of the pupils by knowledge is not
enough. One should lead them to evaluate and create a model based on
what is in the mind. This would possibly give a railway for teachers and

pupils to create meaningful experiences that are not drastic and could be
easily remembered on the part of the pupils.
It is too much in a science class that we only allow pupils to
imagine everything that we are saying. You have heard perhaps on
teaching science through the use of models. The teacher might use the
model for the good of classroom discussions or a model is later be
developed by the learners after the introduction if a certain concept. The
modeling method of instruction fixes many weaknesses of the traditional
lecture-demonstration method, including the division of knowledge, pupil
inactiveness, and the persistence of inexperienced beliefs about
knowledge of the world. From its inception,
modeling instruction program has been concerned with reforming
elementary science teaching to make it more clear and student-centered,
and to incorporate the computer as an essential scientific tool. Models
would help learners remember things easily since the models will allow
them to learn through their own experiences.
The researcher found out that there is really a need to conduct a
study on the way science lessons is introduced inside the classroom. For
how many years of looking and making professional interpretations at
the results of National Achievement Test, it is noticeable that the
majority of the mean percentage scores of schools all over the Philippines
are below national standards, specifically in Science. For the past six
years starting from 2006 to 2012, the overall Philippine science rating in

the National Achievement Test ranged from 51- 66.11 which are
definitely low compared to national requirement. The researcher made a
purposive root cause analysis and found out that the flagging mean
percentage score of Philippine schools in Science is somewhat caused by
the way teachers teach the subject. Teachers also noticed that pupils are
performing low on science periodical tests, quizzes, and even in
recitations especially on science lessons in which technical terms are
plenty. Topics like human body systems, environmental science, and
some introductory topics on physics and chemistry were included in the
least mastered skills based on the assessment of National Achievement
Test.
Because of these emerging problems, the present study is
conducted in order to give aid to teachers in teaching science lessons in
their classrooms more meaningful, worth remembering, and challenging
with the use of model-based science teaching and learning. This study
would give teachers the upshots of teaching science with the use of
model or having the model as the output of the pupils.
Framework of the Study
This study is anchored from the point of view of constructivist
theory which states that children construct new knowledge and
interpretations of things learned by applying their current knowledge
structures to new experiences and modifying them accordingly and

Figure1. The conceptual model of the study.
Model-based
Science Teaching
(Teaching Science
using models and
motivating pupils
to construct
models)
Pupils
Performance

teachers serve as facilitators of learning with knowledge on inquiry-based
teaching and construction of models and aids of teaching (Piaget, 1960).
The concept was also strengthened by Gage & Berliner (1992) who
emphasized that the use of models as learning aides has two key
benefits. First, models provide "correct and useful representations of
knowledge that is needed when solving problems in some particular
domain and in understanding ideas". Second, a model makes the process
of understanding a domain of knowledge easier because it is a visual
expression of the topic.
Figure 1 illustrates the parameters of the study. It presents first
the introduced strategy in tackling science lessons which is the model-
based science teaching. With the lagging performance of pupils in the
National Achievement Test and even in their performance in science as
one of the schools’ main discipline, an academic intervention is
important to patch these loop holes. Looking at the least mastered
competencies of pupils, majority falls on concepts with a lot of processes
and terminologies such as body systems ecological and environmental
processes.
Model-based science teaching is one of the strategies in
introducing science lessons. Models are very powerful bridges that make
unfamiliar phenomena seem more relevant in science education and it is
necessary to argue the degree of their usefulness rather than whether
they are right or wrong. Models are powerful teaching and learning tools.

Adequate pedagogical content knowledge by teachers is very important.
Teachers always need some tools particularly in science. Many scientific
concepts are difficult to explain, and sometimes impossible to
demonstrate. Teachers who have adequate pedagogical content
knowledge use certain models in their explanations depending on the
children’s cognitive levels.
Model-based science teaching is the same with other teaching
strategies in which quality of teaching and learning is the main concern.
Teaching with models and allowing pupils construct models as facilitated
by the teacher may boost pupils’ interest towards science and may
improve their performance in schools and even on their performance in
the National Achievement Test.
Statement of the Problem
This study assessed the impact of using model-based science
teaching which focuses on teaching science with the use of models and
motivating learners to create models in improving performance of pupils
in taking in science concepts and skills in school. This was conducted in
the Division Malaybalay City specifically at San Roque Elementary
School of Malaybalay City District VIII during the school year 2016-2017.
Specifically, this study answered the following questions:
1. What is the performance of pupils employed with model-based
Science teaching?

2. What is the performance of pupils without employing model-
based science teaching?
3. Is there a significant difference of pupils’ learning performance,
using a model-based science teaching?
Significance of the study
The findings from this study would be very significant to the
teachers, pupils, school administrators, the Department of Education,
and to the parents.
The teachers could use the findings of this study as their basis of
enriching teaching and deliberation of science lessons using model-based
science teaching. This would give ideas to teachers on how to design,
construct, and to use appropriate models for a certain concept.
The pupils who are the direct beneficiaries of teaching success
would be benefitted because they will be given the chance to improve
their performance through meaningful experiences as perceived by their
senses and able to construct a model that would reinforce their learning.
The school administrators would have research-based information
on the teaching of Science. This would serve as basis for planning in-
service trainings for teachers to improve the proficiency in teaching
science and able to raise performance of pupils in Science and even
raising mean percentage score of Science in National Achievement Test.

The Department of Education could use the findings of this study
as basis for planning and strengthening programs of the department in
honing teachers’ capability in teaching science through the use of
models.
The parents would be benefitted especially when their children are
really learning triggered by the use of model-based science teaching and
are able to construct their own interpretation of what they have learned
through constructing their own models in
mind.…………………………………………..
Delimitation of the Study
This study was delimited on the impact of model-based Science
teaching on the performance of pupils on Science in San Roque
Elementary School of Malaybalay City District VIII specifically grade six
pupils for the school year 2016-2017.
It focused on the effect of model-based science teaching on the
performance of pupils in Science. The researcher gathered data through
triangulation. This was done in order to acquire the exact voice of the
customers, impressions and the actual changes of performance of pupils
upon employing model-based science teaching if there are.

Definition of Terms
To achieve better understanding of the terms used in this study,
the following are defined theoretically and operationally as used in this
study.
Model-Based Science Teaching. Model-based science teaching refers
as a strategy of using models in teaching science lessons more
comprehensible to learners (Huddle, White and Rogers, 2000). As used in
the study, it refers to making models as teaching aids and motivating
children build models based on learned facts.
Pupils Performance. Pupils Performance is defined as an output
that indicates the extent to which a person has accomplished specific
goals that were the focus of activities in instructional environments
(Hattie, 2009). As used in the study, it refers to pupils’ ability after an
instruction is done.

Chapter 2
Review of Related Literature and Studies
This chapter presents the review of literature and related studies
on the use and of model-based Science teaching and its impact on the
improvement of performance of pupils in school on the said subject.
Science education is regarded as the progress of children’s science.
It does not mean that science education aims to develop children’s views
excellently almost the same as scientists’ views. Somewhat, it aims to
acquire a clear scientific perspective which he understands, appreciated,
and can relate to the environment in which he lives and works (Gilbert,
Osborne and Fensham, 1982). In the constructivist perspective, using
models in teaching and creation of models by pupils are the key points.
Teachers require that we turn our attention by 180 degrees and we must
turn our back on any idea of all-encompassing models which may
describe nature. Every learner has the capacity to create his or her own
model to explain nature. If we accept the constructivist position, we are
inevitably required to follow a pedagogy which argues that we must
provide learners with the opportunity to: a) interact with sensory data,
and b) construct their own world (Hein, 1991).
Science models serve as representations of scientific concepts that
could possibly make scientific ideas more comprehensible to learners
(Huddle, White and Rogers, 2000). Furthermore, modeling requires the

teacher or pupils to create associations between the model and the
reality that is being modelled. Previous research has indicated that
students’ appreciation of models is limited and naïve (Grosslight, Unger,
Jay and Smith, 1991). However, to understand why models are
advantageous to learning science, it is necessary to look at how models
are used and how students perceive the models.
Using models in classrooms for scientific instruction brings a new
and interesting way of introducing science ideas. Pupils tend to be more
active when their senses are able to perceive the concepts that you are
trying to convey on them (Gilbert, 2004). He further added that scientific
models as simplified depictions of a reality as observed, produced for
specific purposes, to which the abstractions of theory are then applied.
Likewise, models serve as explanatory tools or for us teachers;
technically we call them instructional materials or teaching aids.
Treagust, Chittleborough and Mamiala (2004) emphasized that the use of
models includes being a descriptive or explanatory tool; using the model
to discuss and test ideas, make predictions, formulate hypotheses and
increases the percentage of pupils’ ability to remember things discussed
by the teacher. Additionally, models can be used to encourage students
to analyse and evaluate scientific ideas. However, using a model may not
be enough to ensure that the students have an appreciation of their role,
purpose and limitations. When using model-based teaching, students’
need to have a good knowledge of the model itself, and also be familiar

with the connections between the model and the academic target. In
addition, models have been described in a variety of ways, but consistent
among them is that science models are representations that serve to
describe, explain, or predict (Driel & Verloop, 1999).
Gilbert (2004) described four different categories of models: a
consensus model- a recognized model which tested by scientists and
socially approved upon; a teaching model- a model utilized in explaining
something; an expressed model - the personal interpretation of pupils’
understanding of the phenomena in words, actions or writing and a
mental model- the personal internal understanding of the phenomena
being discussed.
Other research has indicated that teachers recognise the
importance of models in learning (Savec, Vrtacnik, Gilbert and Peklaj,
2006; Van Driel and Verloop, 2002). Students’ representational
competence is a necessary skill that is developed through modelling and
practice (Kozma and Russell, 2005) and teachers can play a significant
role.
Models can represent countless occurrences including: objects,
abstractions, systems and parts of systems, entities, and relationships
among entities, an event, a behavior, and a process (Gilbert, 2004).
Further, models are used in science as results of investigations,
frameworks for investigations, and tools for predictions and testing. In
the study by Schwartz & Lederman (2005, 2008), knowledgeable

scientists described models as mathematical, physical, analogical, or
mental constructs that explain or organize observations that then enable
prediction and testing through further observation; simplify a complex
phenomenon or renders an abstract concept visible; and provide a
framework for guiding further investigation.
One study of middle and high school students’ conceptions of
models indicates that students have limited exposure to scientific models
in their schooling, and they have a difficult time relating to science
concepts since teachers use imagination strategy in teaching science.
This would cause low retention on the part of pupils (Grosslight et al.,
1991).
Models have been used extensively in educational psychology to
help clarify some of the answers researchers have found that might shed
light on some questions in life. Gage and Berliner (1992) found out that
students who study models rather than a lecture may recall as much as
57% more on questions concerning conceptual information than
students who receive instruction without the advantage of seeing and
discussing models. Alesandrini (1981) came to similar conclusions when
he studied different pictorial-verbal strategies for learning.
Dewey (1938) also stressed up that educators have to accept the
idea that learners need to be active, that in order to participate in
learning we need to engage the learner in doing something, in hands-on
involvement, in participatory exhibits and programs. But the more

important point is the idea that the actions which we develop for our
audience engage the mind as well as the hand. Not all experiences are
educative, this does not mean that they necessarily have to be complex
but they do need to allow the participants to think as they act. Dewey
also included his observation on children cutting cardboards and
constructed an inclined plane. The mind is moving and the hands are
creating their own perspective of what is the thing as they perceived.

Chapter 3
Methodolgy
This chapter presents the research procedure to be used in
collecting the necessary data for the study. It describes the research
design, research locale, subject-respondents, sampling procedure,
research instrument, data gathering procedure, administration of the
instrument, and treatment of data. This study used the descriptive
method of research. The primary data was obtained with the use of
researcher-made evaluation tool which assessed performance of pupils in
science. Evaluation tool was supplemented by a focus group discussion
to obtain the voice of the customers and observations as means of
drawing inferences and conclusions.
Research Locale
This study was conducted at San Roque Elementary School of
Malalaybalay City District VIII in the Division of Malaybalay City. The
school has a population of approximately 167 pupils. It is located at
Barangay Sinanglanan, Malaybalay City. San Roque Elementary School
is one of the three schools situated at Barangay Sinanglanan. It strategic
location is on the top of the mountain. Approximately it is almost 6
kilometers away from the barangay proper. The school has 7 teachers
who are ready to fulfil diversified needs of pupils in school

Participants of the Study
The participants of the study were the twenty-six (26) grade VI
pupils for the school year 2016-2017. The pupils were still using the
Revised Basic Education Curriculum of DepEd (RBEC). Participants of
the study are sons and daughters of farmers in majority who are coming
from sitio San Roque and sitio Sta. Rita of barangay Sinanglanan. It is
noted that 14 of them are boys and 12 are girls. Based on their academic
records from the previous year, all of them are able to read and 75% are
able to understand, but many are not performing well in the class as
reflected and revealed in the school’s pertinent papers of the pupils such
as school forms 137 and 138. Generally, they have low grades in science.
Sampling Procedure
A purposive sampling technique was used in the study. Since there
were only 26 grade VI pupils of San Roque Elementary School, they were
considered automatically as participants of the study. The total number
of the participants was divided into two groups. The first group of
respondents was marked as experimental group and the other half of the
class was marked as control group. Each group was represented by 13
pupils. To avoid further discrepancies in connection to gender of the
participants, the number of girls and boys in both groups was equal.
Both controlled and experimental group have 7 boys and 6 girls which
constituted the group.

Research Procedure
The researcher purposively identified the participants of the study.
The researchers considered the low performance and results of pupils in
their quizzes, other assessments in science and previous academic
records.
The researcher gathered the voice of the customers through focus
group discussions on the problems that pupils encounter in learning
science concepts. These problems would possibly affect their
performance in understanding and mastering the skills of the said
discipline. (see attached appendices, step 2)
Treatment of the Data
The data gathered were analyzed using paired t-test to find out if
there is a strong significant difference between students’ learning
outcome or performance when taught using model-based science
teaching and students who are taught without the use of model-based
science teaching.
Research Instruments
The study used triangulation in gathering the pertinent data of the
study. The voice of the respondents was gathered through focus group
discussion. The results were considered as support to the baseline data
of the study. A researcher made questionnaire was made which would

determine the statistical difference of the performance of the
experimental and the control group. The questionnaire was validated and
tested by conducting it to grade VI pupils of Malapgap Elementary
School, the cluster school of San Roque Elementary School. To validate
the data further, ocular observation was done by the researcher.
Administration of the Instrument
The researcher followed the right protocol and ethics of conducting
research in the department. The researcher wrote a letter of permission
to the Division office to conduct a study on the impact of model-based
science teaching on the performance of pupils. Letters also addressed to
the school’s district supervisor, principal, school research team, parents
of the participants and the participants themselves were given.
The questionnaire was launched as pre- test and post- test to find
out the significant difference of students’ scores employed with model-
based science teaching. To validate further the data gathered, group
interview was also done.
Scoring Procedure
The scoring procedure used Likert’s five point scale in which 9-10
is considered superior and 0-2 is considered very poor.

Table 1
Description of Scores
9-10 Superior
7-8 Upper average
5-6 Lower average
3-4 Poor
0-2 Very poor

Chapter 4
Methodology
Presentation, Analysis and Interpretation
This chapter deals with the presentation, analysis and
interpretation of the data gathered in explaining the impact of model-
based science teaching on the performance of pupils in science. The
presentation follows the order of the problems cited in chapter 1.
The Performance of Pupils Employed with Model-Based Science Teaching
Table 2 presents the results on the performance of pupils employed
with model-based science teaching. The result showed that there is really
a change of performance of pupils who were taught using model-based
science teaching.
Table 2
Looking at that mean score which indicates the level of performance and
the inclination of pupils in learning science, it is noticed to be low during
Performance of Pupils Taught with Model-Based Science Teaching
N Mean Interpretation
Pre-test 13 3.308 Poor
Post Test 13 9.000 Superior
Confidence level= .05/95 % p-value : .000

the pre-test. However, when they were taught using model-based science
teaching a change in the performance of pupils is very clear as it is
represented by the mean score of 9.000. This implies that after an
intervention was done in the instruction, pupils showed a superior
performance in the class. The p value could even prove the change in the
performance which is lower than .05.
The used of models in teaching and letting pupils construct their
own model based on how they perceived science ideas help pupils to
remember science concepts and ideas easily. Furthermore, it allows them
to engage in a meaningful experience in simplifying complex science
ideas and making abstract concepts concrete based on learners’
interpretation which may serve as a contributing factor of a great
performance in school. Treagust, Chittleborough and Mamiala (2004)
emphasized that the use of models includes being a descriptive or
explanatory tool; using the model to discuss and test ideas, make
predictions, formulate hypotheses and increases the percentage of pupils’
ability to remember things discussed by the teacher. Additionally, models
can be used to encourage students to analyse and evaluate scientific
ideas.
Dewey (1950) also added that educators have to accept the idea
that learners need to be active, that in order to participate in learning we
need to engage the learner in doing something, in hands-on involvement,
in participatory exhibits and programs. Dewey also included his

observation on children cutting cardboards and constructed an inclined
plane. The mind is moving and the hands are creating their own
perspective of what is the thing as they perceived.
Furthermore, in the study by Schwartz & Lederman (2005, 2008),
knowledgeable scientists described models as mathematical, physical,
analogical, or mental constructs that explain or organize observations
that then enable prediction and testing through further observation;
simplify a complex phenomenon or renders an abstract concept visible;
and provide a framework for guiding further investigation.
The Performance of Pupils Without Employing Model-Based Science
Teaching?
Table 3 presents the results on the performance of pupils without
employing model-based science teaching. The results showed that there
is a change in performance of pupils however it cannot be described as
superior since the mean is still very low. The table reveals that there is a
minimal change on the performance of pupils in the control group. There
is an increase of 1. 462 from the mean of pre-test during the post test
and it reaches to 4.000. However in general, the performance of pupils is
still poor. The p value stretches more than .05 which means that there is
no significant difference on the performance.
Table 3
Performance of Pupils Without Employing Model-Based Science Teaching

Lecture in science is not that effective since teaching is done more
on imagination and abstraction. Learning is less then when senses of
pupils do not have a direct interaction of the real thing or even just a
representation that would make things a little bit concrete. Teaching by
just talking without teaching aids like models may contribute to poor
classroom performance. It is emphasized by Gilbert (2004) that scientific
models as simplified depictions of a reality as observed, produced for
specific purposes, to which the abstractions of theory are then applied.
Likewise, models serve as explanatory tools or for us teachers;
technically we call them instructional materials or teaching aids.
Furthermore, one study of middle and high school students’
conceptions of models indicates that students have limited exposure to
scientific models in their schooling, and they have a difficult time relating
to science concepts since teachers use imagination strategy in teaching
science. This would cause low retention on the part of pupils (Grosslight
et al., 1991).
Significant Difference of Pupils’ Learning Performance Using Model-
Based Science Teaching?
Pre-test 13 3.462 Poor
Post Test 13 4.000 Poor

Table 4 shows the difference on the performance of pupils who are
taught without model-based science teaching and pupils who are taught
using model-based science teaching.
Table 4
The result showed that the experimental group has a higher mean
compared to the control group. This implies that the experimental group
performed well compared to pupils from the control group. With the
mean of 9.000, a superior performance was done by the pupils. The p-
value is lesser than .05 which means that there is a statistically
significant difference on the performance of pupils who were taught
using model-based science teaching from the performance of those who
were taught without employing model-based science teaching.
Models allow pupils to remember more and retain science process
in mind. They also provide meaningful ways to concretize things which
are abstract in manner. As mentioned by the participants “gusto namog
kanang kanang nay ipakita nga example si sir”. The pupils also added
that “maglibog me, dayon unya katulgon daun me”. “Pag quiz ah….Zero”.
Significant Difference on Pupils’ Performance Using Model-Based Teaching
Control Group 13 4.000 Poor
Experimental group 13 9.000 Superior

“Tsada basta mg experiment kay bibo daun daghan matun-an, pariah
adtong nag opera me ug baki”. As mentioned by Gage and Berliner
(1992) that students who study models rather than a lecture may recall
as much as 57% more on questions concerning conceptual information
than students who receive instruction without the advantage of seeing
and discussing models. Alesandrini (1981) came to similar conclusions
when he studied different pictorial-verbal strategies for learning.
During my observation the learning situation of pupils was good.
They are very interested in group work like reporting and constructing
representations of science concepts. With the control group pupils
seemed to listen but less interaction is observed especially when the
teacher asks questions. Using models in classrooms for scientific
instruction brings a new and interesting way of introducing science
ideas. Pupils tend to be more active when their senses are able to
perceive the concepts that you are trying to convey on them (Gilbert,
2004). Another key point perhaps in improving performance in science is
the opportunity to create mental picture of science ideas, Science models
serve as representations of scientific concepts that could possibly make
scientific ideas more comprehensible to learners (Huddle, White and
Rogers, 2000).

Chapter 5
Summary, Conclusions and Recommendations
This chapter summarizes the important aspects of the study. It
reflects the findings and conclusions of the study. It also provides
recommendations on the basis of the findings.
Summary
The study assessed the impact of model-based science teaching on
the performance of pupils in learning science and its significant
difference from the performance of pupils taught without employing
model-based science teaching at San Roque Elementary School for the
school year 2016-2017. A descriptive method was employed in the study.
A questionnaire was used in gathering data. Focus group discussion and
observation was also used to supplement the primary data.
The study answered the following research questions: (1) What is
the performance of pupils employed with model-based science teaching?
(2) What is the performance of pupils without employing model-based
science teaching? And (3) Is there a significant difference on the
performance of pupils?

Findings
From the analysis and interpretation of the data, the following were
the salient findings of the study:
1. The performance of pupils taught with the used of model-based
science teaching was superior.
2. The performance of pupils without employing model-based
science teaching was poor.
3. There was a significant difference between the performance of
the pupils taught with model-based science teaching and without model-
based science teaching.
Conclusions
The following conclusions were inferred from the findings of the
study:
1. Since the performance of pupils taught with model-based
science teaching was superior, their academic performance in school will
improve specifically in science. Their NAT MPS would possibly increase.
2. Since the performance of pupils taught without model-based
science teaching was poor, their academic performance in school won’t
improve specifically in science. Their NAT MPS will still be low.
3. Since there was a significant difference in the learning
performance of the pupils with and without model-based science

teaching, thus it is promising to employ model-based science teaching in
lessons in improving performance in school and in the NAT.
Recommendations
Based from the findings and conclusions, the following
recommendations were presented:
1. Teachers should explore teaching science using models in order
to create meaningful experiences on the part of the pupils which would
also allow pupils to remember concepts learned. Teaching through
models may be paired with ICT.
2. Pupils knowledge and understanding should be concretized by
creating representations or models depending on their own level of
understanding.
3. The school administrators could initiate trainings and seminar-
workshops where experts on teaching through models could share their
expertise to teachers.
4. DepEd could provide for a mass training of teachers in the
preparation of model-based teaching. The Department could also provide
modules containing sample models that teachers could possibly use in
their classrooms.

References
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