This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
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8. APPROACH
Way of looking at learning and
teaching
Theoretical view of how things can be
learned
Gives rise to methods, way of teaching
and use of teaching activities.
13. Examples of Techniques
Role playing
Case studies
Think-pair share
Peer teaching
Debates
What’s my rule?
14. Approaches in the K-12 Curriculum
Learner-centered
Inclusive
Developmentally appropriate
Relevant and responsive
Research-based
Culture-sensitive
Contextual and global
15. Constructivist
Inquiry-based and reflective
Collaborative
Integrative
Spiral progressive
MTB-MLE based
Approaches in the K-12 Curriculum
16. Learner-centered
Teachers should consider the following:
Their nature
Innate abilities
Learning skills and styles
Developmental stage
Multiple intelligences
Needs
Concerns
Interest
Feelings
Family background
17. Inclusive
No student is excluded in the learning circle.
No favouritism
No outcast
No promdi
Teacher is for all students.
“If you are inclusive in approach, you are truly learner-
centered”
18. Developmentally appropriate
Tasks within their developmental stages
From simple to complex, respective of the
grade level.
“Observing developmental appropriateness
is another way of expressing learner-
centeredness.”
19. Responsive and Relevant
Connect the lessons to the student’s daily
experiences.
Making your teaching meaningful.
No to meaningless “mile-wide-inch-deep
teaching”.
No to “teaching-to-the-test”.
21. Culture-sensitive
Respect for cultural diversity
Learners have varied cultural experience
Don’t judge one culture as superior than
the other.
Be less judgmental, more understanding
and empathetic with your students.
22. Contextualized and Global
Put your lesson in a context.
Contextualized teaching means exerting
effort to extend learning beyond the
classroom into relevant contexts into the
real world.
Indigenize and localize the lessons.
24. Inquiry-based and Reflective
Students must begin to formulate
questions.
Risk answers
Probing for relationships
Making their own discoveries
Reflecting on their findings
Acting as researchers and writers
31. Suggestopedia
A second, less formal reading would employ a lighter, less
striking piece of music, such as a piece of Baroque music,
and this would take a less prominent role. During both
types of reading, the learners would sit in comfortable
seats, armchairs rather than classroom chairs, in a
suitably stimulating environment in terms of décor and
lighting. After the readings of these long dialogues to the
accompaniment of music, the teacher would then make
use of the dialogues for more conventional language work.
In theory at least, large chunks of the dialogues would be
internalized by the learners during the readings due both
to the relaxed and receptive state of the learners and to
the positive suggestion created by the music.
34. Think Pair Share
Think-pair-share (TPS) is a collaborative learning
strategy in which students work together to solve
a problem or answer a question about an assigned
reading. This technique requires students to (1)
think individually about a topic or answer to a
question; and (2) share ideas with classmates.
Discussing an answer with a partner serves to
maximize participation, focus attention and
engage students in comprehending the reading
material.
36. What’s my Rule?
34.6 mi (3 S.F.), 1,251 m2 (4 S.F.), 1,200 (2 S.F.)
All nonzero digits are significant.
1,001m (4 S.F.), 1,010 cm (3 S.F.), 201 in (3 S.F.)
Middle zeros are significant.
1.500 km (4 S.F.), 3.20 mi (3 S.F.), 0.010 (2 S.F.)
All zeros written to the right of the decimal number count
as significant figures.
0.00021 km (2 S.F.), 0.0005 mm (1 S.F.), 0.0000134 mi (3
S.F.)
Leading zeros (zeros to the right of the decimal point and
preceding a nonzero digit) are not significant.
37. What’s my Rule?
Significant figures
Rounding off numbers
Calculating rules
Plural and singular forms of nouns and
verbs
Subject-verb agreement
38. Concept Attainment Strategy
An indirect instructional strategy that uses
a structured inquiry process.
Based on the work of Jerome Bruner
Students figure out the attributes of a
group or category that has been already
formed by the teacher.
41. DOE METHOD
DO OBSERVE EXPLAIN
The teacher will have to
write procedures in this
part.
Students will observe
the occurrence.
Support the observation
with concepts and
theories.
42. What is the best method?
There is no such thing as best method!
You have to choose a method that works, a
method that is effective and a method
that will enable you to realize your
intended outcome in a particular topic.
43. Factors that affect the effectiveness of
methods
Teacher’s readiness
Learner’s readiness
Nature of the subject matter
Time allotment for the subject
44. “Our mission is not just to prepare you how to become an
efficient and effective teacher someday but also to groom
you to become a polite, obedient, responsible, kind, humble
and God-fearing educator. We want you to become the best
teacher you wish your future children would have. Being the
best teacher is giving more and not counting the cost.
Being the best teacher is understanding more rather than to
be understood. Being the best teacher is working harder
even appreciation is less. Being the best teacher is
sacrificing until it hurts. Being the best teacher is being
selfless and knows how to humble themselves. Being the
best teacher is not just teaching from the mind but also
teaches from the heart.”
Sir Butch