The document outlines various teaching approaches including blended, reflective, metacognitive, constructivist, and integrated approaches. It emphasizes the importance of reflection, active learning, and the role of teachers in facilitating student understanding through personal experiences and dialogue. Additionally, it discusses the integration of different subject areas to enhance critical thinking and problem-solving skills in real-life contexts.

1. OTHER APPROACHES
(Teaching Approach, Strategy,
Method and Technique)

2. OTHER APPROACHES:
• Blended LearningB
• Reflective TeachingR
• Metacognitive ApproachM
• Constructivist ApproachC
• Integrated ApproachI

3. (B) Blended Learning
Learning that is facilitated by the effective combination of different modes of delivery,
models of teaching and styles of learning, and is based on transparent communication
amongst all parties involved with a course. (Heinze, Procter, 2004)
“integrative learning”, “hybrid learning”, “multi-method learning”.
It combines classroom learning, mobile learning, and on-line learning.

4. Through analysis • New learning and ideas can be constructed.
Through
reflection
• The experience acquires meaning, hence the
teacher/student is able to formulate his/her own concepts
that can be applied to new learning situations.
(R) Reflective Teaching
students/teachers learn through an analysis and evaluation of
past experiences

5. Allocate sufficient time
for reflection.
Schedule a short briefing
activity so as to recapture
the experience and think
about it.
The teacher serves as
facilitator and guide in
developing the skill in
analyzing a past learning
experience.
Encourage the students to
recount the experience to
others, thereby
strengthening the insights
gained.
Attend to feelings
especially the positive and
pleasant ones.
Evaluate the experience in
the light of the learner’s
intent.
Guidelines for the Effective Use of Reflective
Teaching/Learning

6. Reflective Teaching Strategies
Self-analysis
• Keep a record of
his/her success or
failure in employing
a strategy, problems
and issues
confronted, and
significance of
learning events that
Writing Journals
• Includes: a) a
description of the
teaching/learning
event, b) outcomes
of the event, c) value
or worthiness of the
outcomes and d)
causes of success or
Keeping a Portfolio
• Includes a student’s
first-hand
observations and
personal knowledge
that will be needed
on analyzing changes
in values being
developed.

7. • helps students to understand the meaning
and effect of their contributions.
The experiential learning
process of reflection
• one borne out of experiences that have been
deeply thought of, analyzed and evaluated.
Learning that results
from reflective teaching
Take Note:

8. (M) Metacognitive Approach
(“meta” means beyond) an approach that goes beyond cognition. It is an approach
that makes students think about thinking.
Making the students conscious of their thought processes while they are thinking;
allowing them to think aloud.
“students learn more effectively when they are aware on their learning of how
they learn and know how to monitor and reflect” (Linda Darling-Hammond and colleagues,
2008)
“effective problem solvers subvocalize, that is they talk to themselves frequently”
(Orlich, 1994)
Students describe what is going on in their mind; Students identify what is known in a situation or problem

9. (C)CONSTRUCTIVIST APPROACH
“students come to the classroom with prior understandings and experiences
and to promote student learning, teachers must address and build upon this
prior knowledge” (Linda Darling-Hammond, 2008)
Learning is an active process that results from self-constructed meanings
Anchored on the belief that ever individual constructs and reconstructs
meanings depending on past experiences.

10. Instructional Characteristics
Teaching is not considered as merely transmitting
knowledge and information (facts, concepts and
principles) but rather as providing students with relevant
experiences from which they can construct their own
meaning.
Constructivism is anchored on the assumption that
“the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners
can build up the same meaning out of one
situation”.
The teacher’s role is to facilitate learning by providing
opportunities for a stimulating dialogue so that meanings
could evolve and be constructed. She guides the students
through skillful questioning and appropriate cognition
processing.
The instructional materials include learning
activities and events rather than fixed documents
(laws, principles) that almost always are learned
unquestioned and simply recalled.

11. Lessons are activity-centered in order for
them to experience or gain personal
knowledge through active involvement.
Participation with understanding enables
them to “live through” a learning episode.
Reflection is an important activity wherein
the learner recaptures an experience, thinks
about it and evaluates it.
Plan learning activities that will develop
critical thinking skills, creativity and
innovativeness such as performing own
experiments and in-depth investigations.
Since construction and reconstruction of
meanings is an active and uniquely
individual process, students must be
encouraged to work independently.
Instructional Characteristics

12. Guidelines for Its Effective Use
Encourage students to take their
own initiative in undertaking a
learning activity, to develop self-
directed learning.
Respect and accept the student’s
own ideas, to enhance self-
confidence.
Ask the students to recall past
experiences, analyze and see a
connection with the new learning
event.
Note: Experience alone may not result to learning. It is recall
and objective evaluation that results in new understandings.

13. (I) Integrated Approach
Interdisciplinary, interdisciplinary
and transdisciplinary

14. Intradisciplinary Approach – the subdisciplines are
integrated within a subject area
Listening
Reading
Writing
Speaking Language
Arts
Algebra
ProbabilityGeometry
Math

15. Interdisciplinary Approach – (CBI) concepts and skills of
different subject areas are integrated
Science Language
Science
concepts,
writing skills,
research
skills, reading
skills
Social
Studies
Science
Research
skills,
Critical
thinking,
Scientific
processes

16. • teachers organize curriculum around students’
questions and concerns
• Students develop life skills as they apply interdisciplinary
and disciplinary skills in a real-life context.
Transdisciplinary Approach
• learning that results from the process of working toward the
understanding of the resolution of the problem; also known as project-
based learning or place-based learning (students tackle a local problem)
Problem-based Learning
(PBL)

17. Steps in Planning a Project-based Curriculum

Teachers and students
select a topic of study
based on students’
interests, curriculum
standards, and local
resources.
Teachers and students
select a topic of study
based on students’
interests, curriculum
standards, and local
resources.
Students share their
work with others in a
culminating activity.
Students display the
results of their
exploration and
review and evaluate
the project.

18. Appropriate Learning Activities in the Different
Phases of the Lesson
Introductory
Activities
(Starters /
Unfreezing
Activities)
• KWL (Know, What to Know, Learned)
• Video clips / editorial / cartoon or
comic strip that relates to
content/topic
• Posing a scientific problem an require
the students to formulate a hypothesis
• Game
• Simulation
• Puzzle, brain teaser
• Mysterious scenario
• Song (+analysis)
• Picture without a caption
• Quotable quote
• Anecdote
• Compelling stories from history /
literature related to the course content
• Current events to introduce curricular
topic
• Diagnostic test
• Skit, role playing
• Voting
• Rank ordering
• Values continuum
• Devil’s advocate
• Conflict story
• Brainstorming
• Buzz session
• Interactive computer games
• Question and answer
• Anticipation guide

19. Developmental Activities
For date
gathering
For organizing
and summarizing
• Interview
• Library research
• Internet research
• Reading
• Lecture
• Inviting resource speaker
• Field trip
• Experiment
• Panel discussion
• Hands-on learning
• Case study
• Using graphic organizers
• Jingles, rap, song
• verses
• acrostic
• powerpoint presentation

20. For Application
/ Creative
Activities
For Concluding
Activities
• solving real-word problems
• performances and demonstrations of
skill mastery
• authentic projects
• portfolios of students’ best work and
work in progress
• letters to the editor
• powerpoint presenations
• brochures
• writing and performing a song, rap,
musical
• news report for a local news
program
• television talk shows
• mock debates and mock trials
• mock job interviews
• personal narratives
• cartoons, comic strip
• organizing a symposium
• finish and review the KWL chart
• “passport to leave”
• Journal writing at the end of the
period
• Preview coming attractions
• 3/2/1 countdown
• Using analogies
• Completing unfinished
sentences
• Synthesize or summarize a
lesson

21. Characteristics of Effective Teaching Methods
Effective Teaching
Methods
Interactive
Innovative
Integrative
Inquiry-basedCollaborative
Constructivist
Varied