The document distinguishes between approaches, methods, and techniques in language teaching. An approach informs methods, which are composed of techniques that reflect the approach. The K-12 curriculum in the Philippines takes a learner-centered, inclusive, and developmentally appropriate approach using constructivist, inquiry-based, reflective, collaborative, and integrative pedagogies. It also uses a mother-tongue based approach and spiral progression. The document also compares inductive and deductive teaching methods to direct and indirect instruction through a table contrasting how each method presents and verifies a generalization.

1. Principles of Teaching 2
(Prof. Ed 6)
AssessmentTask 2
In your own words:
 1. Distinguish among approach, method and technique
 An approach gives rise to methods, the way of teaching language
items, for example, via classroomactivities or techniques. A method
is how a language is taught. A method is made up of a set of
techniques that are usually reflect a particular view of language
teaching.
 2. Describe the teaching approaches of the K to 12 Curriculum. Does it in a
creative way?
 The teaching approaches of the subjects in the K to 12 curriculum
“The DEPED shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
 The curriculumshall be learner-centered, inclusive and
developmentally appropriate.
 The curriculumshall be relevant, responsiveand researched-
based.
 The curriculumshall be culture sensitive.
 The curriculumshall be contextualized and global.
 The curriculumshall use pedagogical approaches that are
constructivist, Inquiry-based, reflective, collaborativeand
integrative.
 The curriculumshall adhere to the principles and framework of
the mother tongue-based/multilingual education (MTB-MLE)
which starts fromwhere the learners are and from whatthey
already knew proceeding fromthe known to the unknown.
Instructionalmaterials and capable teachers to implement the
MTB-MLE curriculumshall be available.
 The curriculumshall use the spiral progression approach to
ensuremastery of knowledgeand skills after each level.

2.  The curriculumshall be flexible enough to enable and allow
schools to localize, indigenize and enhance the samebased on
their respective educational and social context.
 3. Compare direct and indirect instruction with deductive and inductive
methods of teaching. Use a table for comparison.
Teaching Inductively Teaching Deductively
The teacher presents specific data
fromwhich a generalization is to be
drawn.
The teacher introduces the
generalization to be learned.
Students are allowed uninterrupted
time to observeor study the data
illustrating generalization.
The teacher reviews the task-relevant
prior facts, rules, and action sequences
needed to formthe generalization.
Students are shown additional
examples and non-examples
supporting generalization.
Students raise a question, pose a
hypothesis or make prediction thought
to be supported by generalization.
Student attention is guided firstto the
critical (relevant) aspects of the data
supporting the generalization and then
to the noncritical (irrelevant) aspects.
Data, events, materials and objects are
gathered and observed to test the
prediction.
A generalization is made that
distinguishes the examples from the
non-examples.
The result of the test is analyzed and a
conclusion is drawn as to whether the
prediction is supported by the data,
events, materials or subjects that were
observed. Itshould be refined and
revised in accordance with the
observations.