Transformative Teaching: Applying Research-based Knowledge and Principles to enhance Learning

Transformative Teaching: Applying
Research-based Knowledge and
Principles to enhance Learning
By : Deborah E. Bandahala
Master Teacher 1
Talon-Talon National High School

“The quality of an
education system
cannot exceed
the quality of its
teachers.” (McKinsey,
2007)

discuss the Research-based Knowledge and its
implication to the emerging educational paradigm;
discuss the Transformative Teaching and its key
Factors and Benefits for the Classroom Teaching
explain the principles of teaching
explain the principles of learning
Session 2 - Objectives:
At the end of the session, the participants
will be able to:

RESEARCH-BASED KNOWLEDGE AND
PRINCIPLES OF TEACHING AND
LEARNING

Philippine
Professional
Standards
For Teachers

PPST WILL BE USED AS:
• Basis for all learning and development program for
teachers to ensure that teachers are properly
equipped to effectively implement K12 Program
• For selection and promotion of teachers
• Basis for all performance appraisal of teachers
• DO 42, s. 2017

1. Content Knowledge and Pedagogy;
2. Learning Environment;
3. Diversity of Learners;
4. Curriculum and Planning;
5. Assessment and Reporting;
6. Community Linkages and Professional Engagement; and
7. Personal Growth and Professional Development.
SEVEN DOMAINS OF PPST

Recognizes the importance of teachers’ mastery of content
knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles
of teaching and learning.
DOMAIN 1.
CONTENT KNOWLEDGE AND PEDAGOGY

 This domain encompasses teachers’ ability to apply
developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research.
 It takes into account teachers’ proficiency in Mother Tongue,
Filipino and English in the teaching and learning process, as
well as needed skills in the use of communication strategies,
teaching strategies, and technologies to promote high-quality
learning outcomes.
DOMAIN 1.
CONTENT KNOWLEDGE AND PEDAGOGY

DOMAIN 1. STRAND 2
STRAND 1.2
RESEARCH-
BASED
KNOWLEDGE
AND PRINCIPLES
OF
TEACHING
AND
LEARNING
BEGINNING
1.2.1
Beginning
Demonstrate an
understanding of
research-based
knowledge and
principles of
teaching and
learning.
PROFICIENT
1.2.2
Use research-
based
knowledge and
principles of
teaching and
learning to
enhance
professional
practice.
HIGHLY
PROFICIENT
1.2.3
Collaborate with
colleagues in the
conduct and
application of
research to
enrich
knowledge of
content and
pedagogy.
DISTINGUISHED
1.2.4
Lead colleagues in
the advancement of
the art and science
of teaching based
on their
comprehensive
knowledge of
research and
pedagogy/

 Competencies that teachers are expected to master for them
to teach efficiently and effectively.
CONTENT KNOWLEDGE

1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
DOMAIN 1. CONTENT KNOWLEDGE AND PEDAGOGY IS
COMPOSED OF SEVEN STRANDS

RESEARCH-BASED KNOWLEDGE
• Information, knowledge or data acquired through
systematic investigation and logical study

RESEARCH
• Scholarly activity that
consist of addressing a
specific problem through
collection, analysis and
interpretation of data (or
scientific information or
facts) Wa-Mbaleka, 2019

CHARACTERISTICS
SPECIFIC
PROBLEM
EMPIRICAL
SYSTEMATIC
Because it is there to help solve the problem
Based on experience or observation
Follow a specific process and a specific set
of guidelines and principles

CHARACTERISTICS
CREDIBLE
LOGICAL
CRITICAL
Based on real facts that anyone who follows your
method or steps can also find
Based on evidence that is convincing to readers
and listeners.
Careful evaluation of the data we collect

EDUCATIONAL REFORM
SHOULD BE A BY-
PRODUCT OF RESEARCH

https://blog.innerdrive.co.uk/20-principles-teaching-learning
TEACHING
PRINCIPLES

Transformative
Teaching
ACTIVITY

Edukasyon sa Pagpapakatao
(ESP)
ACTIVITY

1. Mathematics
Project: Community Budgeting
Activity: Participants create a budget for a fictional
community project (e.g., installing a playground). They must
research costs, allocate a budget using mathematical
operations (addition, subtraction, percentages), and present
their financial plan.
Transformation: This project makes math relevant by applying
it to real-world situations, enhancing Participants’
understanding of budgeting and financial literacy.
EXAMPLE

2. English
Project: Multi-genre Research Paper
Activity: Participants choose a significant social issue (e.g.,
climate change or human rights) and conduct research to write
a multi-genre paper that includes various formats such as
essays, poetry, articles, and art.
Transformation: This approach encourages creativity and
critical thinking, allowing Participants to explore different ways
to express their understanding of a complex issue while
improving their writing skills.
EXAMPLE

3. Science
Project: Environmental Sustainability
Activity: Participants investigate a local environmental issue
(like water pollution) and develop a sustainability project. They
collaborate with local organizations to create a plan that
includes research, experimentation, and proposals for
community workshops.
Transformation: This hands-on project emphasizes scientific
inquiry, data analysis, and community impact, empowering
Participants to apply scientific concepts to real-world challenges.
EXAMPLE

4. Technology and Livelihood Education (TLE)
Project: Entrepreneurial Business Plan
Activity: Participants develop a business plan for a sustainable
product or service, incorporating concepts from marketing,
finance, and production. They create prototypes and pitch their
business ideas to a panel of "investors" (peers or teachers).
Transformation: This project enhances Participants’
understanding of entrepreneurship, critical thinking, and
practical skills while connecting classroom learning to real-world
applications.
EXAMPLE

5. Social Science
Project: Cultural Heritage Fair
Activity: Participants research and present on a culture or
community within their country, creating exhibits,
performances, or presentations that highlight traditions, values,
and historical significance.
Transformation: This project fosters appreciation for diversity
and critical thinking as Participants engage with cultural studies,
encouraging empathy and understanding of different
perspectives.
EXAMPLE

6. Physical Education
Project: Health and Fitness Campaign
Activity: Participants design a health and fitness campaign for
their school, focusing on issues like nutrition, exercise, and
mental well-being. They create materials, host events, and
measure the campaign’s impact on their peers’ health behaviors.
Transformation: This initiative promotes leadership and
advocacy skills, encouraging Participants to take responsibility
for their health and that of their community.
ACTIVITY

7. Edukasyon sa Pagpapakatao (ESP)
Project: Community Service Learning
• Activity: Participants identify a social issue in their
community (e.g., waste management) and develop a
service project to address it. This might include organizing
clean-up drives, awareness campaigns, or partnering with
local NGOs.
• Transformation: By participating in community service,
Participants learn about social responsibility, ethics, and
EXAMPLE

8. Filipino
Project: Filipino Cultural Heritage Documentary
Activity: Participants create a documentary about a
specific aspect of Filipino culture, such as traditional
festivals, cuisine, or regional customs. They research,
conduct interviews, and use multimedia tools to produce
their documentary.
Transformation: This project deepens Participants '
appreciation for their cultural heritage while developing
EXAMPLE

BACKGROUND
Transformative teaching is a
method of instruction that
involves creating an
environment where students are
at the center of the learning
process and are encouraged to
question their assumptions,
values, and beliefs.
V
O
C
A
B
U
L
A
R

A Paradigm Shift in Education
Transformative teaching is a dynamic
approach to education that goes beyond
simply imparting knowledge.

The Goal of Transformative
Teaching
- is to enhance students' intellectual and
personal growth by helping them
develop a deeper understanding of the
subject matter and their ability to apply
it in real-world contexts

It aims to fundamentally change how
students learn, think, and engage with
the world around them.

This approach emphasizes the
application of research-based
knowledge and principles to create a
learning environment.

Transformativ
e Teaching
Critical
Thinking
Creativity
Collaboration
Lifelong
learning

The Strategies for Transformative Teaching:
Students are actively involved
in the learning process through
hands-on activities, discussions,
problem-solving, and real-
world applications. This
encourages critical thinking and
deeper understanding.
1. Active Learning

The Core Principles of Transformative
Teaching:
The learning experience is
tailored to the individual needs,
interests, and learning styles of
each student. This promotes
autonomy, self-directed learning,
and a sense of ownership over
their education.
2. Student-Centered
Learning

Teaching:
Students work together in
groups to solve problems,
share ideas, and support each
other's learning. This fosters
teamwork, communication
skills, and a sense of
community
3. Collaborative
Learning

Teaching:
Students learn through direct
experience, applying concepts
to real-world situations. This
promotes deeper
understanding, practical skills,
and a connection to the
relevance of their learning.
4.Experiential
Learning

Teaching: Students are presented with
complex, real-world problems
that they must solve through
research, critical thinking, and
collaboration. This encourages
deeper learning, critical
thinking, and problem-solving
skills.
5. Problem-Based
Learning

Theoretical Underpinnings of Transformative
Teaching :
Transformative teaching is not a one-size-
fits-all approach. It requires teachers to
be flexible, adaptable, and responsive to
the needs of their students.

Teaching :
1. Constructivism
- Learning is an active process where
students construct their own
understanding based on experiences
and interactions with the world.

Teaching :
2. Social Constructivism
- Learning is shaped by social
interactions, cultural contexts, and
collaboration with others.

Teaching :
- Students' beliefs about their abilities
(self-efficacy) play a crucial role in their
motivation, effort, and achievement.
3. Social Cognitive Theory

Teaching :
- Learning involves a process of critical
reflection and transformation of one's
assumptions, beliefs, and perspectives.
4. Transformative Learning Theory

Teaching :
5. Change Theory
- Personal change involves a conscious
process of self-reflection, goal setting,
and deliberate action

Transformative
Teaching
Practices
Project Based Learning
Inquiry-based learning
Technology Integration Reflection and Assessment
Differentiated Instructions
Collaborative Group Work

Teaching :
The Benefits of Transformative Teaching
1.Increased student engagement and
motivation
2.Improved academic performance
3.Development of higher-order thinking skills
4.Preparation for success in the 21st century
5.Increased teacher satisfaction

Question:
1. As teacher in the modern era,
what transformative teaching
strategy/ies that you would
incorporate in your teaching?

Question:
1. How do you assess the
transformative teaching?

Research-based Knowledge on the
Principles of Teaching to enhance
Learning

1. Effective teaching
involves acquiring
relevant knowledge
about students and using
that knowledge to inform
our course design and
classroom teaching.
ASSURE MODEL (Heinich, Molenda, Russell and
Smaldino, 1999)

involves aligning the
three major components
of instruction: learning
objectives, assessments,
and instructional
activities.

involves articulating
explicit expectations
regarding learning
objectives and
policies.

4. Effective
teaching involves
prioritizing the
knowledge and
skills we choose to
focus on.

involves recognizing
and overcoming our
expert blind spots.

involves adopting
appropriate teaching
roles to support our
learning goals.

involves progressively
refining our courses
based on reflection
and feedback.

involves progressively
refining our courses
based on reflection and
feedback.

Research-based Knowledge
on the Principles of Learning
to enhance Learning
Eberly Center for Teaching Excellence, Carnegie Mellon University

1. Students’ prior
knowledge can help
or hinder learning

To apply this principle, consider the following
teaching techniques:
 Administer a diagnostic assessment or have students
assess their own prior knowledge
 Use brainstorming to reveal prior knowledge.
 Identify discipline-specific conventions explicitly.
 Ask students to make and test predictions.

2. Students’
motivation
determines, directs,
and sustains what
they do to learn

 Connect the material to students’ interests.
 Provide authentic, real-world tasks
 Show relevance to students’ current academic lives.
 Provide rubrics

3. How students
organize knowledge
influences how they
learn and apply
what they know

 Provide students with the organizational structure of
the course.
 Share the organization of each lecture, lab, or
discussion explicitly
 Make connections among concepts explicit.
 Ask students to draw a concept map to expose their
understanding of how course material is organized.

4. To develop mastery,
students must acquire
component skills,
practice integrating
them, and know when to
apply what they have
learned.

To apply this principle, consider the following teachin
techniques:
 Provide isolated practice of weak or missing skills.
 Give students opportunities to practice skills
including low-stakes, ungraded assignments
 Give students opportunities to apply skills or
knowledge in diverse contexts.
 Specify skills or knowledge and ask students to
Identify contexts in which they apply.

5. Goal-directed
practice coupled with
targeted feedback
enhances the quality
of students’ learning

 Be explicit about your goals in your course materials
Stage assignments by breaking tasks into smaller
assignments.
 Look for patterns of errors in student work.
 Prioritize your feedback
 Incorporate peer feedback.

6. Students’ current level
of development interacts
with the social, emotional,
and intellectual climate of
the course to impact
learning.

To apply this principle, consider the
following teaching techniques:
 Make uncertainty safe.
 Examine your assumptions about students.
 Model inclusive language, behavior, and attitudes
 Establish and reinforce ground rules for interaction
 Use the syllabus and first day of class to establish
the course climate

7. To become self-
directed learners,
students must learn to
monitor and adjust
their approaches to
learning.

To apply this principle, consider the
following teaching techniques:
 Check students’ understanding of the task.
 Have students do guided self-assessments.
 Require students to reflect on and annotate their
own work.
 Prompt students to analyze the effectiveness of their
study skills.
 Have students engage in peer feedback.

Question 1. Which
teaching principles that
you would incorporate in
your teaching as
transformative teacher?
Question 2. Which learning
principles that you would
incorporate for your
students in your teaching
as transformative teacher?

IMPLICATIONS:
21ST
CENTURY
PROFESSIONAL
DEVELOPMENT
SKILLS

ACTIVITY
1. PRESENT an outlined Lesson (by Group)
indicating the transformative teaching.
Topic Strategy Transformation

REFERENCES:
1. PPST – Domains (DepEd Order 42, s 2017)
2. Eberly Center for Teaching Excellence, Carnegie Mellon University
(n.d.) Theory and Research-based Principles of Learning. Retrieved
from http://www.cmu.edu/teaching/principles/learning.html
3. Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Norman, M.
(2010) How learning works. San Francisco: Jossey Bass
4. Adapted with permission from Eberly Center for Teaching
Excellence, Carnegie Mellon University, Pittsburgh, Pennsylvania.
5. Vibal Studio: https://www.youtube.com/watch?
v=0B4zXQx62pQ&t=2552s

- required to be lifelong learners, constantly seeking out
new research, best practices, and innovative approaches
to enhance their teaching. By embracing the principles
and practices of transformative teaching, educators can
create a more engaging, effective, and transformative
learning experience for all students.
TRANSFORMATIVE TEACHERS

The purpose of education is
• to teach minds,
 to touch heart and
 to transform lives
(Dr. Capulso, 2020)

- So, at the end of the day, we do
what we are expected to do, to
bring the best from everyone,
from all students who are
entrusted for our care.

+639669975936
Debbie Florida
Debbie Bandahala
deborah.bandahala@deped.gov.ph
Debbie Engkoh

Transformative Teaching: Applying Research-based Knowledge and Principles to enhance Learning

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