Republic of the PhiliPPines DEPARTMENT OF EDUCATION REGION IV.A CALABARZON Karangalan Village, Cainta Rizal 2, Gate i it'irt'tii o-li1.. .tlt,!.1?!t Fax:. (O2\6a2-211-4 Email: 09 July 2015 REGIONAL MEMORANDUM No. tl s. 2015 TIIE To. 2C.2I-I R PEDAGOGTCAL APPROACHES Schools Division Superintendents Chiefs, Curriculum and Instruction Division All Others Concerned 1. To ensure proper implementation ofthe curriculum that adheres to the standards and principles of basic education curriculum" this Office releases the enclosed guide entitled "The 2C-2I-lR . K to 12 Approaches Across Learning Areas that Support Teacher Practice" for use by all curriculum implementers ol Dep ED Region IVA. 2. The field is encouraged to peruse the guide, composed of several strategies on the flve pedagogical approaches pointed out in RA10533 (EBEC) designed to assist all teachers in lacilitating learner-centered instruction" in making the curriculum relevant and in strengthening teaching and learning process that would redound to better performance of all learners in any assessment given by the Department of Education (e.g, NAT, PEPT, A &E etc). 3. In order to loster productive learner- teacher relations and to help contribute to a positive learning environment, teachers are highly encouraged to do more research on these strategies for them to tweak these strategies for better results and to use them effectively in addressing the needs ofall learners. 4. Immediate and wide dissemination olthis Memorandum is desired. DIOSD clndrjszjr M. SAN ANTONIO Director lV THE 2C-2I-1R: TEACHING AND LEARNING APPROACHES ACROSS LEARNING AREAS THAT SUPPORT TEACHER PRACTICE Teaching and Learning Approaches Across Learning Areas that Support Teacher Practice is a guide to all curriculum plalners, designers and leaders ofDeptrd Region IVA. It was crafted to provide support in implementing the approaches prescribed in RA10533 expected to develop the information ski1ls, learning ald innovation skills, communication skills, life and career skills of all learners in the basic education program. The five ma,jor approaches are Constructivist, Collaborative, Integrative, Reflective ald inquiry Based Learning ( 2C-21-1R ). These approaches contain five core strategies recommended for use by instructional leaders and teachers in finding ways to help learners get excited about their learning, in responding to their abilities and learning styles ald in building learners competence in doing holistic ald engaging activities inside ald outside the classroom. With these strategies, it is hoped that teachers carr now improve learners understanding of the learning outcomes, heighten learner's abilitlt to read, write ald reason, and ultimately meet the K12 curriculum staldards. Curriculum and Learnine Management Division. Resion IVA 1 I i ,:; ,' Inquiry Based Approach is a way of acquiring or obtaining information by investigation caried out by learners who are eager to lcrow the phenomenon in question. As a process, learners are involved in their learning by formulating questions, investigating, building their understanding and creating meaning and new lcrowledge on a certain lesson. At the end, the new knowledge is used to answer a question, develop solution and support a position or point of view. To achieve tfre desired outcomes using this approach, the following strategies can be adopted: 1, Sirnulation is an instructional method where learners are placed in a context or situation made by the teacher. During simulation, learners interact in a way where tl'ey themselves are the subject in the laboratory or classroom. Usually, it is done through role plays, ganes and models. 2. Dernonstration is a teaching technique that lessens teachers aclive role as a prime source of lcrowledge allowing learners to respect diversilr and work in the proces,s. It is an important component of overa-11 teaching strateg/ that provides a concrete and visual way of explaining the topic. Erperinent is a way of doirrg investigation in science classrooms. It encourages learners interest to manipulate objects, test hl4lothesis and work together to solve or prove something exciting. In the process, learners are able to see or relate concepts better contributing to a thorough understanding of the science concepts. L Fteld Study is a malner in which experiments or engaging aclivities are undertaken in a natural setting rather than in laboratories, classrooms, or ofier structr-rred envirorunents. 5. ProJect Work is a met1'od that focuses on the work given by the teacher for leamers to cany out in groups about a certain problem or situation on a specffic content. requires learners to work together towards a common goa1. This t}?e of learning has been called in valious narrles like collective learning, learning comnunities, peer teaching, peer learning or team iearning. Collaborative Approach In order to achieve a classroom where collaborative learning approach works, teachers must frr1ly understand learners preferred learning sQzles arrd view of learning- Classroom teachers shal1 use the following strategies properly; 1- onllne - Collaborative Learning is a method that prepares lea,rners to be responsible individuals in a technologically advanced society. Projects ald activities given by teachers to them shall reflect their cu rr-ent and future needs. curriculum and Learnins Manasement Division. Resion lvA 2.l i '' ;1 2. Jigsaw Method is a cooperative learning technique in which learners work in a sma1l group. It cal be used in a variety of ways for a varietlr of goals that allows for an efhcient way for learners to learn content, develop their listening, engagement and empathy skills aside from allowing tJlem to interact anong each other and work independently. 3. Thl'rl- Pair- Share is a cooperative discussion strates/ with three stages of learners action emphasizing on what learners are to be doing at each of the three stages (Think -Pair- Share). 4. Integrated Process Approach namely; socialization, internalization. 5. is a strategr that features four phases externa.lization, combination and Peer Teaching is a strate$/ that is carried out by leamers that involves learners taking on a teaching role in the school setting. The three forms of peer teaching strategies are reciprocal teaching, peer tutoring ard cooperative learning. Integrative Apptoach provides learners with a learning environment t-l-at helps thern make connections of their learning's acros,s curricula. It focuses on connections rather than teaching isolated facts. It underscores the elements of content based instruction, locusing inquiry, thernatic teaching and generic competency model. To produce good results using ttris approach, proper inplernentation of t1le following shategies are highly recomnended- l. Educatlonal Technologr is the effective use of technological tools irr learning. It concerns an array of tools such as media, machines and networking hardware as well as the underlying theoretical perspectives for their effective application. 2. Lecture Method is an oral presentation of information by the teacher. It is a mettrod of relaying factual information which includes principles, concepts, ideas and theoretical lcaowledge about a given topic. 3. Discussion Method is a stratery that involves two way commr.uication between teachers and learners. In t1.e classroom situation, tlee teacher and learners all participate in discussing and explaining the concepts or toFics. curriculum and Learnins Management Division, Resion lvA 3 I ;r'ir' '.l "' 4. Bttzz Groups is a method of instruction where a group can be divided into sub-groups to discuss one or two specific questions or issues related to the main topic. 5. Brainstorming is a stlates/ where pat:ticipants are encouraged to ask, share explain arrytbjng related to the topic and to 1et ttrese ideas flow fieely during the teaching- learning process in order to arrive at a conclusion for a speclfic problem. Constructiwist APProach allows learners to be active in tie process of constructing meaning and knowledge rather than passively receiving information. It fosters critical thinking and provides learners with a learning environnent that helps tfiem make corrnections with their learnings. To ensure that learnerc are maters of meaning and lcrowledge in the process, the following strategies are suggested; l. Thtnktng Skllls Strategles are strategies that strive to improve achievement by consciously developing learners ability to consider ideas, anaTyze perspectives, solve problems and make decisions on tfreir own. Teachlng Strategies are methods that strive to improve learners actievement by engaging learners in individual or group experiential learrfng opporturrities suctr as purposeful conversadon, project plalning, hands on inquiry, analysis and product creation. 2. Activity -Based 3. Dlrect Instruction Strategies are the qr'rickest way to impart knowledge where teachers words and actions both grride and model the learning. movement in teacher education in wtrich teachers basis in order to consider alternative means for practice underlying own and its analyze their achieving their ends. (Perrington, 1992) Reflectiwe Approach signifies a Some of the shategies that a teacher can make use of are; 1. Multirnedia Presentatlotr is the effeclive use of instructional materials a wide range of electronic media allowing the learners to reflect teactring learning process. aier the t-hat utilize 2. DrtU atrd Practice is a technique with emphasis learners reflect on their skil1 or learnings. on repetition after the 3. Mental Modelltng is a strates/ intended to enhance learners ability to direct their own learning after gaining an insight in any cogrritive process or activity. curriculum and Learnina Manasement Division. Reaion lvA 4 I i: 'l :'i i" OVERALL PLAN FIR INQUIRY BASED LDARNING ACTIVITY f,hat Learners Need To Ask What Learners Know TTow Learners Learners Want to Goal of the What Act SCIENCE did Learners Learn Unexpected Learning' s Know l{hat Else Learners Klow Why IN What know ivity Skills will I lYhat What Resources Use Do I IIow Need lYell Learners Achieve thc (ioal What Changes did Learners have Lo Make to Meet the Goals Might Go Wrong Sub-Goa I s What Procedures T Neecl Due Dat c: loeis Cons ider ind Feel ings here to or Next Steps St eps Fo I low El se These St rat eg ies Can I Use What Learners Feel About curriculum and Learnins Manaeement Division, Resion IVA Need 5 to 'lhink I r . ., , and TEACHING GUIDE FOR COI,LABORATIVE St I rategy Classroom Appl i cat ion LEARNING igsav ACTIVITY IN Pr-rzz le |'{ode MATII L Learners wiil be able to solve 2 problems that would require them to find the mean, mediar, mode and raage from the given data. Divide the class into 5 or 6 jigsaw groups. The groups should be diverse in tcrms o[ gender, ethnicit], racc, arrd abilitt'. Appoint one sludent from each group as the lcader. Initialiy, this person should be lhe most mature student in the group. Dir i le rhe les-on inio 4 sFgnenLs: (1) Solving (2) Soiving (3) Solving (1) Findine for the mean from groupcd, ur\grouped data for median from the given grouped, ung.ouped dara for the mode of the given grouped, uJrgrouped the range of the given dala. data / How Assigr each student to learn one segment, making sure students have direct access only Lo their own segnent. / Cive students time lo read over lheir segment at least t\.uice and becone familiar with it. There is no need for them Lo memorize it. "/ Form temporary "expert groups' by having one student lrom each jigsalf group join other students assigned to the same segncnt. / 6ive studcnts in lhese expert groups time 10 discuss the oain points of their segnent and to rehearsc thc presentations they lvill make to / / thci r j igsaw group. *ine the students back into their j igsarv groups. Ask each student to present her or his scgment to the group. Encourage others in the gloup to ask questions for clarification. Obscrving the process. / F\oaf from group to group, observing the process. If any group is having troubl-. (e.g., a member js dominating or disruptive), make al alrpro!- ia tc inte,v.nlion. "/ Eventually, it's besL for the group ieader to handle this task. Lcaders can be trained by whisurring an instruction on how to inLervene, until the leader gets the hang of it. At the cnd ol the session, give a quiz so that students cluickly realize that these sessions are not jusl for fun ald ganres. Curriculum and Learninq Manasement Division. Region IVA come to 6lFart TEACHING GUIDE FOR INIEGRATIYE TEACHING Content Content Staldards (C,ompetencies) {to xt{OW skils) IN lLE Performance St.ndrrds (to Do skills) Cou3e l: Inkoducttoa to Entrepreaeltr3hip lcorel sugge.ted The: L€veL Grade I r Grade I 10 Pathway Courc Owawter Sta da.ds : Forndruoarl objectlve3: CoEDoa Elaeltlal Le.ahg* Fordatl@ol objectlve.s Assess Vocational Skills- Knowlc.lse and Iln.lcrsfAndins Title: l,evel: Crcdit value: Outcomes karnhg The lesrner Assessment Cnteria stn: 1 Be able to prcpare assessrnents of vocational The lee"ner can: skills, knowledge and 2 Be able to carry out asscssments olvocational skills, knowledge and 3 Be able to provide required inlorrnation following the assessment of vaatio.sl skills knowledoe an.l rn.lerstandins. 4 Be able to maintaln legal and good pmctice requlrements when assessins vocalional skills. knowledae and understandina. Evidence Requirements and Assessment Guidance Ifor the complete Unit) Additional informaiion about the Unit Unii aim(s) D.tails ol the relationship between the Unit and relevant naiional €cupational standanls {il appropriate) Details of the reLationship between the Unit and othc. slandards o. curricula {ilaDomDriate) Assessment requirements specified by a sector or.egulatory body (if kalning arld Development NOS Standard 9: Assess I.earner Achievement- Curriculum and Learninq Manasement Division. Resion IVA References Aside from RA10533 and related K to 12 documents retrieved from DepEd website, ttre following references are consulted and used to clariiy the meanings of terms and contexts used in this document. Ciccorico, E- W (1970). lntegration in the Curriculum .main Currents in Modern thought. Cothron, J. H-et.al (2OOO)- Students and Research: Practical Strategies for Science Classrooms. Kendall Publishing Co. Dewey, J. (2O08). Democracy and Education. Virginia. Wilder Publications. Dooley,M.(2OO8).A Gtridebook to Moderating lntercultural Collaboration Online. Miller, T.L. (1999). Chapter 7. Constructivism and the Nature of Science. Springerl-ink. Neqrrnaln, F. M et.al (1995). Authentic Pedagos/: Standards that boost Student Restructuring Schools. Retrieved fiom Performance, Issues in @ Warner, J. Alna et.a1.(2oO8). Implementing lnquiry Based Teachirrg Mettrods. University of Florida Education. Wilfied,A. (2OO2). Theory and Practice Aom Inquiry Based Approaches to Science Education Won,M. (2009). Issues on Inqrriry based Science Education seen through Dewey's Theory of Inquiry. Ideals Illinois. Curriculum and Learnins Manasement Division, Reeion IVA t,,